From 1945 to 1960 and beyond, the united states and the soviet union were in a cold war; however, military intervention resulted in a kinetic event in ________________. this event found us serviceman being classified as casualties because of the conflict.

Answer: Martin Luther King Jr. gave his, "I Have a Dream Speech" on August 28, 1963.

Explanation:

Answer:

Palestinian

Explanation:

The narrator's attitude towards elite New York society in "The Age of Innocence" is critical and satirical.

The narrator exposes the superficiality, hypocrisy, and rigid conventions of this society, which is more concerned with appearances and social status than with genuine emotions and individuality. The narrator portrays the members of this society as being trapped in a narrow and oppressive social system, unable to escape from its rules and expectations.

Wharton uses words such as "pressed," "expected," "obliged," "forced," and "plunged" to convey a sense of social obligation and constraint. These words suggest that the characters are not acting out of their own free will but are instead compelled to behave in a certain way because of the expectations and pressures of their social milieu.

The young girl described in the excerpt stands out from those around her because she is different from the conformist and conventional society she lives in. She is described as having a "freshness" and "spontaneity" that are lacking in the other characters. She is not interested in social hierarchy or appearances and is more concerned with living a genuine and authentic life.

The author foreshadows that problems will arise for the young girl depicted in the excerpt when she describes her as being "ignorant and headstrong." This suggests that the girl's lack of knowledge and experience will make her vulnerable to the rigid social norms of her society, which could lead to her downfall.

Wharton's novel reflected overall trends in society because it portrayed the conflicts and tensions that arose from the clash between tradition and modernity, between social convention and individual freedom.

It depicted a society that was in transition, moving from the old Victorian era to a new, more liberal and permissive age. The novel explored the challenges and contradictions of this transitional period, and in doing so, it reflected the anxieties and uncertainties of the time

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Answer:

yes , it's sabre-toothed cats

Answer:

D

Explanation:

Colonialism is where a powerful nation establishes control in another land away from their home.

Explanation:

to help it's members use trade as a means to raise living strands create jobs and improve people's lives

Drag artist Marsha P. Johnson, who went by the stage name Malcolm Michaels Jr., supported LGBT rights in the US.  Johnson, a well-known and outspoken advocate for gay rights, played a crucial role in the 1969 Stonewall uprising.

Johnson co-founded the radical activist group Street Transvestite Action Revolutionaries with his close friend Sylvia Rivera.  Johnson became a well-known figure in New York City's gay and art worlds thanks to her stage appearances with the drag performance group Hot Peaches and her modeling work for Andy Warhol.

Due to his friendly demeanor on the streets of Greenwich Village, Johnson earned the nickname "mayor of Christopher Street." From 1987 to 1992, Johnson was an AIDS activist for ACT UP.

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The interpretation of the Supreme Court case has influenced the way the First Amendment of the United States Constitution has been understood and applied over time.

For example, the Supreme Court's interpretation of the First Amendment in cases such as Schenck v. United States (1919) and Brandenburg v. Ohio (1969) has shaped the understanding of the limits of free speech and expression, particularly in the areas of speech that may incite violence or pose a clear and present danger to public safety.Similarly, the Supreme Court's interpretation of the Fourth Amendment in cases such as Mapp v. Ohio (1961) and Terry v. Ohio (1968) has shaped the understanding of the right to privacy and protection against unreasonable search and seizure. The Court's interpretation of the Eighth Amendment in cases such as Furman v. Georgia (1972) and Gregg v. Georgia (1976) has shaped the understanding of the prohibition against cruel and unusual punishment.

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Answer:

A

Explanation:

Answer:

B

Explanation:

The sacco-vanzetti showed how the red scare undermine basic American freedoms. option (C) is correct.

It abundantly exhibited racial separation and pointed out how unreasonably the US legal framework treats settlers. What Bartolomeo Vanzetti and Nicola Sacco associated with doing was committing a heist at a shoe manufacturing plant in Massachusetts that brought about the passing of two people.

In American lawful history, the Sacco and Vanzetti case is regularly referred to the act as an illustration of a premature delivery of equity. Italian settlers and agitators Nicola Sacco and Bartolomeo Vanzetti were hanged for homicide by the territory of Massachusetts in 1927 in light of unstable ballistics proof. Therefore,  option (C) is correct.

