9/11/2001 commonlit I need help with how paragraphs 26-28 development of ideas in the text

Answer: The war strengthened ties between the colonists and the Native Americans.

Explanation: According to the passage, “The colonists had gained military experience….They didn’t like being taxed because they had no representation in Parliament. They were being kept out of the western territory, which they felt was rightfully theirs.”

The French and Indian War strengthened the ties of the colonists with that of the Native Americans, which was not the reason which led to the American Revolution.

The American Revolution started in the year 1776 and continued till 1783. The American revolution was a protest movement of the eleven colonies of the British in North America. The colonists of the North American region did not want to live their lives under the rule of the British.

The American revolution started because the British before 1766 had been fighting wars on almost both sides including with France and also India. As the war took place, the British had been reeling under the condition of Economic pressure from various war debts. As a result, the British wanted to gain all the possibilities of the war debts and thus imposed huge taxes on the North American colonies.

The North American colonist revolted against the increasing taxes which they had to pay and this also led to the strengthening of the Native Americans with that of the colonist. This led to the American Revolution.

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Answer:

Cultural diffuson can occur due to close contact among social groups or trade.

Explanation:

One example of cultural diffusion occured in Palestine before World War II. Jewish People who lived there were in close contact with the Arab Palestinian population, and despite still being Jewish, they spoke Arabic as a mother tongue.

Another example is the Columbian exchange, one of the most important cultural exchanges in history. Trade between the Americas and Europe brought important American goods like corn, tomatoes, and potatoes to Europe, and crucial European goods like wheat, oats and barley, to the Americas.

Answer:

First, culture can spread through conquest. When one group of people conquers another, they often bring new traditions to the area they’ve defeated. They also take new traditions from this area. Next, culture can spread through technology. Through the Internet and television, people learn ideas, beliefs, and traditions that they may not be able to see face-to-face. Finally, culture spreads through migration. When people move to new places, they always carry their traditions with them.

Explanation:

EDGE 2021

The characters, setting, conflict, plot and resolution should be included in the plot summary.

I hope this helps you... :)

Plot summary of a story consists of important characters and describes the major events of the story. It is a short description of the events of a story.

A plot summary is a short and brief description of the events of a story. It decribes all the main things that happen in the story. It identifies the important characters and tells about the major events of the story.

A story usually has five basic plot elements that are exposition, rising action, climax, falling action and conclusion. It briefly outlines the events that lead to the highest point of action.

Basically, plot summary follows the structure of a process essay and also describes the steps through which the conflict of a story is resolved.

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Answer:

No I don't think it is needed. People who are American born will go to school in America and learn all about US history. Plus when are you going to make me take this test after college or after high school.  It's not like a kid is going to take an American history test and do any good on it. This makes no sense to me. Here you where born in America let me give you a test to make sure your American enough. I shouldn't have to prove my allegiance to my country.

Explanation:

Answer:

It was a gobal epidemic that struck Eupre and Asia in the mid 1300s. It originted Asia.

Explanation:

Answer:

B.

Explanation:

Answer:

neighborhood, village, town, city, region, state, country, and continent.

Answer:A 2,000-year-old homework book. Article written by: Peter Toth; Theme: Curator favorites. Discover what a child's homework book from the 2nd century CE tells what you say.

Explanation: It's good hope you get an A+

Answer:

B

Explanation:

Just took the quiz on edge :[]

Thx. hope it right for you

Answer:

I think B

Explanation:

Answer:

The settlers kicked the natives off of their land.

Explanation:

While some did pay or trade for the new land, many settlers just took what they wanted forcing natives to relocate

Answer:

D

Explanation:

e2020 took the test

Since these developments have an impact on civilization's global influence, fields like science are thought to be crucial in the growth of a great civilization.

Thus, Option D is correct.

A study of an ancient culture can improve pupils' knowledge of the world. Students can better understand the similarities and differences in economic and political systems among various cultures, groups of people, and ecosystems by connecting ancient civilizations to humanities and social sciences, for instance.

