In what ways did cities or groups use the Silk Road to improve wealth or power? Write about three or four cities that were affected by the Silk Road and how they prospered or declined as a result of trade along the route. Use a minimum of three reliable sources, and cite your work using APA format.
Answers
Answer:The Silk Road was used by several groups and nations to take advantage of the constant and varied commercial exchange that used the route since the Antique Era. Such different nations like Romans, Hungarians, Armenians, Seleucids and Chinese used the Road to exchange the silk cloth produced in China for the Roman gold.
Nations like the Medes used their strategic position in the middle of the Silk Road to itermediate and offer differnt services like guides, translators and slaves. Source: "Strabo's Geography Book II Chapter 5 "
Taxila people in present Pakistan also took advantage of their strategic location to acquire resources by trading and exchanging. When the Islamic monopoly fell, its place was replace by the Mongol Empire. Source: The Pax Mongolica, de Daniel C. Waugh, University of Washington, Seattle.
Explanation:
Related Questions
Machiavelli's book, "The Prince," would agree with which of the following statements?
a
Leaders should listen to the desires of the people.
b
Elected leaders should be fair and good.
c
Leaders should fight against discrimination and intolerance.
d
Leaders should do whatever is necessary to achieve their goals.
Answers
Answer:
D.) "Leaders should do whatever is necessary to achieve their goals"
Machiavelli's book, "The Prince," is known for its advocacy of using ruthless and sometimes unethical means to maintain power and control. Machiavelli believed that leaders should do whatever it takes to achieve their goals, even if that means using deception, force, or cruelty. He argued that it is better for a leader to be feared than loved, and that a leader must be willing to act quickly and decisively to protect their position of authority. Therefore, the correct answer is d.
H*! For Coffeyville, Kansas!
Source: 1880s Pamphlet put by the Union Pacific Railroad
Is the source reliable, and biased? Why or why not for each answer? What does it tell us?
Answers
In a previous unit, you learned that two lines of Hebrew poetry can follow either a synonymous, synthetic, antithetical, emblematic, or climactic form of parallelism. Use your Bible to identify which type of parallel form is used in the following verses of Psalm 22. You may wish to refer to Unit 6, The Psalms, for help with this activity.
Read Psalm 22:13. Identify the type of parallel form that is used.
Emblematic
Synthetic
Antithetical
Synonymous
15 PINTS HURRT PLSSS
Answers
The Quran has specific guidelines for all of the following except
a.
rules for socializing
b.
morals to exhibit
c.
how to worship
d.
how many children and wives to have
Answers
Answer: It would be C partner ;)
Explanation: Hope this helps :)
(Last time wrote D and i realised after someones comment lol)
(ty for the person who made me notice)
Answer:
D
Explanation:
From what I remember when reading about the Quran it did not have any guidelines on how many wives and children it had, However, I do remember It containing all of the rest.
What are some Patricia bath contributions?
Answers
Answer:
she invented the Laserphaco Probe for cataract treatment in 1986.
Assessment Directions
Steps:
Find three examples of the influence of the Renaissance around you. You can take pictures, draw them yourself, or find them online. Include one item from each category:Then, explain in 2 to 3 sentences why you think each item is a good example of Renaissance influence. You will have at least 6 to 9 sentences in total.
Art
Literature/Writing
Science/Technology
Create a presentation that showcases your findings. Your presentation can be in a word processing document, slideshow, or other format. You can be creative! Just be sure to include:
three images of the influence of the Renaissance around you
at least one image each for art, literature/writing, and science/technology
a 2- to 3-sentence explanation for each item about how it shows Renaissance influence
Answers
Here are some examples that you could use for your assessment:
1. Art: Leonardo da Vinci's "Mona Lisa"
The "Mona Lisa" is a famous painting created by Leonardo da Vinci during the Renaissance period. It is an excellent example of Renaissance art because it showcases the period's emphasis on realism, perspective, and the human form. Da Vinci's use of sfumato, a painting technique that blends colors and creates a hazy effect, is also characteristic of the Renaissance style.
