Answers
1. Chinese immigration dropped by 50 percent in the 1880s.
2. The Chinese Exclusion Act of 1882 explains this drop.
What are the responses to other questions?3. Korean and Vietnamese began sending immigrants in the 1900s.
4. Asian immigration reached its peak in the decade of 1981-1990.
5. Asian immigration to the United States has increased greatly since the late 1880s, with nearly 40 percent of all immigrants coming from Asia today.
While the Chinese Exclusion Act of 1882 led to a serious drop in Chinese immigration, immigration from other Asian countries has steadily increased over time, particularly in the latter half of the 20th century.
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Related Questions
After the Munich Agreement was announced, Winston Churchill gave a speech in Parliament about the decision.
Do not suppose that this is the end. This is only the beginning of the reckoning. This is only the first sip, the first foretaste of a bitter cup which will be proffered to us year by year unless by a supreme recovery of moral health and martial vigour, we arise again and take our stand for freedom as in the olden time.
Winston Churchill,
October 5, 1938
What argument does Churchill make in this speech?
Reaching an agreement is the only way to end Germany’s aggression.
Avoiding a war at all costs is the only sensible stance in this situation.
Giving in to Germany’s demands will only lead to more demands down the road.
Going to war is the best approach to solving most diplomatic problems.
Answers
What does John Brown say he intended to accomplish with the attack at
Harpers Ferry in this letter?
Answers
Answer:
In his letter to his wife, written before his execution, John Brown, the abolitionist, stated that his intention in attacking the federal armory at Harpers Ferry was to start a slave rebellion that would end slavery in the United States.
In the letter, Brown wrote that he hoped his actions would "call attention to the wickedness and injustice of slavery" and "awaken the conscience of the American people." He believed that by seizing the armory and distributing weapons to slaves, he could spark a rebellion that would spread throughout the South and lead to the overthrow of the slave system.
Brown also acknowledged that his actions were risky and that he was prepared to die for his cause. He wrote, "I am now quite certain that the crimes of this guilty land will never be purged away but with blood. I had, as I now think, vainly flattered myself that without very much bloodshed it might be done."
Overall, Brown saw his attack on Harpers Ferry as a necessary and justifiable means of ending slavery and believed that his actions would inspire others to join his cause and bring about the end of slavery in the United States.
Which two of the following items has "Big Tex" decided people in Texas should not be
allowed to do? (2 Correct Answers)
Purchase hand guns
Purchase "hard liquor" from Walmart's located in Texas
Cut down trees
Be able to go to a casino located in Texas
Answers
The two items that "Big Tex" decided people in Texas should not be allowed to do are purchase "hard liquor" from Walmart located in Texas and be able to go to a casino located in Texas.
The official mascot of the State Fair of Texas, an annual event held in Dallas, Texas is "Big Tex," a 55-foot tall statue. Since its initial construction in 1952, the statue has emerged as the state fair unmistakable emblem.
Over the years, the statue has undergone a number of updates and renovations, including a significant overhaul in 2012 that completely replaced his structure and added a new voice system and animated movements.
Big Tex is adored by Texans and guests to the state fair alike despite the fact that he is not a real person and cannot make decisions. He continues to be adored as a representation of Texas tradition and friendliness despite appearing on numerous products and promotional materials.
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RESEARCH TOPIC "The Holocaust is one of the biggest tragedies of the 20th century. It has plundered an entire nation, has taken millions of lives and has changed the history of mankind" In the context of the above statement, evaluate the impact of pseudoscientific Ideas of race on the Jewish nation by the Nazi Germany during the period 1933 to 1946.
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The Nazis used a variety of pseudoscientific theories to justify their actions, including the idea that Jews were a separate and inferior race that posed a threat to the purity of the Aryan race. They also believed in the concept of eugenics, which involved the selective breeding of humans to create a "master race" of people who were physically and mentally superior.
These ideas had a devastating impact on the Jewish nation, as well as on other groups that were targeted by the Nazis. Millions of Jews were rounded up and sent to concentration camps, where they were subjected to forced labor, starvation, and extermination. The Nazis also engaged in medical experiments on Jewish prisoners, using them as human guinea pigs to test various theories related to eugenics and racial purity.
The impact of these pseudoscientific ideas of race on the Jewish nation was profound and long-lasting. The Holocaust resulted in the deaths of millions of people and had a lasting impact on the survivors and their descendants. It also changed the course of history, leading to the formation of the state of Israel and a renewed focus on human rights and the need to combat racism and prejudice in all its forms.
The Nazis believed in the concept of racial purity, which held that certain races were superior to others. They believed that the Aryan race, which they claimed to be of Nordic origin, was the most superior race, and that all other races were inferior. They believed that the Jews, in particular, were a subhuman race that posed a threat to the purity of the Aryan race.