Their comprehension of the progression will help them better comprehend the world and the people who live in it. Understanding how and why history has developed and taken the form it has helped us understand ancient civilizations.

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Answer:

Osama bin laden, the leader of a terrorist group, had declared holy war on america

Answer:

B. a queen

Explanation:

The state of Maryland was named after queen Maryland of Britain while Britain still had control over the colonies before it became the United States of America

Answer:

Queen Henritta Maria wife of king Charles I.

Answer:

It emphasized individual's path to enlightenment and salvation, which could be attained in this life.

Answer:

Glory, Gold, and God, also know as the Three G's. These motivations fostered the Golden Age of Exploration.

Hope this helps.

Answer:

B. Pro-slavery and anti-slavery groups moved to the area to influence the expansion of slavery.

Answer:

B

Explanation:

Wow this is hard but ill try

To the Line of Fire!: Mexican Texans and World War I, is currently the only book-length study on this topic. Author José A. Ramírez utilized samples of Spanish surnames from draft registration cards in RG 63, Records Relating to Registrants, Records of the Selective Service System, to estimate that of the approximately 36,000 Mexican-origin men who registered for the draft, 5,000 of them served.The draft registration card below from Private Epigmenio G. Garcia of Headquarters Company, 141st Infantry Regiment, 36th Division, illustrates some of the  details of soldiers’ backgrounds available from these primary source documents.

Private Garcia appeared to the local draft board in Cameron County, Texas, on the first registration day for World War I — June 5, 1917. He reported that he was “natural born” in Raymondville, Texas. Garcia was thus not eligible for an exemption in this draft round as he was a U.S. citizen, reported no dependents, and did not have any disqualifying disabilities. His job  as a “Traveling Salesman,” for the “Great [sic] State Patrolmen’s Association,” suggests literacy in reading and writing. Indeed, Pvt. Garcia signs his own name (other conscripts could only place a mark [x] for their names), and his signature also matches that of his well-written account only four months later about the battlegrounds of France.

PvtEpigmenioG.Garcia.36thDiv.141stInf.DraftRegistrationCard.06.05.1917jpg

Draft Registration Card of Epigmenio G. Garcia. RG 63, Records Relating to Registrants, Records of the Selective Service System

The U.S. military posthumously recognized David Barkley with its highest distinction, the Medal of Honor. He was the only soldier of Mexican origin from the Great War to receive such an honor. While he was serving, however, David Barkley did not mention his mother’s Mexican heritage or surname (Cantú) to avoid discrimination. One of Barkley’s descendents revealed in 1989 that his mother was Mexican. While some brief histories of Hispanic veterans mention the few who received awards from the U.S. and France, this essay focuses on showcasing documents illuminating the everyday and virtually unknown soldiers and few noncommissioned officers who fought on the front lines and trenches in France. They were gassed, wounded, shell-shocked, and killed alongside over one million U.S. soldiers who served abroad, one-fifth of whom were foreign-born. Their stories merit inclusion in the narratives of World War I history.

We have constructed Towards a history of Mexican American participation in World War I in two parts. In Part One, we draw from the almost two dozen written accounts signed with Spanish surnames, and confirmed as Mexican Texan origin through other sources, to reveal how linking them with census, draft registration cards, transport ship passenger lists and other federal records from the National Archives can flesh out richer profiles of these doughboys.