2. Literature/Writing: William Shakespeare's "Hamlet"
"Hamlet" is a play written by William Shakespeare during the Renaissance period. It is an excellent example of Renaissance literature because it showcases the period's interest in human nature, philosophy, and the arts. Shakespeare's use of language and his exploration of complex themes such as revenge, mortality, and identity are also characteristic of the Renaissance style.
3. Science/Technology: Galileo Galilei's telescope
Galileo Galilei was a scientist and astronomer who lived during the Renaissance period. His invention of the telescope is an excellent example of Renaissance science and technology because it allowed him to observe the moons of Jupiter and other celestial bodies in detail. Galileo's use of empirical observation and experimentation is also characteristic of the Renaissance style.
Overall, these examples demonstrate how the Renaissance period influenced various fields, from art and literature to science and technology. The Renaissance was a time of great change and innovation, marked by a renewed interest in classical learning and human creativity. Its impact can still be seen in the world around us today.
Hope this answers your question
However, I can still provide you with the required information and explanations for each item. Please find below the examples and their corresponding explanations:
Art:
Example: The Mona Lisa by Leonardo da Vinci.
Explanation: The Mona Lisa is a quintessential example of Renaissance art due to its realistic depiction of the human form, the use of chiaroscuro (contrasting light and shadow), and the incorporation of atmospheric perspective. These artistic techniques were highly characteristic of the Renaissance period.
Literature/Writing:
Example: "The Divine Comedy" by Dante Alighieri.
Explanation: "The Divine Comedy" is a monumental piece of literature from the Renaissance era. It reflects the intellectual and cultural shift during that time, incorporating classical themes, allegory, and the exploration of human emotions and spirituality. It showcases the Renaissance emphasis on individualism, humanism, and the revival of classical literature.
Science/Technology:
Example: Printing Press by Johannes Gutenberg.
Explanation: The invention of the printing press by Johannes Gutenberg in the 15th century revolutionized the dissemination of knowledge and played a crucial role in the spread of Renaissance ideas. It made books more accessible and affordable, leading to an increase in literacy rates and the sharing of scientific and technological discoveries.
Please note that you can find images of these examples online to create your presentation.
Historically, who played the game Chaturanga?
Answers
Answer:
Gupta Empire, India
Explanation:
Chaturanga is first known from the Gupta Empire in India around the 6th century CE. In the 7th century, it was adopted as chatrang (shatranj) in Sassanid Persia, which in turn was the form of chess brought to late-medieval Europe.
Answer:
the Gupta Empire
Chaturanga is first known from the Gupta Empire in India around the 6th century CE. In the 7th century, it was adopted as chatrang (shatranj) in Sassanid Persia, which in turn was the form of chess brought to late-medieval Europe.
Why are the Herculaneum ruins a part of history like Pompeii?
Answers
Answer: Pompeii is the ideal place to visit to understand how a city of the Roman Empire looked like, whereas Herculaneum is able to show us how people truly lived
Explanation:
choose whether the sentence is a noun or pronoun.
The chief of a tribe was elected based on courage, military ability, and leadership.
Answers
Answer:
Nouns and pronouns are words not sentences
But I have a feeling that what it says is pronoun
hope this helps :)
1.) (if you can) Write a paragraph on how Powerful businessmen from the Industrial Age are bad
2.) Write a paragraph on how Powerful businessmen from the Industrial Age are good
Answers
Answer:
Powerful businessmen from the Industrial Age did a variety of things that are morally wrong. Firstly, they had their employees working in dangerous conditions for very low pay. They could do this because if one person quite, became seriously injured, or even had a fatal accident there was such an influx of job-needing immigrants that they could easily be replaced. Powerful businessmen also began influencing politics using their wealth, most notably Tammany Hall led by "Boss" Tweed.
Some businessmen from the Industrial Age believed in philanthropy. They donated large sums of their money to charitable causes before their passing, examples include Andrew Carnegie.
How would have Washington felt watching America move further away from his American vision?