These pseudoscientific ideas of race had a significant impact on the Jewish nation during the period 1933 to 1946. The Nazis implemented a series of policies aimed at the persecution and extermination of the Jews. These policies included the Nuremberg Laws, which stripped Jews of their citizenship and civil rights, and the Kristallnacht pogrom, which saw the destruction of Jewish homes, businesses, and synagogues.
The Nazis also established ghettos and concentration camps, where Jews were subjected to forced labor, starvation, and brutal treatment. Many Jews were subjected to medical experimentation, which was justified by the pseudoscientific belief that Jews were subhuman and therefore suitable subjects for medical research.
The impact of these pseudoscientific ideas of race on the Jewish nation was devastating. Millions of Jews were murdered during the Holocaust, and many more were subjected to unspeakable suffering. The legacy of the Holocaust continues to impact the Jewish nation to this day, as survivors and their descendants struggle to come to terms with the trauma of this tragedy.
In conclusion, the pseudoscientific ideas of race promoted by the Nazi regime had a profound impact on the Jewish nation during the period 1933 to 1946. These ideas enabled the Holocaust, which was one of the biggest tragedies of the 20th century. It is important that we continue to study and remember the Holocaust, so that we can learn from the mistakes of the past and work towards a better future.
Analyzing the Impact of the Treaty of Versailles
In this assignment, you will be using excerpts from several documents to write an analysis of the impact of the Treaty of Versailles. Watch the video below for tips on answering a document-based question.
Historical Background:
The Treaty of Versailles between Germany and the Allied powers was signed on June 28, 1919, five years to the day after Franz Ferdinand's assassination in Sarajevo. Adopting U.S. President Woodrow Wilson's "fourteenth point," the Treaty created the League of Nations. The United States, however, never signed the Treaty and did not join the league; it worked out a separate treaty with Germany and its allies several years later. The Treaty of Versailles punished Germany with war reparations, a loss of land, and demilitarization, among other things.
With Adolf Hitler as its dictator, Germany invaded Poland on Sept. 1, 1939, launching World War II in Europe. The war pitted Germany, Italy, and Japan – the Axis Powers – against the Allies, which included Britain, France, the Soviet Union, and the United States (after Dec. 7, 1941), among others. Earlier, an alliance called the Rome-Berlin Axis had been established between Germany and Italy in October 1936. A month later, Germany made a similar agreement with Japan.
You may refer to relevant historical information not mentioned in the documents.
Write an Essay
Based on the following four documents, analyze the aftermath of the Treaty of Versailles. In an essay (minimum five paragraphs in length), address the question:
How did the Treaty of Versailles help to cause World War II?
Document #1
Source: Treaty of Versailles, Part VIII, Section I, 1919.
Article 231 (aka War Guilt Clause)
The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies.
From Article 232 (aka Reparations Clause)
The Allies require, and Germany undertakes, that she will make compensation for all damage done to the civilian population of the Allied Powers and to their property during the period of the war.
Document #2
Source: Margaret MacMillan, historian and great-granddaughter of British Prime Minister David Lloyd George, Paris 1919, 2001.
In the Berlin cabarets, they told jokes about the worker who smuggled parts out of a baby carriage factory for his new child only to find when he tried to put them all together he kept getting a machine gun. All over Europe, in safe neutral countries such as the Netherlands and Sweden, companies whose ultimate ownership was in German hands worked on tanks or submarines. The safest place of all, farthest from the prying eyes of the Control Commission*, was the Soviet Union. In 1921 the two pariah nations of Europe realized they had something to offer each other. In return for space and secrecy for experiments with tanks, aircraft and poison gas, Germany provided technical assistance and training.
* The Control Commission was established by the Treaty of Versailles to monitor Germany's compliance with its military terms
Document #3
Source: Adolf Hitler, Nazi dictator of Germany, speech to the Reichstag* on Feb. 20, 1938.
There are more than ten million Germans in states adjoining Germany which before 1866 were joined to the bulk of the German nation by a national link. Until 1918 they fought in the Great War shoulder to shoulder with the German soldiers of the Reich. Against their own free will they were prevented by peace treaties from uniting with the Reich.
This was painful enough, but there must be no doubt about one thing: political separation from the Reich may not lead to deprivation of rights, that is the general rights of racial self-determination which were solemnly promised to us in Wilson's Fourteen Points as a condition for the armistice. We cannot disregard it just because this is a case concerning Germans.
* The Reichstag is the lower chamber of Germany's federal parliament
Document #4
Source: John Maynard Keynes, The Economic Consequences of Peace, 1920
The Treaty includes no provision for the economic rehabilitation of Europe - nothing to make the defeated Central Powers into good neighbors, nothing to stabilize the new States of Europe, nothing to reclaim Russia; nor does it promote in any way a compact of economic solidarity amongst the Allies themselves; no arrangement was reached at Paris for restoring the disordered finances of France and Italy, or to adjust the systems of the Old World and the New.