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This question is not complete, Here I am attaching the complete question:

The sacco-vanzetti case

a. revealed local governments could influence judicial decisions.

b. symbolized that the anti-immigrant sentiment had died.

c. showed how the red scare undermined basic american freedoms.

d. placed the welcoming of italian immigrants at the center of the debate.

e. demonstrated how thorough the judicial system was.

The difficulties of being an explorer in the 15th and 16th centuries were immense – the technology to support them was limited and journeys were incredibly dangerous.

Explorers faced storms, rough seas, unfamiliar terrain, hostile natives and diseases. Furthermore, the financial risk of exploration was high, as explorers had to pay for ships and equipment themselves.

However, there were also great rewards. Explorers could gain fame and fortune from bringing home new discoveries and knowledge. They could also make a name for themselves as the first to discover lands, trade routes and resources. Exploration also allowed them to open up new worlds and cultures, promoting understanding, trade and diplomacy.

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The Treaty of Versailles was one of the peace treaties that ended World War I. Its main aim was to maintain peace by creating a new international order that would prevent future wars. The treaty included several key provisions that were designed to achieve this goal:

Disarmament: The treaty required Germany to disarm, limiting its army to just 100,000 men and prohibiting it from possessing heavy artillery, tanks, and aircraft. This was intended to prevent Germany from becoming a military threat to other European countries.

War Guilt and Reparations: The treaty placed sole responsibility for the war on Germany and its allies, and required Germany to pay reparations to the victorious powers. This was intended to punish Germany and deter it from starting another war.

League of Nations: The treaty established the League of Nations, an international organization whose purpose was to promote peace and resolve disputes between nations through negotiation and diplomacy. The League of Nations was intended to provide a forum for nations to resolve their differences peacefully rather than resorting to war.

Despite these intentions, the Treaty of Versailles was criticized by many for its harsh treatment of Germany and its failure to address underlying issues that led to the war, such as nationalism and the desire for territorial expansion. The treaty's disarmament provisions also led to a sense of insecurity among many European nations, which may have contributed to the rise of aggressive nationalist regimes in the 1930s and the outbreak of World War II.

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Explanation:

1-What is a fact about river valley civilizations?

The civilization was created after regular trading started relationships between multiple cities and states around the Tigris and Euphrates Rivers.

2-5000 years ago the first civilizations appeared along the banks of large rivers: the Tigris and the Euphrates in Mesopotamia (modern Iraq); the River Nile in Egypt; the Indus River in India; and the Yellow and Blue rivers in China. That is why they are called river civilizations.

3-The Indus Valley civilisation was larger than the ancient Egyptian civilisation.

4-Some of the world's first dentists came from the Indus Valley! ...

5-At its peak, 10% of the world's total population lived in the ancient civilisation of the Indus Valley. ...

6-Toilet seats were made of brick - not very comfy

7-The birthplaces of these ancient civilizations share some key characteristics. First, they are similar distances from the equator, so they share similar climates. Second, they arose around steady water sources. Many of these rivers provided the land around them with fertile topsoil called 'silt' on which to grow crops.

8-There are three important features that distinguish the river valley civilizations from earlier civilizations: A) A strong centralized political power. B) A very hierarchical society. C) A great artistic development.

9-The Sumerians stand out in history as one of the first groups of people to form a civilization. The five key characteristics set Sumer apart from earlier human societies: (1) advanced cities, (2) specialized workers, (3) complex institutions, (4) record keeping, and (5) improved technology.

10-The Indus Valley Civilization is often separated into three phases: the Early Harappan Phase from 3300 to 2600 BCE, the Mature Harappan Phase from 2600 to 1900 BCE, and the Late Harappan Phase from 1900 to 1300 BCE

Answer:

I am sorry, but I cannot provide an accurate answer to your questions. Can you please provide me with additional context or information, such as who or what crisis Washington was referring to and in what historical context? Thank you.

The constitutional basis of the national government in the United States is based on the principles of federalism, separation of powers, and individual rights and protections outlined in the U.S. Constitution.

The U.S. Constitution establishes a federal system of government, in which power is divided between the national government and the individual states. The powers of the national government are outlined in the Constitution's Article I, Section 8, and include the power to collect taxes, regulate commerce, declare war, and make laws necessary for carrying out the other powers listed in the Constitution.

