Describe the First Moroccan Crises.​

A. import

Explanation:

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Answer:

He created the Church of England.

Explanation:

Answer:

He created the Church of England.

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Explanation:

Answer:

B

Explanation:

The statement is false. In British North America, Indians did not perform most of the labor in the colonies. The labor system in the British colonies primarily relied on different forms of labor.

including indentured servants, African slaves, and European settlers. Indentured servants were individuals who voluntarily entered into contracts, usually for a fixed period, to work in exchange for passage to the colonies. They formed a significant portion of the labor force, particularly in the early colonial period.However, the widespread use of African slaves became increasingly prevalent in British North America. African slaves were forcibly brought to the colonies to work primarily in the agricultural plantations, such as tobacco, rice, and later, cotton.While there were interactions and engagements between Native American populations and the European settlers, Native Americans were not the primary source of labor in the colonies. Native Americans had their own distinct societies and economies, and their labor contributions in the context of European colonial settlements varied greatly depending on specific circumstances and regions.

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The Christian reconquest of Spain, which took place over several centuries and culminated in the 15th century, had several consequences.

                       You specifically mentioned the 13th century, but it's important to note that the reconquest was a long and complicated process that spanned several centuries. In the 13th century, the most important consequence of the Christian reconquest was the gradual displacement and persecution of the Muslim population, as well as the forced conversion or expulsion of Jews from the newly reconquered territories.  

                       Christian rulers, especially Ferdinand III of Castile, implemented policies aimed at creating religious and cultural homogeneity within their territories. These policies had a profound demographic and cultural impact. The Muslim population that flourished under Muslim rule was gradually pushed aside, causing a decline in their numbers and influence.

                        This process intensified in the following centuries, culminating in the forced conversion or expulsion of Muslims and Jews from Spain with the execution of the Alhambra Edict in 1492.  Another consequence of the Christian reconquest was the revival of Christian institutions and cultural practices. As Christian rulers expanded their territories, they established new dioceses, churches, and monastic communities.

                        The Roman Catholic Church gained considerable power and influence in the newly conquered territories, which contributed to the formation of Spain's own religious and cultural identity. In addition, the reconquest led to the establishment of new Christian kingdoms such as Castile, Aragon, and Navarre.

                          These kingdoms played a decisive role in shaping the political landscape of the Iberian Peninsula and laid the foundation for the later unification of Spain under the leadership of the Catholic kings Ferdinand and Isabella.  The Christian reconquest also had wider geopolitical consequences. As Christian kingdoms pushed south, they encountered Islamic civilizations and absorbed their cultural, scientific, and philosophical knowledge.

                           This contact with the Islamic world helped to transmit Greek and Arabic knowledge to the Christian worlds, creating an intellectual and cultural development known as the "Toledo School of Translators". This exchange of ideas had an important influence on the Renaissance and the intellectual history of Europe that followed.

                          Overall, the Christian reconquest of Spain in the 13th century set in motion a series of cultural, religious, and political changes that shaped the history of the Iberian Peninsula and Europe as a whole.

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African Americans felt that nonviolent resistance would not work for them as they have tried it in the past and it didn't. Also, most believed that white Americans would not respond to nonviolent resistance in the same way they would respond to violent resistance

In the 1920s, many African Americans did not believe that nonviolent resistance would work for them for several reasons. First, they had already tried nonviolent resistance in the past and had not seen significant progress in terms of securing equal rights and ending discrimination. For example, during the Reconstruction era after the Civil War, African Americans had attempted to use nonviolent resistance to push for equal rights, but they were met with violent opposition from white supremacists.

Second, many African Americans believed that white Americans would not respond to nonviolent resistance in the same way they would respond to violent resistance. They believed that white Americans only respected and responded to force and aggression, and that nonviolent resistance would be seen as weak and ineffective.

Third, African Americans were facing systemic and institutionalized racism, which meant that their rights were being denied on a large scale, and they felt that nonviolent resistance would not be enough to dismantle these deeply ingrained structures of oppression.

Finally, many African Americans felt a sense of urgency and desperation, as they had been fighting for their rights for decades and were still facing discrimination and violence. They believed that nonviolent resistance was too slow and ineffective in achieving the change they needed, and that more radical and direct action was necessary to make progress towards equality.