Answers
Answer:
The Treaty of Versailles, signed in 1919, aimed to establish peace after World War I, but instead contributed to the causes of World War II. This is evident from the four documents presented, which highlight different aspects of the Treaty's impact.
Document #1 is a part of the Treaty itself, and it highlights the War Guilt and Reparations Clauses. Article 231, also known as the War Guilt Clause, imposed on Germany the responsibility for all the loss and damage suffered by the Allied and Associated Governments and their nationals. Germany was also obligated to pay reparations for all damage done to the civilian population of the Allied Powers and their property during the war. This burden of guilt and responsibility, along with the economic consequences of reparations, left Germany in a state of resentment and poverty, which in turn fueled the rise of Nazi Party and Adolf Hitler.
Document #2, written by historian Margaret MacMillan, discusses the ways in which Germany circumvented the military restrictions imposed by the Treaty. German companies continued to manufacture tanks, submarines, and poison gas, with the help of technical assistance and training from the Soviet Union. This violation of the Treaty's provisions weakened the credibility of the Allied powers and emboldened Germany, contributing to its aggressive stance in the years leading up to World War II.
Document #3 is a speech by Adolf Hitler, in which he argued for the unification of all Germans under the Reich, in defiance of the Treaty's restrictions. Hitler claimed that the Treaty's imposition on Germany's rights of racial self-determination, promised in President Wilson's Fourteen Points, was a violation of German rights. This rhetoric of national unity and victimhood, combined with the Treaty's harsh terms, contributed to the rise of Nazism and Hitler's subsequent aggression.
Finally, Document #4 is an excerpt from John Maynard Keynes' book, "The Economic Consequences of Peace", which criticized the Treaty for its failure to address the economic instability of Europe. The Treaty did not provide for the economic rehabilitation of Europe or promote economic solidarity among the Allied powers. The economic instability that followed the Treaty, coupled with the burden of reparations, left Germany in a state of vulnerability and desperation, contributing to the rise of Nazism and the onset of World War II.
In conclusion, the Treaty of Versailles, through its harsh terms, violation of German rights, and failure to address economic instability, contributed to the causes of World War II. The Treaty's impact on Germany, combined with the rise of Nazism and the aggressive actions of Hitler, led to a global conflict that resulted in immense human suffering and devastation.
It gave
What best describes the Enlightenment period?
A. The overthrow of absolute monarchy in England and the establishment of a Constitutional
Monarchy
B. A dramatic change in the teachings of the Church with a focus on redemption and salvation
C. A movement which promoted the responsibility of the government to protect people's natural
rights.
D. A time when the power of absolute monarchs dramatically increased & the rights of individuals
declined.
Answers
Answer:
C. This movement emerged during the Enlightenment period and was influenced by the ideas of philosophers such as John Locke and Jean-Jacques Rousseau. It laid the foundation for modern democratic governments and human rights laws.
Explanation:
The Decision to Drop the Atomic Bomb, What consequences are not immediately obvious?
Answers
The long-term impacts of radiation exposure, such as cancer and birth problems, are among the consequences of dropping the atomic bomb that are not immediately apparent.
Additionally, the psychological trauma and ethical ramifications of employing such a destructive weapon on civilian populations may have long-lasting impacts on both the victims and the perpetrators.
The consequences to use the atomic bomb also had political and strategic repercussions, such as the arms race and the Cold War, which influenced world relations for decades to come.
As a result, the consequences are not immediately obvious are the aforementioned.
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Based on the theory of supply-side economics, how does cutting taxes encourage economic growth?
It allows businesses to raise prices on basic goods.
It allows consumers to spend more money on products.
It increases government revenue to fund public projects.
It provides more money for government assistance programs.
Answers
Answer:
It allows consumers to spend more money on products.
Explanation:
This is the only answer that makes sense in most cases. When taxes are cut, typically companies do not have to pay a higher corporate tax rate, and therefore businesses usually do not have to raise prices, and may even lower prices, unless other variables are in play that may force the companies to raise prices to keep afloat.
Cutting taxes also usually mean that the government may not have as much funding, thereby not having the revenue to fund new public projects that the government may have in store. However, the government may borrow money, in which cases adding onto the national debt but providing a alternate way to fund such projects.
The same is applicable to government assistance programs. Programs may be slashed as there may not be as much funding, but the government may continue to have such services open if they borrow money.
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which of these statements best compares the roman republic which ancient greeces direct democracy
Answers
The statement that best compares the Roman Republic with ancient Greece's direct democracy is B. Voters elected representatives in the Roman Republic. In the Greekdirect democracy, voters themselves enacted laws and policies.
What is democracy ?Democracy can be described as the system of government which is been used soe of the country where the people were aalowed to choose those that will represent them in government.
It should be noted that Voters elected representatives in the Roman Republic.
