Why did the Boers launch a "Great Trek" into the interior of South Africa and out of the control of the British colony

Answer: B. The American revolution

Explanation: After the American revolution, which took place from 1775 to 1783, Canada began to gain its independence from Great Britain.  In fact it was in 1867, when the Province of Canada united with Nova Scotia, two other British colonies, formed their own self-governing body.  

The American revolution served as an inspiration for Canadian political leaders and played a pivotal role in shaping Canada's journey towards independence from Great Britain because it created a sense of possibility and fueled the aspirations of Canadians to govern themselves.

The American revolution resulted in the Thirteen Colonies (which later became the United States) breaking away from British rule. The successful revolution had a significant impact on Canada's path to independence.

During the American revolution, many British loyalists fled to Canada, particularly to the provinces of Nova Scotia, Quebec, and Ontario. These loyalists, who remained loyal to the British crown, played a crucial role in shaping Canada's identity and political landscape.

In summary, following the American revolution, there was a greater desire among Canadians for more autonomy and self-governance. This desire for independence gained momentum in the early 19th century, leading to the establishment of responsible government in Canada. Responsible government allowed elected representatives to have more control over local affairs, gradually reducing British influence.

Answer:

The correct answer to this open question is the following.

Unfortunately, you did not attach the chart showing the Columbian Exchange. So as you forgot to include it, we do not know what is the information included in ypur chart.

However, trying to help you, we can say the following.

The three items on the list that I think were the most beneficial to the Americas (New World) were the following.

1.- Livestock. European nations exported to the Americas, livestock such as pigs, cows, horses, sheep.

2.- Grains. These European nations exported grains such as barley, rice, wheat, among others.

3.- Diseases. Unfortunately, part of this Columbian exchange was the many diseases European people brought to the Americas that almost wiped out 80 percent of the Native American Indians, Mesoamerican Indians, and Indians in South America. We are talking about diseases such as Malaria, smallpox, cholera, chickenpox, and influenza.

These three items - livestock, grains, and diseases - had profound effects on the Americas. Livestock brought new opportunities for sustenance, labor, and economic growth, while grains expanded agricultural practices and food production. However, the introduction of diseases had devastating consequences, leading to the loss of lives and the reshaping of indigenous societies.

1. Livestock: The introduction of livestock from Europe to the Americas had a significant impact. Animals like pigs, cows, horses, and sheep provided various benefits to indigenous communities. Livestock served as a source of food, labor, transportation, and materials for clothing and shelter. They greatly influenced the economy, agriculture, and way of life in the Americas.

2. Grains: The export of grains from Europe, such as barley, rice, and wheat, to the Americas had a transformative effect on agriculture and food production. These grains became vital food sources for indigenous communities, contributing to their sustenance and nutrition. The cultivation of European grains significantly expanded agricultural practices and increased food productivity in the Americas.

3. Diseases: Unfortunately, the Columbian exchange also brought devastating diseases to the Americas. European diseases like malaria, smallpox, cholera, chickenpox, and influenza had a catastrophic impact on Native American populations. The lack of immunity among indigenous communities led to widespread epidemics and a significant decline in population. While the introduction of diseases was unintentional, it had a profound and lasting impact on the Americas.

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America has undergone significant changes over time, and this includes shifts in its treatment of Mexican Americans. The text doesn't provide specific evidence regarding the treatment of Mexican Americans, but we can draw upon historical knowledge, literature, and personal experiences to shed light on this topic.

Historically, Mexican Americans have faced various forms of discrimination and marginalization in the United States. During the early 20th century, Mexican Americans experienced widespread segregation, economic exploitation, and limited access to education and healthcare. The era of the Bracero Program (1942-1964), which brought Mexican laborers to the U.S., also involved exploitative working conditions and unequal treatment.