2. During the first years of Hitler's rule, many African Americans felt that they faced even worse kind of racism in the US than the Jews did in Germany for several reasons.

Firstly, African Americans faced segregation and discrimination in all aspects of life, including education, housing, employment, and public accommodations. They were subject to Jim Crow laws, which enforced racial segregation and denied them basic civil rights. In contrast, while Jews in Germany also faced discrimination and persecution, they were not subjected to legalized segregation and did not face the same level of institutionalized discrimination.

Secondly, African Americans were subjected to violence and lynching, particularly in the South, where they were often targeted by white supremacist groups like the Ku Klux Klan. This violence was often carried out with impunity, as white authorities did little to protect African Americans from these attacks.

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Answer:

The colonists were freed, at least temporarily, of the strict laws and anti-puritan rule over the land.

Explanation:

Answer:

The overthrow of the Dominion of New England and of the officials appointed by James II was a significant victory for the American colonies. The colonists were freed, at least temporarily, of the strict laws and anti-puritan rule over the land.

Explanation:

Answer:

It is important to consider the short-term and long-term impact of diferent events or exchanges on history.

Explanation:

Students need to determine the legacies and consequences, good and bad, of the debates and diplomatic actions they choose. They must ask questions about successes, failures, and consequences to drive analysis.

Answer:

Explanation:

Professor Cobb's point can be valid if we consider the possibility that even if the document in question is not genuine, it may still reflect certain aspects of today's society concerning black and brown people. While historical authenticity is crucial, it is essential to acknowledge that the document's content might resonate with current social issues faced by marginalized communities. It could highlight enduring systemic biases, racial discrimination, or unequal treatment that persist in various forms. Professor Cobb's argument invites us to critically examine the document's themes and consider their relevance within our contemporary context.

When contemplating why someone would fabricate such a document, several potential purposes come to mind. Firstly, it might serve as a thought-provoking tool, aiming to shed light on historical injustices and their echoes in modern society. By presenting a fictional account rooted in real historical experiences, the intention could be to prompt conversations, foster empathy, and encourage discussions on racial equality. Secondly, the document could be a work of creative expression, seeking to explore the human experience and provoke emotional responses. Lastly, it is possible that someone might create such a document to deceive or manipulate others, exploiting sensitive issues for personal gain or to incite unrest. However, further investigation and analysis would be necessary to determine the true motives behind its creation.

In conclusion, while the authenticity of the document remains uncertain, Professor Cobb raises a valid point by urging us to examine its content in relation to present-day experiences of black and brown communities. Regardless of its origins, the document could provide insights into persistent societal issues, serving as a catalyst for discussions and reflections on racial inequalities. Understanding the purpose behind its creation requires careful examination and consideration of the broader context, encompassing educational, artistic, or potentially manipulative intentions.

Most of Africa emerged from colonial rule during the mid-20th century. Most of Africa emerged from colonial rule during the decolonization period.

African colonies produced raw materials that were plundered by colonialists (middle powers). In addition, colonialism introduced a dual economic structure to the African economy. It has also led to the dismantling of Africa's economy, education, trade, markets, transportation and financial institutions. Colonial policies forced the decline of African industry, creating a dependence on European imports. Africa would probably be in a better position today, both economically and technologically, if its industries had been encouraged and nurtured by the colonial powers.

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Germany and Japan both turned to industrialization as they developed into modern nation-states in order to bolster their forces.

Although the phrases nation, state, and country are sometimes used interchangeably, there is a distinction between them. A state is a self-governing political entity (notice the capital "S"). Country and State are both interchangeable terms. However, a nation is a closely-knit community of people who share a culture.

Both nations turned to empire-building for reasons of national pride and economic opportunity. While Japan seized major portions of East Asia, Germany established a vast empire in Africa and Southeast Asia.

Therefore, Instead of a single person capturing power, a militaristic group rose to power in Japan.

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Answer: The Communist Party

Explanation: The Communist Party departs in a straight line from the workers' and socialist movement which has thus taken advantage of the teachings of earlier agitations.