Answers
Answer: This work of fiction was published in 1861. Its author, Charles Wesley Alexander, published numerous allegorical stories featuring famous American figures. Unfortunately, many people have misunderstood the nature of the piece, and believe that it is a genuine interview with a real person, relating his personal recollections of serving with Washington at Valley Forge. It is not. It is a work of fiction created nearly a century after the winter at Valley Forge. For more information, click here.
We are fortunate to have a great treasure-trove of genuine material authored by Washington. Those curious about Washington's own views should check out The George Washington Papers at the Library of Congress
This story is in the Public Domain and you do not need anyone's permission to excerpt it. But please do not present the piece as anything other than a work of fiction published in the mid 19th century.
Explanation:
Section 6
And be it further enacted, That when a person held to service or labor in any State or Territory of the United States, has heretofore or shall hereafter escape into another State or Territory of the United States, the [enslaver] ... may pursue and reclaim such fugitive person, either by procuring a warrant... or by seizing and arresting such fugitive…
[an enslaver is allowed]... to use such reasonable force and restraint as may be necessary, under the circumstances of the case, to take and remove such fugitive person back to the State or Territory whence he or she may have escaped as aforesaid.
In no trial or hearing under this act shall the testimony of such alleged fugitive be admitted in evidence …
1. According to section 6, what rights and privileges do enslavers have?
2. What rights and privileges do formerly enslaved people have?
3. What does this section of the law essentially say about former slaves who have left slavery and entered a free state?
Answers
Answer:
1. The right from service, neglect and forced labour.
2. To be honest and not from section 6, they didn't have any constitutional rights but if it's from the section, they had the right to freedom of speech, beliefs and opinion.
3. It says that they will be forced to go back into labour once their owners file a warrant to track and get them back.
(NO LINK ANSWERS) {100 points to revise this 5 paragraph essay and brainiest to person who meats standards.}
The colonization of Indians by non-Indian society exemplified just how lines got drawn on the land in the Pacific Northwest. It was not a clear-cut or precise process, and it was not a process that was seen the same way by all the parties involved. Policy toward Native Americans in the Pacific Northwest was an extension of the Indian policy developed at the national level by the U.S. government. In other words, the rules and regulations for dealing with Indians were established and administered by various federal officials based in Washington, D.C.—by superintendents of Indian affairs and Army officers, by Senators and Congressmen, by members of presidential administrations and Supreme Court justices. Yet western settlers—the residents of states, territories, and localities—attempted with some success to modify national Indian policy to suit their own ends. Moreover, the natives who were the objects of these policies also attempted to modify and resist them, again with a limited degree of success.
Joseph Lane
To explain the development of relations between Indians and non-Indians in the Pacific Northwest, then, one needs to keep in mind that there were federal points of view, settler points of view, and native points of view. The plural—"points of view"—is deliberate. It is also crucial to keep in mind that there was no unified perspective among any of the parties involved. Neither the officials of federal government, nor the settlers of the Northwest, nor the Indians of the region were unanimous in their thinking about and responses to American Indian policy as it was applied in the Pacific Northwest. (Indians from the same band or tribe sometimes ended up fighting one another; some women proved more sympathetic to Indians than men did; the U.S. Army was often much more restrained in dealing with natives than settler militias were.) This lack of agreement was surely one of the things that complicated, and to some extent worsened, relations between Indians and non-Indians. It makes generalizations about those relations tenuous.
Joseph Lane (right). (Reproduced in Johansen and Gates, Empire of the Columbia, New York, 1957. Photo courtesy of Special Collections, University of Oregon Library.) Portrait of Isaac I. Stevens (below). The federal Office of Indian Affairs assigned to Stevens the task of carrying out the new reservation policy in Washington Territory. (Special Collections, University of Washington, Portrait files.)
Isaac Stevens
Although it is risky, then, I want to offer the generalization that 19th-century America was an achieving, acquisitive, non-pluralistic, and ethnocentric society. It had tremendous confidence in its way of life, and particularly its political and economic systems, and it aspired to disseminate its ways to those who seemed in need of them or able to benefit from them—including Indians (and Mexicans and, at times, Canadians). The nation was tremendously expansive, in terms of both territory and economy. Its assorted political and economic blessings (at least for free, white, adult males) seemed both to justify and feed this expansionism. Thus expansion was viewed as both self-serving (it added to the material wealth of the country) and altruistic (it spread American democracy and capitalism to those without them). The nation's self-interest was thus perceived to coincide with its sense of mission and idealism.