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complete question:
Which of these statements best compares the Roman Republic with ancientGreece's direct democracy?O A. Greek direct democracy was a form of monarchy, so there were novoters. In the Roman Republic, voters elected representatives whoenacted laws and policies.O B. Voters elected representatives in the Roman Republic. In the Greekdirect democracy, voters themselves enacted laws and policies.O C. In both forms of government, voters elected representatives. Thoserepresentatives were the only people who could vote on specific laws.o D. The Roman concept of appointing a dictator to rule during times ofcrisis came directly from Greek direct democracy. So the RomanRepublic had no voters.
(PLEASE HELP!! ONLY 250 WORD ANSWERS PLS) REPORT: ROMAN LEADER
Here is your goal for this assignment:
Write a report on a famous Roman leader of your choice
Choose one of the following leaders or individuals from the list and write a 250-word report. In your report, tell when the person lived, why he was famous, and what sort of government he lived under according to Aristotle's classification system (rule by one, rule by few, rule by many).
Alaric I Tiberius and Gaius Marcus Aurelius
Augustus Caesar Gracchus Nero
Caligula Hannibal Pliny the Elder
Cato Huns Pompeii
Constantine Julius Caesar Visigoths
Answers
Answer:
(Hope I help)
There were a lot of important Roman leaders a long time ago. One of them was Augustus Caesar, who lived from 63 BC to 14 AD. He was the first emperor of the Roman Empire and ruled for a really long time, from 27 BC until he died. People still talk about him because he helped establish the Roman Empire and brought peace to the Roman world after a lot of fighting and chaos.
Another famous Roman leader was Julius Caesar. He lived a long time before Augustus, from 100 BC to 44 BC. He was a really good general and politician and played a big role in making the Roman Empire powerful. Julius Caesar was assassinated by his own people because they were worried he was getting too powerful.
There were other important Roman leaders too, like Marcus Aurelius, who was an emperor from 161 AD to 180 AD. He was also a philosopher and wrote a famous book called "Meditations". Nero was another emperor who lived from 37 AD to 68 AD. He is known for being a really bad leader and doing some terrible things, like killing his own mother.
There were also some non-Roman leaders who had a big impact on the Roman world. Hannibal was a general from Carthage who fought against Rome in the Second Punic War. Pliny the Elder was a writer and philosopher who wrote a famous book about the natural world. And the Huns and Visigoths were groups of people who fought against Rome and caused a lot of trouble.
Overall, there were a lot of different Roman leaders who did different things and had different impacts on history.
Explanation:
What was a main difference between Communist china and imperial china
Answers
The main difference between Communist China and Imperial China can be seen in the type of government and ideology that governed the country.
What is the Difference between Communist China and Imperial China?Imperial China was ruled by a arrangement of traditions, which were regularly driven by an sovereign who held outright control. The royal government was organized around a complex framework of bureaucracy, with authorities designated on the premise of justify and execution. The royal framework was characterized by a inflexible social chain of command, where people were doled out to a particular social course and their position was generally decided by birth.
In differentiate, Communist China was established in 1949 taking after a insurgency driven by the Chinese Communist Party. The nation was at that point driven by Mao Zedong, who embraced Marxist-Leninist belief system and looked for to make a classless society. The government in Communist China was organized around a one-party framework, where the Communist Party held supreme control.
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This assignment has three parts: 1) Research and summarize the Code of Ethics for your major (or if no major, your field of interest) 2) Discuss the Category and Level of your code pursuant to your textbook description. and 3). Share your reaction. Write three paragraphs, as follows:
Summary (300 WORDS minimum)
Paragraph 1 - Research and locate the Code of Ethics for your major or field of interest. Provide a brief summary of the code.
Paragraph 2 (250 words)
State the category: corporate, professional, or government/public service. Support the identification of category by citing the Ethics textbook.
State the ethical level: basic, currently attainable, practical, or theoretical. Support the identification of level by citing the Ethics textbook. Use your own words.
Do not use quotations. Paraphrase the information, and provide in-text citation(s) with page number(s), where appropriate. In the Works Cited, be sure to include the Code of Ethics, properly formatted including its title, date of publication, and link.
Reflection (150 words minimum)
Reflect on your code of ethics. Discuss how gaining this knowledge can or has helped you in your life and/or your career?
You may want to share your reaction to the Code of Ethics. What was something that surprised you, or that you found interesting? Is there something you agree with, or something that should be changed? Would this code be easy or hard to follow?
Answers
Psychologists who abide by professional conduct guidelines are guided by the American Psychological Association's (APA's) Code of Ethics.
How to explain the code of ethicsThis code provides a roadmap for ethical principles and standards.