However, it is important to note that America's treatment of Mexican Americans has not been uniform or static. Over time, there have been important shifts and progress towards greater inclusivity and civil rights. The Chicano Movement of the 1960s and 1970s advocated for Mexican American rights and led to increased political activism, educational reforms, and cultural pride. The movement aimed to challenge discrimination and promote social, political, and economic equality.

Legislative changes have also played a role in improving the treatment of Mexican Americans. The Civil Rights Act of 1964 and the Voting Rights Act of 1965, for example, provided legal protections against discrimination and expanded political participation. These landmark laws benefited Mexican Americans, along with other minority groups, by prohibiting racial discrimination in various aspects of public life.

In recent decades, there have been efforts to recognize and celebrate Mexican American culture and contributions. Mexican American literature, art, and history have gained recognition and representation, providing a platform for sharing diverse perspectives and experiences. Institutions and organizations dedicated to preserving Mexican American heritage and promoting cultural awareness have also emerged.

While progress has been made, challenges and disparities persist. Mexican Americans continue to face socioeconomic inequalities, educational disparities, and instances of discrimination or prejudice. Immigration policies and debates surrounding border security have also influenced perceptions and treatment of Mexican Americans.

In summary, America's treatment of Mexican Americans has changed over time, but it is important to recognize that progress has not been uniform or without challenges. Efforts towards greater inclusivity, civil rights, and cultural recognition have shaped the landscape, but disparities and issues of discrimination persist. Understanding this complex history requires considering a range of sources, including personal experiences, literature, art, and historical accounts.

Answer:

Explanation:

America has undergone significant changes over time, with its treatment of Mexican Americans being a particularly salient example. In the early twentieth century, Mexican Americans experienced substantial discrimination and marginalization. This treatment was often rooted in a perception of Mexican Americans as inferior and in need of control. However, in the latter half of the century, there has been a marked shift in attitudes towards Mexican Americans, with greater acceptance and integration into American society.

The emergence of the Mexican American Civil Rights Movement in the 1960s marks a turning point in the treatment of Mexican Americans. This movement sought to address the systemic discrimination against Mexican Americans, challenging the exclusionary practices of white-dominated institutions and advocating for equal rights. By the 1980s, the Mexican American community had made meaningful progress, with greater political representation, educational attainment, and access to economic opportunities.

However, this progress has been uneven, and challenges remain. Even in the 21st century, Mexican Americans face discrimination in areas such as housing and employment, and are disproportionately affected by poverty and lack of access to healthcare. Moreover, the Trump administration's anti-immigrant policies, including the separation of families at the border and the termination of the Deferred Action for Childhood Arrivals (DACA) program, have further exacerbated the challenges faced by Mexican Americans.

Despite these ongoing challenges, there is evidence of continued progress and increasing acceptance of Mexican Americans. For example, in recent years, Mexican American culture has become more mainstream, with greater appreciation for Mexican cuisine, music, and art. In addition, the rise of Mexican American representation in politics, media, and entertainment has helped to challenge stereotypes and promote greater understanding.

In conclusion, the treatment of Mexican Americans in America has changed dramatically over time, with significant progress made towards greater equality and acceptance. However, challenges remain, and ongoing efforts are needed to address discrimination and promote greater inclusion. By drawing on evidence from the text, personal experience, and other literature, art, and history, it is clear that understanding the history and ongoing struggles of Mexican Americans is essential to promoting a more just and equitable society.

Answer:

In 1798 the United States stood on the brink of war with France. The Federalists believed that Democratic-Republican criticism of Federalist policies was disloyal and feared that aliens living in the United States would sympathize with the French during a war. As a result, a Federalist-controlled Congress passed four laws, known collectively as the Alien and Sedition Acts. These laws raised the residency requirements for citizenship from 5 to 14 years, authorized the President to deport aliens and permitted their arrest, imprisonment, and deportation during wartime. The Sedition Act made it a crime for American citizens to "print, utter, or publish . . . any false, scandalous, and malicious writing" about the Government.