American Indian policy bespoke this mixture of idealism and self-interest. White Americans proposed to dispossess natives and transform their cultures, and the vast majority of them remained confident throughout the century that these changes would be best for all concerned. Anglo-American society would take from Indians the land and other natural resources that would permit it to thrive, while Indians would in theory absorb the superior ways of white culture, including Christianity, capitalism, and republican government. For the first half of the 19th century, federal officials pursued this exchange largely with an Indian policy dominated by the idea of removal. Removal policy aimed to relocate tribes from east of the Mississippi River on lands to the west, assuming that over time the natives would be acculturated to white ways. There were numerous problems with this policy, of course. For our purposes, one of the key problems was that removal policy regarded lands west of the Mississippi as "permanent Indian country." By the 1840s, numerous non-Indians were moving both on to and across those lands, ending any chance that they would truly remain "Indian country." By midcentury the Office of Indian Affairs had begun devising another policy based on the idea of reservations. This institution, new at the federal level, has had a central role in relations between Northwest Indians and non-Indians since 1850.
Answers
Answer:
I fell it was good is it yours?
i like how you cover all the topics and how you really explain everything
it kind of looks like it was copy and pasted though
but if its yours than thats a compliment.
brainliest plzzzz
Explanation:
Answer:
Explanation:
The colonization of Indians by non-Indian society exemplified just how lines got drawn on the land in the Pacific Northwest. It was not a clear-cut or precise process, and it was not a process that was seen the same way by all the parties involved. Policy toward Native Americans in the Pacific Northwest was an extension of the Indian policy developed at the national level by the U.S. government. In other words, the rules and regulations for dealing with Indians were established and administered by various federal officials based in Washington, D.C.—by superintendents of Indian affairs and Army officers, by Senators and Congressmen, by members of presidential administrations and Supreme Court justices. Yet western settlers—the residents of states, territories, and localities—attempted with some success to modify national Indian policy to suit their own ends. Moreover, the natives who were the objects of these policies also attempted to modify and resist them, again with a limited degree of success.
Joseph Lane
To explain the development of relations between Indians and non-Indians in the Pacific Northwest, then, one needs to keep in mind that there were federal points of view, settler points of view, and native points of view. The plural—"points of view"—is deliberate. It is also crucial to keep in mind that there was no unified perspective among any of the parties involved. Neither the officials of federal government, nor the settlers of the Northwest, nor the Indians of the region were unanimous in their thinking about and responses to American Indian policy as it was applied in the Pacific Northwest. (Indians from the same band or tribe sometimes ended up fighting one another; some women proved more sympathetic to Indians than men did; the U.S. Army was often much more restrained in dealing with natives than settler militias were.) This lack of agreement was surely one of the things that complicated, and to some extent worsened, relations between Indians and non-Indians. It makes generalizations about those relations tenuous.
Joseph Lane (right). (Reproduced in Johansen and Gates, Empire of the Columbia, New York, 1957. Photo courtesy of Special Collections, University of Oregon Library.) Portrait of Isaac I. Stevens (below). The federal Office of Indian Affairs assigned to Stevens the task of carrying out the new reservation policy in Washington Territory. (Special Collections, University of Washington, Portrait files.)
Isaac Stevens
Although it is risky, then, I want to offer the generalization that 19th-century America was an achieving, acquisitive, non-pluralistic, and ethnocentric society. It had tremendous confidence in its way of life, and particularly its political and economic systems, and it aspired to disseminate its ways to those who seemed in need of them or able to benefit from them—including Indians (and Mexicans and, at times, Canadians). The nation was tremendously expansive, in terms of both territory and economy. Its assorted political and economic blessings (at least for free, white, adult males) seemed both to justify and feed this expansionism. Thus expansion was viewed as both self-serving (it added to the material wealth of the country) and altruistic (it spread American democracy and capitalism to those without them). The nation's self-interest was thus perceived to coincide with its sense of mission and idealism.