The APA's comprehensive code consists of five core principles:
1. Beneficence and Nonmaleficence: Psychologists prioritize their clients' well-being without causing undue harm;
2. Fidelity and Responsibility: Psychologists establish rapport with those in their care, accept responsibility for their actions, and foster appropriate working relationships;
3. Integrity: Mental health professionals aspire to maintain accurate, truthful, and honest communications in their practice;
4. Justice: The concept of justice aims to offset any prejudices or discrimination that may impact the delivery of psychological services;
5. Respect for People's Rights and Dignity: Practitioners respect individual rights and dignity throughout service provision and promote their clientele’s general welfare.
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Which city was the first capital of the United States?
Answers
Explanation. The city of York, Pennsylvania named at four York. England was part of the building of our nation, a little known part of history that many tend to regret or just don’t know.
After the Constitution was approved, Philadelphia became the first capital of the United States.
However, on May 14, 1800, the nation's capital was relocated to Washington. Philadelphia dubbed the "birthplace of America," hosted the First Continental Congress and the Constitutional Convention before becoming the United States' first capital. Philadelphia is well-known for its contributions to American history.
Particularly the American Revolution, as well as its modern influence in business and industry, culture, sports, and music. William Penn, an English Quaker and supporter of religious liberty, founded Philadelphia in 1682. Philadelphia, the country's first World Heritage City, is also the birthplace of the United States, where our Founding Fathers gathered, debated, and founded a new country.
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why did immigration to the U.S. increase in the middle of the 19th century?A. There was no discrimination B. There were more opportunites in America. C. There factory wages in America were high. D. There was free transportation to Ameria Please awnser this!!!!!!! I will give you anythinggg
Answers
Answer:
C. There factory wages in America were high.
which statement is true about in inequality in Washington today
Answers
Answer: African Americans families tend to earn considerably less than white families
Explanation:
It is worth noting that income and wealth inequality is a widespread and ongoing issue in many regions around the world, including Washington state in the United States.
According to recent data, income inequality in Washington state has been increasing over the past few decades, with the top 1% earning nearly 22 times more than the bottom 99% of earners.
This inequality can have significant social and economic impacts, including reduced access to healthcare, education, and other basic needs, as well as increased social tensions and political polarization.
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How do Hindu religious practices and rituals shape individual and community identity, and what role do they play in daily life?
Answers
Hindu practices shape identity by reinforcing beliefs, values, and traditions. They create a sense of belonging, foster social connections, and guide daily life through rituals, prayers, and festivals.
For Hindus, religious practices and rituals are considered essential for spiritual growth and for building a connection with the divine. These practices also help to create a sense of community and shared identity, as Hindus come together to celebrate festivals and participate in rituals that are unique to their culture and religion.
One important aspect of Hindu religious practices is the emphasis on family and community. Many of the rituals and ceremonies are centered around family and community life, such as birth ceremonies, weddings, and funerals. These events are seen as important milestones in the life of an individual and in the life of the community.
Another important aspect of Hindu religious practices is the use of symbols and images to represent the divine. Hinduism has a rich tradition of using images of deities and other symbolic objects to represent different aspects of the divine. These symbols and images are often used in daily worship, as well as in festivals and other religious ceremonies.
Hindu religious practices and rituals also play a role in promoting social harmony and equality. For example, many Hindu festivals and rituals are open to all members of the community, regardless of caste or social status. This helps to promote a sense of equality and unity among Hindus.
What was bolivar’s vision of the americas
Answers
Answer:
He believed that once united America would impress Europe because, “ Who shall oppose an American united in heart, subject to one law, and guided by the torch of liberty.” Bolivar wanted a unified America that would be undefeatable by past and future oppressors.
Explanation:
How does voting Napoleon EMPEROR for life violate the promises of the French Revolution?
Answers
Napoleon Bonaparte, who rose to power during the French Revolution, was a military general who initially supported the revolution's ideals of liberty, equality, and fraternity. However, he later became more authoritarian in his rule and sought to consolidate his power. In 1804, he declared himself Emperor of France and established a hereditary monarchy, effectively ending the revolutionary goal of creating a republic.
By making himself emperor, Napoleon violated the promises of the French Revolution in several ways. Firstly, he established a hereditary monarchy, which was in direct contrast to the revolutionary ideal of equality. The idea of a monarchy implied that some people were born to rule, which went against the revolutionary principle that all people should have an equal say in how they are governed.
Secondly, by declaring himself emperor for life, Napoleon effectively made himself a dictator, which went against the revolutionary ideals of democracy and liberty. The people no longer had the power to elect their own leaders or have a say in how they were governed.
Finally, Napoleon's establishment of an empire was also a violation of the revolutionary principle of fraternity. Fraternity was the idea that all French people were part of the same community and that they should work together for the common good. Napoleon's establishment of a monarchy and his consolidation of power went against this idea and created divisions between the ruling class and the rest of the French population.
In conclusion, voting Napoleon Emperor for life violated the promises of the French Revolution in several ways. It was a step away from the revolutionary ideals of democracy, equality, and fraternity and marked a return to authoritarian rule.