The Constitution also establishes three branches of government: the legislative, executive, and judicial branches. The legislative branch is made up of the House of Representatives and the Senate, which together make up the U.S. Congress.

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Answer:

1. Create color-coded flashcards.

Start off your studying by creating flashcards for your class.  Get colored note cards so you can easily separate different periods and era by color (ex. WWI is blue, WWII is green).  If you don’t have colored note cards, trace around the edges with a marker or sharpie.  Keep each set of colored cards together by punching holes in the cards and using a binder ring, or with a rubber band.

2. Take notes in chronological order.

This is a fairly simple concept.  The best way to remember the facts of an event is to remember them in order.  You will confuse yourself if you take notes about the Revolutionary War and write them down backwards.

If you are using the note card system, number your cards in one corner and keep the cards in that order.  That way you can review the events in the right order, which will make them easier to remember.

3.  Just the facts.

When taking notes, only write down the most important information.  Your notes shouldn’t be a rewrite of the entire chapter.  You only want the highlights.

Make sure you write down the following:

— Name of the event

— Location

— Date(s)

— Important people

— Turning points

— Any significant details

4. Supplement with a historical TV program, but check your facts!

If you’re looking for a different type of resource, you could check for a TV program.  But, check your facts first!  Not every program is completely factual and you don’t want to confuse fact with fiction.  (Abraham Lincoln didn’t really kill vampires.)  If you’re going to watch a TV program (like the History Channel), ensure that it is a factual account.  And don’t forget…TV is never a substitute for reading the facts.

5. Try an online multiple choice test.

Test your knowledge by taking an online multiple choice test.  This is a great way to check your facts and ensure you remember the people, places, and dates.  But again, just like TV programs, make sure it’s a legitimate quiz from a reputable source.

Answer:

                                                  Method (1)

1)Memorizing Information

Make flashcards of key terms, people, and dates. Studying history involves memorizing lots of dates, names, events, and other facts. Look through your notes and textbook and identify keywords. Make a list of them, then create flashcards with a word on one side and its definition or explanation on the other. You can even use an app like quizlet to create flashcards digitally.

If you have trouble coming up with a list, try asking your teacher what key dates, figures, and other information might show up on the test.

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2)Say information out loud as you read and write notes. Seeing, saying, hearing, and touching at the same time help your brain make stronger connections and memorize information more easily. Try reading your textbook out loud as you study, and say what you’re writing as you create your flashcards.

You could also try recording yourself reading your textbook or flashcards. As you listen to the recording, follow along in your notes or flashcards.

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3)Use mnemonic devices to memorize facts. Memorization can be boring, but using quick, silly ways to remember facts can add a little fun. Even better, they’re also an effective way to keep your facts straight.

For example, the mnemonic device Neighbors Actually Persuaded Lovely Yvonne To Shut Her Window will help you memorize the British royal families in chronological order: Norman, Angevin, Plantagenet, Lancaster, York, Tudor, Stuart, Hanover, and Windsor.

                                                    Method (2)

1)Connecting the Dots

Read the course syllabus to identify overarching themes. Your course syllabus is the sheet of paper that lists each session’s topic and required reading. Look over the titles, units, and other information listed in the syllabus to find clues about how the course’s larger themes fit together.

Ask yourself, “How does the syllabus organize these facts and figures? Does it mention or hint at any key critical questions? What connections does it make between individual class sessions?”

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2)Synthesize information by making an outline or study guide. You can make a study guide or outline once you’ve looked over your syllabus and gotten a feel for how the class organizes information. Use the syllabus as a guide to structure and consolidate your study guide.

Your study guide won’t do you much good if it simply copies your class notes. Look for key themes in your class notes, pull out the essential information, and put it in your outline.

For example, if you’re outlining class sessions on the Wars of the Roses, you could list key members (along with their dates and titles) of the houses of Lancaster and York in one section of your study guide. Then, you could outline underlying causes of the rivalry between the houses. Finally, you could list key battles and their dates, temporary truces and how they broke down, and the conflict’s resolution.

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3)Create a chart or map to make connections between facts. When studying history, charts, drawings, and maps are sometimes the best way to visualize how the information fits together. In addition to being great study tools, making visual aids like timelines, family trees, and flow charts will help give you a bird’s eye view of the material.