American Indian policy bespoke this mixture of idealism and self-interest. White Americans proposed to dispossess natives and transform their cultures, and the vast majority of them remained confident throughout the century that these changes would be best for all concerned. Anglo-American society would take from Indians the land and other natural resources that would permit it to thrive, while Indians would in theory absorb the superior ways of white culture, including Christianity, capitalism, and republican government. For the first half of the 19th century, federal officials pursued this exchange largely with an Indian policy dominated by the idea of removal. Removal policy aimed to relocate tribes from east of the Mississippi River on lands to the west, assuming that over time the natives would be acculturated to white ways. There were numerous problems with this policy, of course. For our purposes, one of the key problems was that removal policy regarded lands west of the Mississippi as "permanent Indian country." By the 1840s, numerous non-Indians were moving both on to and across those lands, ending any chance that they would truly remain "Indian country." By midcentury the Office of Indian Affairs had begun devising another policy based on the idea of reservations. This institution, new at the federal level, has had a central role in relations between Northwest Indians and non-Indians since 1850.
From the time of Jefferson the United States Government told the American Native Tribes that if they would just adopt the White ways of cultivation and just 'embrace the American Dream' then they would be allowed to join us as equals.
The Cherokee Nation took up the offer and built thriving farming communities that were outproducing their peers in Georgia. Still, President Andrew Jackson signed and implemented the 'Indian Removal Act' and forcibly removed them from their land, even after the Supreme Court told him not to.
What do you think this says about Jackson and how the United States Government was working in the 1830's?
Answers
Answer:The Cherokee Nation took up the offer and built thriving farming communities that were outproducing their peers in Georgia. Still, President Andrew Jackson signed and implemented the 'Indian Removal Act' and forcibly removed them from their land, even after the Supreme Court told him not to.
Explanation:
Who was Christopher Little
Answers
Answer: Christopher Little(1941-2021)
Christopher Little was born on 10 October 1941 in York, England, UK. He was a producer, known for The Hippopotamus (2017) and 60 Minutes (1968). He was previously married to Gilly and Linda Frewen. He died on 7 January 2021 in London, England, UK.
Christopher
The First Crusade was followed by several more that successfully maintained Christian control of the Holy Land. True or False
Answers
Answer:
Explanation:
The First Crusade was the first of many ‘armed pilgrimages’ to the Holy Land and was the only one to be successful.
Answer:TRUE!
Explanation:
The crusade was a success with Christian forces taking control of Jerusalem on 15 July 1099. Many more crusades would follow, the objectives would widen, as would the field of conflict, so that even Constantinople would come under attack in subsequent campaigns.
Which of the following is the best definition of the term fractions?
A) algebra equations
B) historical data
C) true stories
D) opposing forces
Answers
Answer:
A) algebra equations is the correct answer
Explanation:
Answer:
Fractions are A - algebra equations!
definition of the word; "a numerical quantity that is not a whole number (e.g. 1/2, 0.5)."
Explanation:
- Eijiro <3
How did Jacques Cartier's fool's gold and "Canadian diamonds" affect the French view of Canada?
Answers
Answer: The French thought spending more money on Canada was a waste of money because they thought Canada was worthless.
Explanation:
Answer:
The French thought that spending any more money on Canada for exploring expeditions was a waste of money.
Explanation:
This was because Canada appeared worthless.
Which story uses a compare and contrast text structure?
A) Dominic was an energetic boy. He had deep red hair, a dash of freckles splashed on his face, and a smile that could light up a room!
B) Dominic looked around to make sure everyone else in class was distracted. He quickly reached into Zanab's desk and took her super-secret-nobody-ever-touches-it-ever notebook.
C) Dominic was nervous about moving. He had always lived in the big, noisy city of Boston ever since he was born. Now he was on his way to live in a boring little farm town called Hayseed.
D) Dominic caught the pass from his quarterback and kept on running. The coach called a sweep play and it worked beautifully! Dominic juked two defenders on his way towards scoring the winning touchdown!