The laws were directed against Democratic-Republicans, the party typically favored by new citizens, and the only journalists prosecuted under the Sedition Act were editors of Democratic-Republican newspapers. Sedition Act trials, along with the Senate’s use of its contempt powers to suppress dissent, set off a firestorm of criticism against the Federalists and contributed to their defeat in the election of 1800, after which the acts were repealed or allowed to expire. The controversies surrounding them, however, provided for some of the first testings of the limits on freedom of speech and press.

Explanation:

In 1798, the United States and France were on the verge of war. The Federalists feared that foreigners residing in the United States would support France .

Why the immigrants who became citizens of the US ?

In the event of a war and thought Democratic-Republican criticism of Federalist  policy was betraying their cause. Four legislation, commonly known as the Alien and Sedition Acts, were consequently passed by a Federalist-controlled Congress.

These laws allowed the President to deport aliens, increased the residency requirement for citizenship from 5 to 14 years, and allowed for their arrest, incarceration, and deportation during times of war. A violation of the Sedition Act occurs when an American "prints, utters, or publishes any false, scandalous, and malicious writing" regarding the Government.

the Democratic-Republican party, which is often supported by new citizens, and the Only editors of Democratic-Republican periodicals were accused of sedition and prosecuted as journalists.

The Federalists came under heavy pressure for the Sedition Act trials and the Senate's use of its contempt authority to stifle dissent. As a result, the statutes were repealed or allowed to expire, which led to a backlash against the Federalists. the issues that surround them.

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Answer:

Explanation:Egypt is a country located in northeastern Africa and southwestern Asia. It has a rich and fascinating history that spans over 5000 years. Here are some key points about Egypt's history:

1. Ancient Egypt: The civilization of Ancient Egypt emerged around 3100 BC and lasted until 30 BC when it was conquered by Rome. It is known for its impressive monuments like the Pyramids of Giza, the Sphinx, and the Temple of Karnak. The Egyptians were also famous for their hieroglyphic writing system, which is one of the oldest in the world.

2. Pharaohs: The Ancient Egyptians were ruled by a series of pharaohs, who were considered to be divine kings. Some of the most famous pharaohs include King Tutankhamun, Ramses II, and Cleopatra.

3. Religion: The Ancient Egyptians had a complex polytheistic religion that included many gods and goddesses. They believed in an afterlife and spent a great deal of time and resources preparing for it.

4. Greek and Roman Rule: After the conquest of Egypt by Alexander the Great in 332 BC, Egypt came under Greek rule. Later, it was conquered by Rome in 30 BC and became a Roman province.

5. Islamic Conquest: In 641 AD, Arab Muslims conquered Egypt and brought Islam to the region. Egypt became a center of Islamic learning and scholarship.

6. Ottoman Rule: Egypt was ruled by the Ottoman Empire from 1517 to 1798 when Napoleon Bonaparte invaded Egypt. The French occupation was brief, and Egypt was returned to Ottoman rule.

7. British Occupation: In 1882, Egypt was occupied by British forces and remained under British rule until 1952 when it gained independence.

8. Modern Egypt: Since gaining independence, Egypt has had a turbulent history marked by political instability, economic challenges, and social unrest. Despite these challenges, Egypt remains an important cultural and historical center in the world.

These are just a few key points about Egypt's history. There is much more to learn about this fascinating country and its rich heritage.

Answer:

Hie..! Here's the answer

Egypt, country located in the northeastern corner of Africa. Egypt’s heartland, the Nile River valley and delta, was the home of one of the principal civilizations of the ancient Middle East and, like Mesopotamia farther east, was the site of one of the world’s earliest urban and literate societies. Pharaonic Egypt thrived for some 3,000 years through a series of native dynasties that were interspersed with brief periods of foreign rule. After Alexander the Great conquered the region in 323 BCE, urban Egypt became an integral part of the Hellenistic world. Under the Greek Ptolemaic dynasty, an advanced literate society thrived in the city of Alexandria, but what is now Egypt was conquered by the Romans in 30 BCE. It remained part of the Roman Republic and Empire and then part of Rome’s successor state, the Byzantine Empire, until its conquest by Arab Muslim armies in 639–642 CE.