Write a short essay about segregation law as it existed in the United States in the 1950s and 1960s. Refer to the map to support your description. Incorporate information from the textbook and your own research as relevant. Note in particular significant trends pertaining to segregation in specific regions of the country.
Answers
Segregation laws, commonly known as Jim Crow laws, were a set of state and local laws in the United States that enforced racial segregation and discrimination against African Americans from the late 1800s to the mid-1960s. These laws mandated segregation in all public spaces, including schools, transportation, housing, and employment.
In the 1950s and 1960s, segregation was rampant throughout the United States. African Americans were systematically denied equal rights and access to basic resources that white Americans enjoyed. The segregation laws created a stark divide between white and black Americans and perpetuated inequality across the country.
The segregation laws varied from state to state, and the extent of segregation also differed significantly across the country. The map shows the states that had segregation laws in place in the 1950s and 1960s. The states colored in yellow had segregation laws, and those colored in green did not.
The South was the epicenter of segregation in the United States, with all of the states in the region having segregation laws in place. The segregation laws in the South were particularly strict and oppressive, with separate schools, drinking fountains, and even hospitals for African Americans. The Brown v. Board of Education ruling in 1954 marked a significant turning point in the fight against segregation in the South. However, despite the ruling, many states resisted the integration of schools and other public spaces, and segregation persisted in some parts of the South well into the 1960s.
In contrast, the Northeast and West had fewer segregation laws, and there was less overt discrimination against African Americans in these regions. However, this does not mean that there was no discrimination. African Americans in these regions still faced many barriers to equal rights, including housing discrimination, employment discrimination, and police brutality.
In conclusion, segregation laws were a pervasive and destructive force in the United States in the 1950s and 1960s. The laws created a stark divide between white and black Americans and perpetuated inequality across the country. While the South was the epicenter of segregation in the United States, segregation existed to some extent in all regions of the country. The fight against segregation was a long and difficult one, and it was not until the passage of the Civil Rights Act of 1964 that the laws were finally abolished, and African Americans gained some measure of equal rights.
In what ways were non-Western traditions able to accommodate the theory of evolution throughout Asia in the late 19th and early 20th centuries? Compare and contrast the historical reception of Darwin's theory in at least TWO Asian contexts.
Answers
Answer:
The reception of Darwin's theory of evolution varied greatly across Asia, and non-Western traditions were able to accommodate the theory in different ways. One way in which non-Western traditions were able to accommodate the theory of evolution was by interpreting it in a way that was consistent with their own religious or philosophical beliefs. For example, in India, the concept of evolution was not entirely new, as the Hindu religion had long embraced the idea of reincarnation and the evolution of the soul. As a result, many Indian intellectuals were able to incorporate the theory of evolution into their own philosophical traditions.
Another way in which non-Western traditions were able to accommodate the theory of evolution was by rejecting it outright. In some cases, this rejection was due to religious or philosophical beliefs that were incompatible with the theory of evolution. For example, in Japan, the theory of evolution was largely rejected by many intellectuals because it conflicted with the traditional Shinto belief in the special divine status of the Japanese people.
The historical reception of Darwin's theory also varied across different Asian contexts. For example, in India, the theory of evolution was embraced by many intellectuals as a way to challenge the dominance of British colonialism and Western science. Indian intellectuals saw in Darwin's theory a way to assert their own cultural and intellectual independence, and many saw it as a way to reconcile their own religious and philosophical traditions with the advances of Western science.
In contrast, in Japan, the theory of evolution was largely rejected by many intellectuals, as it was seen as a threat to traditional Japanese values and identity. Japanese intellectuals were also influenced by the rise of nationalism and the belief in the superiority of the Japanese race, which made the idea of evolution, with its emphasis on the common ancestry of all human beings, difficult to accept.
Overall, the reception of Darwin's theory of evolution in Asia was shaped by a complex interplay of religious, philosophical, political, and cultural factors, and non-Western traditions were able to accommodate the theory in different ways, depending on their own intellectual and cultural contexts.
Explanation:
A one pager on the renaissance
Answers
Answer:
The Renaissance was a period of intellectual and artistic flourishing in Europe from the 14th to the 17th century. The word "renaissance" means "rebirth" or "revival" and reflects a renewed interest in classical learning, humanism, and individualism. The Renaissance was marked by significant social, cultural, and technological change. It marked a transition from the medieval to the modern world.
During the Renaissance, scholars and artists sought inspiration from the past literature, philosophy, and art of ancient Greece and Rome. They believed that these ancient civilizations had achieved cultural and intellectual achievement worth imitating. A central tenet of Renaissance thought was humanism. Humanism is notion that human beings can excel and be valued for individual talents and accomplishments.
The invention of the printing press was a significant development of the Renaissance. It helped produce more books quickly and cheaply than ever before. This made knowledge more widely available and escalated the spread of ideas across Europe. The Renaissance also saw significant advances in science, mathematics, and technology. Scholars like Galileo, Copernicus, and Leonardo da Vinci made groundbreaking discoveries and inventions.