Answers
Answer:
C
Explanation:
i believe it's C because it compares where he has always lived, a noisy city, to where he will live, a little farm town.
Answer:
C.) Dominic was nervous about moving. He had always lived in the big, noisy city of Boston ever since he was born. Now he was on his way to live in a boring little farm town called Hayseed.
Explanation:
He compares Boston to Hayseed
You are a scout in the 1839s who makes a living by guiding settlers to Oregon. Write a two-paragraph “advertisement” telling people why they should move to Oregon. and why they should choose you to guide them.
Answers
Paragraph:
I recommend you come to Oregon. Oregon is a wonderful state known for its gorgeous landscapes. Oregon has a beautiful coastline and if you are lucky you might spot some whales in the distance. Oregon is a very cool and calming place to be.
In my opinion, Oregon is the best place to live. It has everything you need. Everyone is so friendly here and I can help you get to know the place. I have been living here for a while now and I know everything there is to know about Oregon. I am a scout and I give tours to all the newcomers they loved the place ever since they laid eyes on it. I hope you will come to Oregon sometime soon and when you do I will be happy to show you around the place.
Notes:
I hope this helps!
what would be a good meme template for a food shortage problem in africa? due at the end of class!! 15mins!
Answers
Answer:
Explanation:
check this
Answer:
ITs not really a temp. But its good
Choose the five (5) statements that tell the correct details and information about the Headright System and how it was used in Georgia to distribute land.
Question 1 options:
The Headright System gave away land for free to the male head of a household.
Sometimes a parcel of land would be claimed by more than one head of household and this could create problems with the Headright System.
The Headright System charged new landowners many fees making it difficult to have new settlers move to Georgia.
One goal of the Headright System was to increase the population in the state of Georgia.
Men who has served in the Revolutionary War were allowed to claim more land in the Headright System.
Much of the land grabbed by men as part of the Headright System was along creeks and rivers since they could choose the best land available.
Most of the land given away as part of the Headright System in Georgia was closer to the Mississippi River.
Native Americans were also given an opportunity to claim land for themselves as part of the Headright System.
The goal of the Headright System was to increase the Native American population in Georgia.
Answers
The sentence which gives the appropriate details and information about the Headright System is as follows:-
The Headright System provided free land to the male leader of a household.One purpose of the Headright System was to expand the state of Georgia's population.In the Headright System, those who had participated in the Revolutionary War were permitted to claim additional territory.Because they could choose the best property available, they took much of the land around streams and rivers as part of the Headright System.The majority of the land handed up as part of Georgia's Headright System was closer to the Mississippi River.Thus option 1st, 4th, 5th, 6th and 7th are correct.
What is Headright System?The system in which the plan of the settlement was made in the North America at the time of the colonial period, which is called as Headright system.
The Headright System granted free land to the household's male head. One goal of the Headright System would have been to broaden Georgia's demography.
Those who had taken part in the American Revolution were allowed to regain more land under the Headright System.
They grabbed much of the land near streams and rivers as part of the Headright System because they could choose the greatest property available.
The majority of the land given up under Georgia's Headright System was closer to the Mississippi River. Therefore, it can be concluded that option 1st, 4th, 5th, 6th and 7th are correct.
Learn more about Headright System here:
https://brainly.com/question/13481206
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What is one example of the separation of powers?
Political issues can be decided through popular vote.
People and groups are required to obey the law at all times.
The federal government is made up of three branches.
Some laws are national and apply to all of the states.
Answers
Answer:
the federal government
Explanation:
because it is considered more accurate
Answer:
he Federal Government is made up of three branches.
Explanation:
Because they each have different powers and jobs to do and they also have equal power because of chekcs and balances.
What do the Gospels say about the life of Jesus?
Choose all correct answers.
Responses
He was baptized before beginning his ministry.
He was baptized before beginning his ministry.
He led a revolt against the Roman rulers of Jerusalem.
He led a revolt against the Roman rulers of Jerusalem.
He studied the Torah while still a young boy.
He studied the Torah while still a young boy.
He was born in Bethlehem and raised in Nazareth.
Answers
Answer:
He was baptized before beginning his ministry.