Until the Muslim conquest, great continuity had typified Egyptian rural life. Despite the incongruent ethnicity of successive ruling groups and the cosmopolitan nature of Egypt’s larger urban centres, the language and culture of the rural, agrarian masses—whose lives were largely measured by the annual rise and fall of the Nile River, with its annual inundation—had changed only marginally throughout the centuries. Following the conquests, both urban and rural culture began to adopt elements of Arab culture, and an Arabic vernacular eventually replaced the Egyptian language as the common means of spoken discourse. Moreover, since that time, Egypt’s history has been part of the broader Islamic world, and though Egyptians continued to be ruled by foreign elite—whether Arab, Kurdish, Circassian, or Turkish—the country’s cultural milieu remained predominantly Arab.

Hope it helped uh!!

Thanks ✨

Answer:

1880 ce your welcome!!

Explanation:

Choices in Little Rock​ is a teaching unit that focuses on efforts to desegregate Central High School in Little Rock, Arkansas, in 1957—efforts that resulted in a crisis that historian Taylor Branch once described as "the most severe test of the Constitution since the Civil War."
The unit explores ​civic choices​—the decisions people make as citizens in a democracy. Those decisions, both then and now, reveal that democracy is not a product but a work in progress, a work that is shaped by the choices that we make about ourselves and others. Although those choices may not seem important at the time, little by little, they define an individual, delineate a community, and ultimately distinguish a nation. Those choices build on the work of earlier generations and leave legacies for those to come.
The Facing History and Ourselves Scope and Sequence
This unit is organized according to Facing History and Ourselves’ scope and sequence, which follows a specific progression of themes designed to promote students’ historical understanding, critical thinking, and social-emotional learning.
Each of the five parts in this unit corresponds with a stage of the Scope and Sequence:
● Part 1: Individual & Society​ represents the first stage of the scope and sequence. These lessons​ ​introduce concepts
central to the unit—identity, race, prejudice, racism, and choice. Students consider how identity can shape the choices
people make about themselves and others.
● Part 2: Segregation and Its Consequences​ explores issues of membership and belonging, the second stage of the Facing
History scope and sequence, by tracing the history of segregation in the United States and its social, legal, and political
consequences.
● Part 3: Choices in Little Rock​ begins the historical case study that constitutes the next stage of the scope and sequence by
examining the decisions that people in Little Rock and elsewhere made in response to ​Brown v. Board of Education​ during the 1957–1958 school year. Those decisions had consequences for the nation as well as the city of Little Rock and the state of Arkansas.
● Part 4: The “Lost Year”​ completes the case study by focusing on the 1958–1959 school year. That year, people in Little Rock had their first opportunity to vote on desegregation. In their first vote, they chose to close all public high schools in the city rather than allow integration. The schools remained closed until the fall of 1959 as voters considered and reconsidered earlier decisions.
● Part 5: Legacies ​completes Facing History scope and sequence by exploring issues of memory, legacy, and civic participation. These lessons explore the legacies of the ​Brown​ decision in Little Rock and elsewhere by examining the consequences of the choices made by people over 50 years ago. The culminating activity for the unit is an “informed action” that asks students to propose changes to their school communities using lessons learned from the historical case study.
1