For example, making family trees and a timeline would come in handy if you’re trying to prepare for an exam on the Wars of the Roses.  

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4)Ask your teacher for help. Your teacher is there to help you! If you’re not sure what they are looking for, ask them.

For example, ask them what the exam's format will be, what the unit's main theses (or key ideas) are, and what information is most important.

One perspective about women's roles during the 1920s expressed through the image is that women were starting to gain more freedom and independence, particularly in terms of mobility.

One specific historical development or circumstance from 1900 to 1929 that led to changes in women's roles during the 1920s was the suffrage movement.

One specific historical development in business or culture that led to the creation and use of images such as the one above during the 1920s was the growth of the automobile industry.

The fact that the woman in the image is driving her own car suggests that she has some level of financial independence and is not reliant on a man to provide transportation for her.

The 19th Amendment to the U.S. Constitution in 1920 gave women the right to vote, and helped to pave the way for greater political and social equality for women. With the ability to vote, women gained a greater voice in politics and were able to advocate for their own interests and rights.

The rise of mass production and consumer culture during the early 20th century led to greater affordability and accessibility of cars, which in turn led to changes in social norms and expectations around mobility and transportation.

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Answer: burn down the homes of black Americans

Explanation:

Answer:

economic as well as religious reasons.

The Treaty of Versailles held Germany responsible for starting the war and imposed harsh penalties on the Germans, including loss of territory, massive reparations payments and demilitarization

Answer: Very harshley

Explanation: They lost land, got put in debt, had to demiliterize etc.

The Union Army put Henry Wirz on trial under the rules of war for mistreating and conspiring to kill Union prisoners of war at Andersonville prison during the American Civil War. The irony is that Wirz was a Swiss immigrant who had been a doctor in the Confederate Army, and yet he was tried and executed by the Union Army for his role in the mistreatment of Union prisoners.

Two unique things about Mark are:

1) Terse, to the point, multiple uses of the word immediately

2) Abrupt ending: Mark 14:8, "and they said nothing to anyone, for they were afraid."

In 66-77 CE the First Jewish revolt happened, the Jewish temple was destroyed, Jerusalem was attacked, the Jews were scared. Mark was writing to these scared Jewish people.

Mark, also known as John Mark, was a companion of the apostle Paul and a disciple of Jesus Christ. He is traditionally believed to be the author of the Gospel of Mark in the New Testament of the Bible. Mark was not one of the twelve apostles, but he is mentioned in several places in the New Testament, including in the Book of Acts and in some of Paul's letters. He is said to have traveled with Paul on some of his missionary journeys, and he was also a companion of Peter, who is believed to have provided much of the information that Mark included in his Gospel.

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Dr. Lawrence Nixon successfully challenged the "white primary" law in Texas that prevented African Americans from voting in the Texas Democratic primary. (Option B)

Dr. Nixon, an African American dentist and political activist, organized a legal challenge against the Texas Democratic Party's practice of excluding African Americans from primary elections. He and his legal team argued that the "white primary" violated the 14th and 15th Amendments to the U.S. Constitution.

The case, Nixon v. Herndon, eventually made its way to the U.S. Supreme Court, which ruled in 1927 that the "white primary" was unconstitutional. This decision helped pave the way for greater African American participation in the democratic process in the United States.

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Complete Question:

Who successfully challenged the "white primary" law in Texas that prevented African Americans from voting in the Texas Democratic primary?

A. Emma Tenayuca Brooks

B. Dr. Lawrence Nixon

C. Wilbert Lee O'Daniel

D. Miriam Amanda Ferguson

European Imperialism in Africa was justified through various means, and resulted in the control of much of the continent by the European powers.

European Imperialism in Africa was justified through a variety of means. The most prominent was the concept of 'civilizing mission,' which asserted that it was the moral and ethical responsibility of the European powers to bring the benefits of European civilization to African peoples. This was supported by the notion of 'social Darwinism,' which saw the strongest powers and cultures as those who should dominate and civilize those less advanced.

This was further justified through claims of economic benefits, such as the opening of markets to European trade, and strategic advantages such as the acquisition of raw materials and new territories. In terms of the actual events of European Imperialism in Africa, the Berlin Conference of 1884 marked a formal start to the partitioning of Africa.