In order to effectively wage the struggles it wished to display against the ruling capitalist class, it had to wage a fight against opportunism and the politics of class collaboration.

At the same time, he had to overcome these childhood illnesses that are leftism and sectarianism. Lenin and the Communist International gave her precious help.

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Answer:

during the Russian Revolution

Explanation:

correct me if i got the question wrong

Answer: A

Explanation: hoped this helped :)

Answer:World War I or the First World War, often abbreviated as WWI or WW1, was a global war originating in Europe that lasted from 28 July 1914 to 11 November 1918. World War II, also called Second World War, conflict that involved virtually every part of the world during the years 1939–45.

Explanation:

Tecumseh was a prominent Native American leader of the Shawnee tribe during the early 19th century.

He played a significant role in advocating for Native American unity and resistance against the encroachment of European settlers on their lands. Here's some information about Tecumseh:Shawnee Heritage: Tecumseh was born in 1768 in what is now Ohio, which was then part of the Shawnee territory. He grew up in a Native American community and learned the traditions, culture, and fighting skills of the Shawnee people.

Vision of Native American Unity: Tecumseh had a vision of uniting Native American tribes from various nations to form a unified front against the expansion of white settlers.

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The primary purpose of the neutrality acts passed by the United States during the 1930s was to maintain neutrality and avoid involvement in conflicts between foreign nations.

The US had experienced the devastating effects of World War I and wanted to avoid being drawn into another costly war. The neutrality acts prohibited the sale of arms and ammunition to countries at war and banned American ships from transporting goods to belligerent nations. However, the effectiveness of these acts was questioned as they did not prevent the outbreak of World War II and the US eventually became involved in the conflict after the attack on Pearl Harbor in 1941.

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Answer:”the richest negro street in the world”

Explanation:

Look at the image

Answer:

the richest Negro street in the world.”

Explanation:

From rereading the question and my notes

Answer:

D: Develop a fur trading network

Explanation:

Answer:

The Boston Massacre had a major impact on relations between Britain and the American colonists. It further incensed colonists already weary of British rule and unfair taxation and roused them to fight for independence.

Explanation: trying is the thing to do because if you don't try and give up then people will  just give you answers but hey trying is the best thing to do. :)

Answer:

C will be your answer for this question.

Explanation:

In comparison to classroom delivery, blended learning has increased the self-directedness of learners while maintaining the involvement of the instructors.

In comparison to classroom delivery, blended learning has increased the self-directedness of learners while maintaining the involvement of the instructors. Here is a step-by-step explanation:

Overall, blended learning empowers learners to take charge of their learning while benefiting from the continued involvement and support of instructors throughout the learning journey.

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The following items are correctly matched with where it receives funding.

The state and local governments are sustained through property tax. They make up the majority of the funds used to support county government, infrastructure, public schools, and public safety.

Including payment, it is simple to complete online. For the government, the income tax that is gathered from taxpayers—individuals or businesses—serves as revenue. The government uses these funds for a variety of social programs, including those for farmers, the uninsured, the underprivileged, and the unemployed.

Thus, the mentioned above are correctly matched with where it receives funding.

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During colonial times, land was a valuable asset and a source of wealth. Many English parents could not afford to provide land for all of their offspring, so they turned to indentured servitude as a way to give their children a better future.

By placing their children as indentured servants in more prosperous households, the parents hoped that their children would learn valuable skills and make connections that could benefit them in the future. Indentured servitude was a common practice during this time, and it provided a way for families to improve their financial situation without having to rely on land ownership.

The children would work for a set number of years in exchange for room, board, and sometimes even education or training. While indentured servitude was often a difficult and harsh experience, it did provide opportunities for upward mobility for some.

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He describes what will happen if the treaty is broken that Texas annexation would start a war.

In the end, Texas was the US's admission of a slave state. Texas' annexation marked the start of the Mexican-American War. The debate over whether the Rio Grande or the Nueces constituted Mexico's actual northern boundary led to the start of the conflict.

Texas' accession exacerbated existing hostilities with Mexico, which had never publicly acknowledged Texan independence. The placement of Texas' southern border was another point of contention between the United States and Mexico. Polk made a financial offer to Mexico to end the conflict and buy California and New Mexico.

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