He was born in Bethlehem and raised in Nazareth.
And he was also born in Bethlehem and raised in nezareth
I learned this, hope this helped
How did the attacks of the 9/11 affect Americans?
Please help ASAP. I NEED THISS.
Answers
Explain the following in two points each-
The Renaissance of Europe
Answers
Answer:
The Renaissance was a fervent period of European cultural, artistic, political and economic “rebirth” following the Middle Ages. Generally described as taking place from the 14th century to the 17th century, the Renaissance promoted the rediscovery of classical philosophy, literature and art.
Use your notes to write a paragraph describing the rise, rule, and fall of Emperor Qin Shihuangdi.
HELP ME PLZ!!!
Answers
Answer:
The emperor was a legalist and caused tiny revolts
In the making of the wall, many arms legs and backs were. Many also died. People were tired and revolted
Assassination attempts were made on the emperor and he became paranoid
He went looking for the elixir of life and died
His attendants made his second son emperor and made him do what they wanted
from there on it completely fell apart
Explanation:
i hope this helps
Hope this helps
To what extent can historical events and their consequences be attributed to individual actions versus broader societal forces and structural factors?
Answers
Explanation:
The extent to which historical events and their consequences can be attributed to individual actions versus broader societal forces and structural factors is a complex and debated topic in historical analysis. Different historians may have different perspectives and emphasize different factors depending on their theoretical frameworks, methodologies, and interpretations of historical evidence. Here are some key points to consider:
Individual Actions:
1. Great individuals and their actions: Some historical events can be significantly influenced by the actions and decisions of specific individuals who played pivotal roles. These individuals may have had unique qualities, skills, or leadership abilities that shaped the course of events.
2. Agency and contingency: Individual actions can introduce contingencies and unforeseen consequences that may alter the course of history. The decisions made by individuals can have ripple effects and shape the trajectory of events.
Societal Forces and Structural Factors:
1. Social, economic, and political structures: Broader societal forces such as economic systems, political ideologies, social hierarchies, and cultural norms can shape the possibilities and constraints within which individuals operate. These structural factors can influence the choices available to individuals and impact the outcomes of historical events.
2. Collective actions and movements: Historical events often arise from collective actions and movements driven by societal forces such as revolutions, social movements, or shifts in public opinion. These movements are fueled by the actions and collaboration of many individuals, highlighting the significance of collective agency.
3. Long-term trends and systemic factors: Structural factors can shape long-term trends and historical developments. Factors like technological advancements, demographic changes, and geopolitical shifts can have profound impacts that transcend individual actions.
It is important to recognize that historical events are often the result of a complex interplay between individual actions and broader societal forces. The relative influence of these factors may vary depending on the specific context, the scale of analysis, and the specific event being studied. Historians strive to understand and evaluate the interactions between individual agency and structural forces to provide a comprehensive and nuanced understanding of historical events.
Answer:Most historians of sociology agree that the historical event that lead to the establishment of sociology was the Industrial Revolution. However, the French Revolution also played a critical part in the establishment of sociology.
Explanation:
Americans responded to the Second Great Awakening by- *
10 points
Calling for congress to increase the size of the military to prevent future attacks from Britain
Believing it was their destiny to own land from the Atlantic Ocean all the way to the Pacific Ocean
Attacking the Cherokee for their beliefs in spirits
Wanting to do good works for their community
Answers
Answer:
calling for congress to increase the size of their military
Explanation:
Do you think the United States should attempt to ban gerrymandering? If yes, what law would you like to see put in place to achieve this?
Answers
Answer: In representative democracies, gerrymandering is the political manipulation of electoral district boundaries with the intent to create undue advantage for a party.
The United States Supreme Court has affirmed in Miller v. Johnson (1995) that racial gerrymandering is a violation of constitutional rights and upheld decisions against redistricting that is purposely devised based on race. However, the Supreme Court has struggled when partisan gerrymandering occurs
Why is gerrymandering bad? Gerrymandering means to draw congressional districts to the advantage of the political party that controls the State's legislature. This is a tactic that does not give equal representation to minority groups in the Congress.
^^You can make your choice from here.