Where are deciduous forests located in India? What type of climate region is needed for these forests to thrive? Identify at least two plants and two animals that live within the deciduous forest. Be sure to use complete sentences in your answer.

Answer:

Stones and obsidian

Explanation:

Georgia’s natives primarily used stones and obsidian to make arrow heads.

stones and obsidian

Answer:

A mountainous environment will make it far harder and more complicated for something both living in farming in TEXAS!!! Because mountains are rocky and not much gardening space either.

Explanation:

have a good day my dude

They would make it hard to plant and have a farm they would also make it more difficult to get place to place, because you would have to go threw the valleys and would have to drive around and over the mountains

Answer:

The land was divided due to the Decline Of Feudalism

Explanation:

Answer:

Another blow to the system came from sudden population declines caused by wars and plagues, particularly the Black Death (which peaked between 1347-1352 CE), and by peasant revolts (most famously in England in 1381 CE)

Explanation:

hope this helps

Answer:

There are many different ways to differinciate weather and climate, but one of the most common ones is that the rate of change to observe the conditions take longer for climate than for weather.

Answer:

weather is the short term change in the atmosphere

climate is the change of the weather over long periods of time.

Explanation:

Hope this is right

Answer: I'd say education and social/cultural things.

Explanation: Most people come here for cultural, education and freedom.

Answer:

Health and Immigrants are bad because if they have a disease that is contagious they could make other people that live there sick which could make people die and then there death rate could go up. If this ever happened it could make population go down in that country.

Explanation:

Hope this helps:)

Answer:

B. desertification caused by poor agricultural practices

Explanation:

I don't think it A because there aren't many shopping centers and restaurants in Africa.

I don't think it's C because there aren't that many factories in Africa.

I don't think it's D because erosion of coastal areas only are near the border of Africa.

I think its B because Africa is largely becoming overpopulated and as such needs resources to sustain its growing population. But in Africa largely, the Agricultural methods practiced is not sufficient enough to cater for its growing population. Hence causing desertification (Process by which a geographic region becomes a desert. The change may result from natural changes in climate or by HUMAN ACTIVITY.)

Sources: Google

Answer:B. desertification caused by poor agricultural practices

Explanation:

Answer:

tundra or valley.

Explanation:

Answer:

A valley.

There may be more options but this is the first that came to mind.

to get to the other side because they needed more crops, and land. They wanted to steal it but they got caught and went back! Hope this helps please give me brainliest or thanks

Answer:

they came when asia was connected to america, im guessing they were curious

Explanation:

Answer:

This animal has long, big ears and has white and blonde fur. They seem to always have brown eyes, but an albino has white fur and red eyes.

Answer:  

The fennec fox is the smallest of all the world's foxes, but its large ears, measuring 6 inches, appear to be on loan from a bigger relative.

(I'm sorry that it's not the most detailed answer, but I hope it helps ^^)

Answer:

its either A or C

Explanation:

but i think its C cuz floods where a big thing back in the day

i think it might be A.

Answer:

The Antarctic Plate is bounded almost entirely by extensional mid-ocean ridge systems.

Explanation:

Shetland tectonic plate is one of the many surrounded on Antarctica.

Shetland tectonic plate

how was the land dI divided

-a unit of land to control in exchange for a military service. ... Individual lords would divide their lands into smaller and smaller sections to give to lesser rulers and knights.

Explanation:

Answer:

Sections, townships, precincts and acreages were created random divisions and artificial boundaries to the seemingly endless frontier. Property lines were drawn on pieces of paper maps  dividing one person's land from the next. Landmarks and lines on maps told these people where they were and where their land was.

Explanation:

The first Russians to come to U.S. territory didn’t even have to leave Russia to do so. In the 18th century, Russian explorers traveling east from Siberia discovered Alaska and claimed it as a possession of their emperor, or czar. The Aleutian island of Kodiak became the first Russian settlement in 1784, and traders and fur hunters founded trading posts throughout the territory. Eventually, Russia’s possessions ranged far down the Pacific coast, reaching all the way to Fort Ross in California, a mere 100 miles north of San Francisco.

The czar never planned to hold onto Alaska and sold the territory to the U.S. in 1867. Russian cultural influences persisted long afterwards however. The Russian Orthodox religion had arrived with the first traders, and missionaries continued to found primary schools and seminaries for generations to come. Many Native Aleuts and Eskimos converted to the new faith, and Russian Orthodox churches can still be found in Alaska today.

Struggling to Leave Home


Russian farm children in Colorado
The next great wave of emigration from the Russian Empire came in the late 19th century—but the Russians were barely included in it. In the 1880s, the Russian countryside was strained by severe land shortages. Facing poverty and starvation, farmers and peasants from across the Empire sought a brighter future overseas, and millions set sail for the United States. Ethnic Russians, however, could not share in this hope; the imperial government barred them from leaving the country. Over the next few decades, Ukrainians, Belarussians, Lithuanians, and Poles arrived at Ellis Island by the hundreds of thousands. Russians, however, made the journey only a few at a time, and only by braving many hazards. The U.S. census of 1910 found only 65,000 Russians in the country.


Russian Molokan church in California
The Russians who did make the journey formed small communities and took work where they could find it. Some took advantage of the Homestead Act and headed west to found new family farms on the seemingly endless American plains. A number of pacifist sects, such as the Dukhobors and Molokans, settled in California and Oregon, where they maintained their traditional practices—and distinctive music—well into the 21st century. Many Russians went to work in the growing industries of the 19th century, toiling in the mines, mills, and sweatshops of the East Coast and Great Lakes.

To hear music and speeches from the Russian Molokan community, visit the collection California Gold: Northern California Folk Music from the Thirties.