Various European powers sought to control the continent, with a particular focus on the 'Scramble for Africa.' Over the next two decades, the majority of African states and territories were colonized by the European powers. In many cases, this was done through military force and direct control over the colonized nations. Additionally, in some areas, the Europeans used diplomacy and other strategies to ensure control of strategic areas.  

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The Tainos fished, hunted, and gathered food. The Kalinagos for the most part pursued and fished. They had a major market economy where they exchanged cotton, material, food item, pottery and gold.

Cassava, yam, sweet potato, plantain, maize, arrowroot, and other root crops were grown by the . Due to its high content of starch, arrowroot was an important crop for the Kalinago. They also grew cotton and tobacco. Tainos established themselves in Puerto Rico, Cuba, Hispaniola, a portion of the Bahamas, and Trinidad. Grenada, Tobago, St. Vincent, St. Kitts & Nevis, Puerto Rico, Kalinagos and Hispaniola were all home to the Kalinago family. and the Mayans established themselves in Guatemala, Honduras, Mexico, and Belize. The Kalinago weapons were significantly more lethal than the Taino ones. They used arrows with poison and fire tips. Anyone who was struck by the arrow was almost always killed by the poison.

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The picture of Machu Picchu's stone walls is referred to in the question. The Incans, who were expert stone carvers, created it.

The monument's stone keeps itself together without the need of mortar, which is remarkable and unique.

About Machu Picchu-

The most popular tourist attraction in Peru is Machu Picchu, which is located in the Andes Mountains at a height of more than 7,000 feet.

Machu Picchu, a symbol of the Incan Empire that was constructed approximately 1450 AD, was declared one of the New Seven Wonders of the World in 2007 and a UNESCO World Heritage Site in 1983.

Story behind it-

Many contemporary archaeologists now think that Machu Picchu was a royal estate for Inca monarchs and nobility.

Others have hypothesized that it was a religious location, citing its closeness to mountains and other physical elements that the Incas considered sacred.

What style of architecture did the Incas have?

The Inca civilisation featured three different forms of architecture: civic architecture (the 12-Angled Stone), military architecture (Sacsayhuaman), and sacred architecture (Koricancha).

With the aid of resources like boulders and mudbricks, the Incas built their structures in rectangular shapes.

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Malcolm X and Martin Luther King, Jr. were both prominent civil rights leaders in the United States during the 1950s and 1960s. Malcolm X advocated for a more militant approach to achieving civil rights, while Martin Luther King, Jr. focused on nonviolent resistance.

Malcolm X called for black separatism and self-defense, while King emphasized peaceful protests and civil disobedience.Both leaders made significant contributions to the civil rights movement, but King's strategy of nonviolent resistance was ultimately more effective.

King's approach drew widespread attention to the cause of civil rights and helped to mobilize a broad coalition of supporters. By contrast, Malcolm X's more confrontational tactics often alienated potential allies and played into the hands of those who sought to suppress the civil rights movement.

Ultimately, King's leadership helped to bring about important legislative and social changes, including the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

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Answer:

New Zealand

Explanation:

Hope this helps.

Alexander the Great's conquest of the Persian Empire began in 334 BC, and it ended in 323 BC.

Alexander the Great was born in 356 BC in Macedonia and was the son of King Philip II. He began his conquest of Persia at the age of 20 after the death of his father in 336 BC.

Alexander defeated the Persian king Darius III at the Battle of Issus in 333 BC, capturing Darius' wife and mother, which aided in his conquest of Persia. After the Battle of Issus, he continued to conquer the eastern part of the Persian Empire, including Babylon, Susa, and Persepolis, the capital of the Achaemenid Empire. Darius III fled from the Battle of Issus and then in 331 BC was defeated in the Battle of Gaugamela, and his empire fell to Alexander the Great.

The Battle of Gaugamela was the last major battle in the conquest of the Persian Empire. Alexander the Great captured Babylon, the empire's cultural capital, in 331 BC, thus securing his position in Mesopotamia. The Persian Empire had existed for over 200 years, and it was the largest empire of the time, covering over 3 million square miles.

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Explanation:

Only about one-third of Alaska’s human population live in Southcentral Alaska is true.

Answer:

I think it is false. I believe about half of Alaska's population lives in Southcentral Alaska, which includes the Anchorage metropolitan area.