The Pedagogical Triangle and Taking Informed Action
To Facing History, pedagogy is not a set of teaching techniques that can be used to get across particular ideas or encourage effective practice of specified skills. It is an active process of engaging young people with challenging content through an approach that builds the knowledge, skills, and dispositions of deep civic learning.
Facing History created the Pedagogical Triangle for Historical and Civic Understanding to serve as a touchstone for balanced program and lesson planning. The arrows between intellectual rigor, emotional engagement, and ethical reflection are bidirectional, as these processes strengthen each other. At the center is the students’ civic agency, their belief that their choices and actions can play a positive role in their peer groups, schools, communities, and larger world.
Using This Resource
This outline guides you through a unit using readings, videos, and other resources from​ ​Choices in Little Rock​ and its ​Writing Prompts and Strategies​ supplement. As you prepare for and teach this five-week unit, it is important to refer to the ​Choices in Little Rock​ ​unit​ ​for context necessary to help guide students from lesson to lesson and answer their questions. ​Unless otherwise noted, all page numbers listed in the outline refer to the C​ hoices in Little Rock​ unit.​
Pacing
Each row in the charts below corresponds roughly to a 50-minute class period, with 25 lessons in all. Since schedules, class period length, and the needs of individual classes and students vary, teachers will likely need to make adjustments to this plan to best suit their needs and circumstances. The teaching notes accompanying each lesson often provide suggestions for making adjustments to the lesson in order to abbreviate it or go deeper.
2
segregation?

Whites only schools was pretty much the norm back then. But when the “Little Rock 5” decided to be the fist African Americans to go to an “All White School”, it was hated on. Later on, it started to get more popularized and laws where passed since then to make schools more diverse.

Answer:

D

Explanation:

She helped English settlers Louis and Clark and for that she is an important part of our early American history

I think it’s B and D only bc they make the most sense.

Answer & Explanation:

Some people supported James K. Polk's interest in annexing the Oregon Territory because they believed in the idea of "Manifest Destiny" and saw the expansion of American territory as a natural and necessary progression.

Answer:

Americans had looked westward, and in the early years of the republic the United States had expanded its borders toward and then beyond the Mississippi River. Whether through a congressional joint resolution, negotiations, purchase, or war, President Polk by the end of his term intended for the United States to stretch from coast to coast, firmly in possession of the Oregon Territory and California.

Explanation:

Hi there the answer is C hope this helps!!

The answer you are looking for is c

Answer: i am sorry it’s b

Explanation:

ANSWER:
The correct option is:
B. The conversion of the physical environment from grasslands to pasture.

Hope it helps u!

Answer: D the Mayans

Answer:

D.the mayans

Explanation:

The US will always stand with NATO in the defense of other countries

He references the collective defense of article 5 as a scared obligation, meaning in article 5, they have strict rules to protect each other through NATO, but at the end it will always make count for it, givin the quote he marked " you can count on us" making his statement patriotic for supporting NATO although he is aware that it is risky contributing to NATO and having to stand by their defense.

the United States will defend NATO countries

Explanation:

From the top of a building 20 m high, a 1.7 m tall man observes the elevation of the top of a tower and finds it 45°. If the distance between the building and the tower is 50 m, find the height of the tower.

the answer is B labor laws do not set minimum age

The true answers are B and D

Ans:
D) The East India Trading Company first arrived on the Indian subcontinent to set up trading posts.

They first came as a small trading company and later on took over India

Answer:

John Smith saved the colony from starvation. He told colonists that they must work in order to eat. John Rolfe had the colony plant and harvest tobacco, which became a cash crop and was sold to Europe

Explanation:

Answer: John Smith saved the colony from starvation. He told colonists that they must work in order to eat. John Rolfe had the colony plant and harvest tobacco, which became a cash crop and was sold to Europe.

Explanation:

Answer:

c

Explanation:

The three places where fresh water is found are ice sheets, water vapor and rivers.

Freshwater is essential for all beings as it provides water for consumption with fewer minerals.Ice sheets, water vapour and rivers are freshwater habitats.The ice sheet is also known as glaciers, which are form from fresh water in the north and south pole.Rivers are formed from melting glaciers that floats and comes down as it starts melting with rising temperature.