Some of these early Russians were circular immigrants—they planned to stay only long enough to save some money and then to return home to Russia. Many of those who did return, however, found their homeland in the midst of the greatest turmoil in its history.

Revolution and Persecution


Russian immigrant family
In 1917 the imperial government of Russia was overthrown by socialist revolutionaries called Bolsheviks, and all the lands of the Empire were convulsed by four years of civil war. As the Russian Empire died and the communist Soviet Union came into being, tens of millions of people were caught up in anarchy, bloodshed, and widespread property destruction, and more than 2 million fled the country. More than 30,000 made their way to the United States.


Group of Siberian Emigrants
These new Russian immigrants had mostly been prominent citizens of the Empire—aristocrats, professionals, and former imperial officials—and were called “White Russians” because of their opposition to the “red” Soviet state. The White Russians were welcomed by the U.S. government, which was concerned about the spread of socialism, and quickly formed organizations to provide aid to their homeland. In the meanwhile, though, they had to find ways to support themselves in America. Many took up manual labor for the first time in their lives, and tales spread of former princes working as headwaiters and generals driving taxis. At the same time, they had to learn to live with the older generation of Russian immigrants. Many of these farmers and laborers had suffered terribly at the hands of the imperial aristocracy, and the White Russians did not always find a warm welcome when they asked the Russian American community for help.

russia began with providing the civilians

Answer:

Explanation:

Me

Answer:D

Explanation:

Answer: D.bridges

Explanation: Floods could cut off villages during the monsoon season, but the indigenous Khasi people use the roots of the rubber tree to create living bridges to allow crossings throughout the year.

Answer:

Explanation: Water is arguably the most

important resource on our

Earth. We depend upon

water to survive and are intimately tied to

tiny water molecules cycling through our

world. Throughout history, the locations

in which cities and entire civilizations

have developed have been influenced by

the location and abundance of freshwater

resources. We have come to depend

upon seasonal rains, snowmelt from

mountains, and water recharging our

underground reservoirs.

This chapter covers the processes by

which water moves around Earth, and

the forms water takes on its journey

through the water cycle. Although this

cycle receives a great deal of attention

in our schools, students still struggle

to understand many of the most basic

concepts about the water cycle. We

explore some of these difficult concepts

in more depth and emphasize that

throughout their learning of these

concepts, it is critical that students

come to understand that no new water

is created during the water cycle—all of

our water on Earth is recycled—and that

there is a limited amount of freshwater

available in the world.

The Water Cycle

As water moves around Earth, it does so

as part of what we call the water cycle.

The water cycle is one of the most iconic

topics taught to students during the

upper elementary and middle school

years. Most of Earth’s water is present

in the ocean. As the sun shines on the

water, it heats the water and causes it to

evaporate. Note that evaporation is not

only caused by heat from the sun, but

is also influenced by wind and surface

area, as well as other factors. As each

molecule of water on the surface of the

ocean evaporates into the air, it pulls

another water molecule to the surface.

Now this next molecule of water is

exposed to the heat and drying effects

of the air, and it also will evaporate.

As the water molecules evaporate, the27

CHAPTER OVERVIEW In the Classroom:

Surface Tension 32

Student Thinking:

Water-Cycle Processes 34

Pictures of Practice:

Learning About Evaporation 35

In the Classroom:

Cloud in a Bottle 36

Student Thinking:

What Makes up a Cloud? 37

Representations of Science:

The Water-Cycle Journey 38

Student Thinking:

Groundwater 40

Student Thinking:

Watersheds and Rivers 47

In the Classroom:

Splish, Splash: Water’s

Journey to My Glass 48

Case Study:

The Urban Water Cycle 49

Pictures of Practice:

The Urban Water Cycle 52

Water is all over the world! It is in the atmosphere, underground, running

across Earth’s surface, and even in the bodies of organisms. Some water

moves quickly from one place to another, such as the water that is moving

down rivers into oceans or the water at the surface of the ocean that

evaporates into the sky. Some water may be trapped below Earth’s surface,

unable to move or evaporate for millions of years.

In order to know where we can find freshwater and how to keep it clean,

we need to understand where water is located on Earth and how it may

move from one place to another. This chapter outlines the water cycle by

discussing not only how water moves from one reservoir to another, but

also the challenges students typically need to overcome to understand this

complex system.

In addition, this chapter explores concepts that students typically struggle

to understand, such as groundwater and watersheds. The chapter

concludes with an in-depth look at the urban water cycle in comparison to

the natural water cycle.

minerals or salts that they may have

been carrying are left behind in the

salty ocean. During this process, the air

becomes more and more humid. This

water vapor is an invisible gas and can

move quickly. As it moves about, it often

travels upward or inland—carried by

currents in the air (wind).

As the moister air gains elevation, the

molecules become colder and condense,

turning into liquid. As more and more

of these water molecules condense,

they cluster around particles (primarily

suspended dust) in the atmosphere and

form clouds. Students may be confused

if clouds are gas or liquid. However,

a cloud is comprised of liquid water

droplets, which is why one can see them,

as compared to the water vapor, invisible

gaseous water molecules suspended in

the atmosphere.

When the mass of water molecules is

high enough, the clouds will dispense

their contents as precipitation.

Precipitation can occur as rain or snow

or ice, depending on surrounding air

temperature.

Answer:

c. The Age of Earth

Explanation:

They can use dating methods like carbon dating to find out the age of rocks in the area, which will then tell you how old the rocks are. Rocks to not determine how old or how heavy the earth is, nor the amount of land, so age would be the best answer.

C. The age of earth

Answer:

French

Explanation:

i think that its C New Orleans

It’s New Orleands.
It says here that New Orleans is a city located on the Mississippi River