The Renaissance was also marked by outstanding artistic achievement. Painters like Michelangelo, Leonardo da Vinci, and Raphael created iconic works of art in history using new techniques and styles emphasizing realism, perspective, and emotion. Architects like Brunelleschi and Palladio designed magnificent buildings and public spaces, while writers like Shakespeare and Dante created enduring literary masterpieces.
Despite these achievements, the Renaissance featured social and political upheaval. The rise of powerful city-states and the growth of trade and commerce produced a wealthy merchant class. This class challenged the traditional authority of monarchs and nobles. The Reformation caused conflict and division within the Catholic Church and promoted Protestantism. It was a religious movement that began in the early 16th century.
Overall, the Renaissance triggered changes and innovations with profound impacts on European culture and society. Its legacy can still be seen today in the art, literature, and ideas that continue to inspire and challenge us.
Explanation:
Background (Write approximately 1-2 pages) ✓ Explain the historical context of the question. ✓ Give some background information about the pseudoscientific ideas of race on the jewish by the Nazi Germany during the period 1933 to 1946
Answers
Answer:
The period from 1933 to 1946 was one of the darkest periods in human history, marked by the rise and fall of Nazi Germany and its horrific policies, including the systematic persecution and genocide of millions of Jews and other groups considered "undesirable" by the Nazi regime. At the heart of Nazi ideology was the pseudoscientific concept of race, which formed the basis of the Nazi belief in Aryan supremacy and the inferiority of other races, particularly Jews.
The Nazi regime, led by Adolf Hitler, came to power in 1933, and immediately began implementing policies designed to promote the "racial purity" of the Aryan race. This included the enactment of the Nuremberg Laws, which stripped Jews of their citizenship and other rights, and the establishment of ghettos and concentration camps, where Jews and other "undesirables" were held and subjected to brutal treatment.
The Nazi regime's pseudoscientific ideas of race were based on the belief in the superiority of the Aryan race, which they believed was a pure, Nordic race that was superior to all other races. This belief was not based on any scientific evidence, but rather on a twisted interpretation of history and anthropology that sought to justify the Nazi regime's policies of persecution and genocide.
The Nazis believed that Jews were a separate, inferior race that posed a threat to the purity and superiority of the Aryan race. This belief was based on a variety of pseudoscientific ideas, including the notion that Jews were biologically predisposed to certain negative traits, such as greed and dishonesty. The Nazi regime used this belief to justify policies such as the segregation of Jews into ghettos and the extermination of Jews in concentration camps.
The Nazi regime's pseudoscientific ideas of race also extended to other groups considered "undesirable," including Roma (Gypsies), homosexuals, and people with disabilities. These groups were also subjected to persecution and genocide, based on the belief that they were biologically inferior and posed a threat to the purity and superiority of the Aryan race.
The Nazi regime's pseudoscientific ideas of race had devastating consequences, leading to the deaths of millions of people in the Holocaust and other atrocities. The legacy of these ideas continues to be felt today, as we strive to combat racism, antisemitism, and other forms of discrimination and prejudice.
Explanation:
50 Points! Answer Correctly Please!!!
In its ruling on the Civil Rights Cases of 1883, the Supreme Court stated that
A) The law applied to other minorities besides African Americans.
B) The law banned racial discrimination by the government, not by individuals.
C) Civil rights included the freedom to use all public facilities.
D) The denial of equal accommodations for African Americans was similar to slavery.
Answers
Answer: B) The law banned racial discrimination by the government, not by individuals.
Explanation: In a consolidated case, known as the Civil Rights Cases, the Supreme court found that the Fourteenth Amendment to the Constitution granted Congress the right to regulate the behavior of states, not individuals.
Answer:
C: Civil rights included the freedom to use all public facilities
Explanation:
In 1883, The United States Supreme Court ruled that the civil rights act of 1875, forbidding discrimination in hotels, trains, and other public spaces, was unconstitutional and not authorized by the 13th or 14th Amendments of the Constitution.
why was constantinople chosen for the capital city of Ottoman Empire and how did it effect the Muslim world?
Answers
Based on a historical perspective, Constantinople was chosen as the capital city of the Ottoman Empire because of its strategic location, and how it attracts the rise in Islam because it is closer to the Arabian world.
What is Constantinople?Constantinople is an ancient city in modern-day Turkey that's now known as Istanbul.
Generally, the city known as Constantinople started around the 4th century B.C. and developed into a thriving port due to its prime geographic location between Europe and Asia and its natural sanctuary.
Constantinople was originally known as Byzantium, the city became the capital of the Roman Empire around the 4th AD when there is a need for capital to be closer to the center.
Also, the area allowed easy access to vast territories via the Marmara Sea and the Danube river.