Thus option 3 is the correct answer.

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synonymous would be the answer

Synonymous is the answer

Answer:Portugal

Explanation:

Answer: Spain

Explanation: I took a K12 test and that was the answer.

Answer:

active voice: the dog chases the ball

have a lengthy sentence : That is a cruel thing to happen to someone who is serving a life sentence

be distracting to the audience : Everyone gets nervous when they have to speak in public but you don't want your audience to know that, as it will make them feel uncomfortable and its distracting.

Answer:

active voice: the dog chases the ball

have a lengthy sentence : That is a cruel thing to happen to someone who is serving a life sentence

be distracting to the audience : Everyone gets nervous when they have to speak in public but you don't want your audience to know that, as it will make them feel uncomfortable and its distracting.

Explanation:

Answer: There is pollution in the east river

Explanation: If we think about it cant be a lack of food as it talks about having a large food source. Nor can it be climate change as that would result in a low yellow Perch population. it cant be they aren't able to catch the bird. So the only logical answer is a pollution that the birds are adapted to.

Answer: I am sorry I can’t help you!

Explanation:

Answer:

It eliminated poll taxes in all national elections, allowing many African Americans a chance to vote because they could now afford it.

It elemlated pools taxes in the world

Answer: 2nd one

Explaining: not sure

Second is the right answer

Explanation:

The correct statements about Ancient Judea are:

A. It was controlled by Rome beginning in 63 B.C.E.C. It was at the crossroads of trade routes east and west.

why?

Option A is correct because Ancient Judea came under Roman control in 63 B.C.E. after the Roman general Pompey conquered the region.

Option C is correct because Ancient Judea was located at the crossroads of trade routes connecting the east and west, which made it an important hub for trade and cultural exchange.

Option B is not correct because while Ancient Judea is significant in the biblical narrative and is associated with the land promised to Abraham and his descendants, this statement oversimplifies the complex historical and religious aspects surrounding the land and its ownership.

Option D is not correct because the people of Ancient Judea, particularly the Jewish population, had their own distinct culture and religious practices. They did not embrace Hellenic (Greek) culture to the same extent as other regions under Greek influence. The Jewish people maintained their religious traditions and had conflicts with Hellenistic influence during certain periods.

The correct answer is A and c

Answer:

Geography doesn't just determine whether humans can live in a certain area or not, it also determines people's lifestyles, as they adapt to the available food and climate patterns. As humans have migrated across the planet, they have had to adapt to all the changing conditions they were exposed to.

Geometry doesn’t but it determines wether your ready if that made sense

Answer:

Explanation:

The aim was to prevent communist domination of South-East Asia.In 1961,president John F.Kennedy,convinced that communist china was actively supporting North Vietnam,approved a US military campaign in Vietnam to help the nationalist government stave off the communist rebellion.

Answer:

The Vietnam War became a quintessential, international Cold War conflict. It became a war that the United States was fighting singlehandedly, against the advice of their allies in North America and Europe; a war directly between the United States and the Communist Bloc.

Answer:

import of Buddhism, writing, Confucianism, and technology

Explanation:

If Chinese influence was responsible for major changes in Japan – the import of Buddhism, writing, Confucianism, and technology – then Korea was the active conduit through which all of these came.

Basically religion and agriculture

Answer:for question 1 A

Explanation: business owners are choosing how they want to run they’re companies or whatever they are running

1)A 2)D 3)A 4)A 5).

Answer:

C. Representative democracy

Answer:

C. Representative Democracy

Explanation:

Hope this helps!

Answer:

They carry and enforce laws.

Explanation:

People in the executive branch are like the president vice president and the cabinet. They are not allowed to make laws there us a difference from enforcing laws and making laws. They also cant declare war nor interpret  laws.

The executive branch carries out and enforces laws. It includes the president, vice president, the Cabinet, executive departments, independent agencies, and other boards, commissions, and committees.