“Over the Top”  Experiences of Texan Mexicans in the Trenches

When  President Woodrow Wilson declared war in 1917, the U.S. military force barely numbered 100,000 men – mostly concentrated in the state-level National Guard Units. Among the hundreds of thousands of men who registered for the first round of the draft that year were immigrants from all corners of the world, particularly Europe.  Historian Nancy Ford recounts how the War Department was “shocked” to discover that approximately one-fourth of the draftees were either illiterate in their native language and/or functionally illiterate in English. War Department rules required volunteers or conscripts to read or write English in order to serve. In response, the War Department created the Foreign-speaking Soldier Subsection (FSS) in January of 1918 to quickly devise a means to  teach recruits basic English and engage in Americanization programs. In Americans All!:  Foreign-born Soldiers in World War I, Ford details how a successful  English language curriculum developed at Fort Gordon, Georgia was exported to several camps as “the Gordon Plan.”   Most soldiers only received three months of training, resulting in many achieving only functional literacy. An indication that the brief training was insufficient is evident in the personal account of Private Pablo Cortez, Company M, 141st Infantry, which combines broken Spanish and some phonetic English.

I searched so much and also I did some in my brain. Hope it helped (took me almost an hour to find all of this). I hope you can summarize this if you cant just tell me and ill help.

The ideology which members of Congress who would support a large increase in military spending is:

According to the given question, we are asked to state the ideology which members of Congress who would support a large increase in military spending.

As a result of this, we can see that the ideology which the members of Congress who would support a large increase in military spending is the conservative ideology because they want to make sure the country is well defended.

Therefore, the correct answer is option D

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Conservatism is an aesthetic, cultural, social, and political philosophy geared toward selling and retaining conventional social institutions. In Western culture, conservatives seek to protect various institutions such as organized religions, parliamentary governments, and property rights.

The idealism of lawmakers in favor of a significant increase in military spending is option D conservative ideology.

The other Options are incorrect as :

Thus Option D is the correct option.

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Answer: The might of the Chinese Emperor

Explanation:

It represented how powerful the Ming leaders were and how insignificant the common classes and foreigners were. Both of these groups were not typically allowed inside the city, only high-power officials.

-Criminals would have never been allowed in the The Forbidden City. Those who broke in suffered the penalty of death.

-While it did have some cultural representation, the Japanese daimyos did not influence the city.

-It actually represented the disunity of Asian peoples more than anything. It showed how the Ming dynasty surpassed other nations, and divided the classes even further, as commoners were not allowed in.

The characteristic was the Forbidden City, designed to show the might of the Chinese emperor. Therefore, option (A) is correct.

The Chinese emperor was the greatest title held by sovereigns of China who ruled various imperial authorities in Chinese history. In handed-down Chinese political theory, the monarch was considered the Son of Heaven and the autocrat of all under Paradise. Under the Han dynasty,

The Forbidden City was destined and built in a way that typifies traditional Chinese emperor residence buildings, with an emphasis on articulation and bilateral isotropy to signify balance. Authoritative Chinese buildings typically emphasize breadth rather than stature, particularly those of the wealthy. These were the characteristics are being shown to the might have Chinese emperor.

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The correct answer is D. A thematic map

Explanation:

Thematic maps differ from other types of maps because this displays and explains a specific phenomenon (theme) in relation to the location such as population density, voting preferences, among others. This does not occur in physical maps that show elements such as mountains and rivers or in political maps that focus on boundaries of territories. In this context, this type of map is ideal to study the amount of oil a location produces as this is a specific theme and cannot be found in a physical or political map.

Explanation:

Helen Yoshida, a recent California State University, Fullerton, public history graduate, shares her research about the Department of Justice camps during World War II by;

Answer:

Nazi rule over the Danube River.

Explanation:

Answer:

African participation in the slave trade

Africans played a direct role in the slave trade, selling their captives or prisoners of war to European buyers. The prisoners and captives who were sold were usually from neighbouring or enemy ethnic groups.

Answer and Explanation:

Both Frederick Douglass's speech and Elizabeth Candy Stanton's speech have a claiming tone. These discourses highlight the struggle for a social cause and demand that American society review its concepts, listen to them and allow its classes to escape the clutches of social oppression and attain the freedoms, rights and privileges to which they are deprived.

Douglass reinforces the need for racial equality within a society that preaches freedom and equality, but does not fulfill it in relation to blacks. Stanton, too, demands this position of society, but he does so by claiming gender equality and the fight for women's rights.