Eventually, due to its nearness to the Arabian world, Islam grew in the city.
Hence, in this case, it is concluded that Constantinople is a historical city.
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If someone is a conservative and believes in a limited government, to what interpretation of the Constitution does he or she most likely adhere?
Select one:
a. Neutral interpretation
b. Loose
c. Strict
d. Centrist
Answers
C, strict
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One way Reagan and Bush governed conservatively was
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Answer: Reagan and Bush administered conservatively by executing arrangements that prioritized restricted government, free advertise standards, and conventional values.
Explanation:
Answer:
Reagan and Bush administered conservatively by executing arrangements that prioritized restricted government, free advertise standards, and conventional values.
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Critising pw Botha's measures of reform and repression
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Under NP pioneer PW Botha, South Africa turned out to be progressively a mobilized society that depended on political and monetary destabilization of its neighbors to worsen their unseen fits of turmoil and to rehashed military invasions to drive them to oust the ANC and SWAPO from their regions.
Under PW Botha, who became Top state leader in 1978, a progression of "changes" followed that fiddled with the framework to decrease its dysfunctionality and make it more tasteful to Blacks and worldwide pundits without essentially modifying it. The earliest measures were pointed toward assuaging the radicalized and aggressor African metropolitan inhabitants.
In the last part of the 1970s leasehold privileges were reached out to metropolitan Africans and by 1986 they were given full freehold privileges.
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What aspect of pre-Civil War politics is clearly seen the election of 1860 election results?
Answers
Answer:The 1860 election results highlighted the growing tensions between the Northern and Southern states over the issue of slavery. Abraham Lincoln, a Republican who was opposed to the expansion of slavery into the western territories, won the election with almost no support from the Southern states, which had threatened to secede if a Republican was elected.
The election also highlighted the increasing sectionalism in the country, as Lincoln's support came largely from the North and West, while his opponents, John C. Breckinridge of the Southern Democratic Party and John Bell of the Constitutional Union Party, drew their support primarily from the South and the border states.
In addition, the election revealed the growing influence of third-party movements, as the Republican Party, which had only been formed in 1854, emerged as a major political force and succeeded in capturing the presidency in its first national election.
Explanation:
The election results of 1860 clearly reflect the deep sectional divisions and political polarization that characterized pre-Civil War politics in the United States.
In the election of 1860, four major candidates ran for president: Abraham Lincoln of the Republican Party, John C. Breckinridge of the Southern Democratic Party, Stephen A. Douglas of the Northern Democratic Party, and John Bell of the Constitutional Union Party.
Lincoln, who opposed the expansion of slavery into new territories, won the election with a majority of the electoral votes but only 39.8% of the popular vote, as his support was mainly concentrated in the North.
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Which of these statement best describes
absolute vulers?
Absolule Vulevs Powers are checked only.
by the military
-Absolute vulers are figureheads who
2
canyour the church's wishes
• Absolute wlers depend on the dance
& Absolure wiers have no checks on their Power
Answers
Answer:
The statement that best describes absolute rulers is "Absolute rulers have no checks on their power."
Explanation:
What argument did the abolitionist make to convince Lincoln to shift the focus of the war from reuniting the union to slavery ?????
Answers
Answer:
Below
Explanation:
Abolitionists did indeed pressure President Abraham Lincoln to focus the Civil War on ending slavery, rather than just reuniting the Union. The argument they made was that slavery was the root cause of the war, and that the conflict could not truly be resolved until the institution of slavery was abolished.
One of the most influential abolitionists was Frederick Douglass, who met with Lincoln several times during the war to discuss the issue of slavery. Douglass argued that the war was not just a struggle to preserve the Union, but a moral battle against the evils of slavery.
Douglass believed that by allowing slavery to continue, the Union would be betraying its founding principles of liberty and equality. He also argued that slaves themselves should be given the opportunity to fight for their own freedom, and that the Union army should actively recruit and arm them.
Although Lincoln was initially hesitant to take such bold action, he eventually came around to the abolitionists' point of view. In 1863, he issued the Emancipation Proclamation, which declared that all slaves in Confederate-held territory were to be freed.
While the Proclamation did not immediately end slavery, it was a major turning point in the war and paved the way for the eventual passage of the 13th Amendment, which abolished slavery throughout the United States.
Answer:
There is no definitive answer to this question, as there were many abolitionists who held different views on how to convince Lincoln to shift the focus of the war from reuniting the union to slavery. However, one argument that was commonly made by abolitionists was that the war could not address the underlying causes of the conflict without addressing the issue of slavery. The abolitionists argued that the institution of slavery was not just a moral issue, but also a political and economic issue that was at the root of the conflict between the North and the South. They believed that by abolishing slavery, the Union could not only end the war but also prevent future conflicts. Additionally, they argued that ending slavery was necessary to ensure that the Union was truly a free and democratic society, where all men were treated equally under the law.
Explanation: