Which statement best describes how the Louisiana Colony changed overall during Spanish settlement?

O)The colony became less culturally diverse as slavery decreased.

O)The colony became more culturally diverse as slavery increased.

O)Trade and business thrived in the colony due to the end of laissez-faire policies.

O)Trade and business struggled in the colony due to the start of laissez-faire policies.

Answer:streams carry more sediment when moving quickly since the stream has more kinetic energy which is used to carry more sediment.

Explanation:bonjour

Answer:

The exact content of the lost Library of Alexandria is difficult to determine with certainty due to its destruction and the lack of comprehensive records. However, the library was known for housing a vast collection of ancient texts, documents, and knowledge from various civilizations.

The library contained a wide range of works, including scientific, mathematical, philosophical, historical, and literary texts. It is believed to have housed important works by renowned scholars and thinkers of the time, such as Aristotle, Euclid, Archimedes, and Socrates. Many original manuscripts and writings from ancient Greek, Egyptian, and other cultures were likely present in the library.

Unfortunately, the library was destroyed during different periods of history, including a fire in the 1st century BCE and subsequent invasions and conflicts. As a result, a significant amount of ancient knowledge and valuable texts were lost forever. The exact extent and specific details of the lost content remain a subject of speculation and scholarly debate.

Answer:

The works of Homer, the ancient Greek poet who wrote the Iliad and the Odyssey. According to some sources, the Library had a complete collection of his works, and scholars tried to edit and standardize them.

The works of Plato, the influential Greek philosopher who wrote dialogues such as the Republic and the Symposium. The Library had a copy of his original edition, which was later corrected by his student Aristotle.

The works of Aristotle, the Greek philosopher and scientist who wrote on various topics such as logic, ethics, politics, biology, and metaphysics. The Library had his original manuscripts, which were later edited by his successors.

The works of Euclid, the Greek mathematician who wrote the Elements, a foundational treatise on geometry and number theory. The Library had his original edition, which was later revised by other mathematicians.

The works of Archimedes, the Greek mathematician, physicist, engineer, and inventor who wrote on topics such as mechanics, hydrostatics, calculus, and geometry. The Library had some of his original works, such as On the Sphere and Cylinder and On Floating Bodies.

The works of Eratosthenes, the Greek mathematician, astronomer, geographer, and librarian who was the head of the Library for several years. He wrote on topics such as geography, chronology, astronomy, and mathematics. He is famous for calculating the circumference of the Earth using geometry and measuring angles.

Explanation/Description:

That is a very difficult question to answer, as the exact content of the lost Library of Alexandria is unknown. The Library was the most famous and largest library of the ancient world, and it contained hundreds of thousands of documents from various civilizations and cultures. However, the Library was destroyed by several fires and attacks over the centuries, and most of its collection was lost forever.

Answer:

The Native Americans who lived in this settlement were a hunter-gatherer society. The spearheads and animal bones suggest that they hunted large game, while the pottery shards indicate that they gathered plants and fruits. They likely lived in small huts or shelters made from sticks and hides.

Explanation:

That's my conclusion, hope it helped!

Based on the artifacts found at this Native American settlement, it appears that the people who lived here were generally hunter-gatherers, as evidenced by the stone spearheads that were used for hunting and the animal bones, which likely came from hunted animals.

The pottery shards indicate that the people likely had some level of craft as well as trade, which is typical in larger, more established hunter-gatherer settlements.

It is likely that the people who lived here also farmed as well, given the relative abundance of pottery that likely would have been used for in-home food preparation and storage.

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Answer:

C

Explanation:

Answer: what the above person said

Explanation: .

Rio grande, Mexico, California city, and America were all in the same land

Answer:

B. self government

Explanation:

Answer:

I think it is B.

Explanation:

Let me know if I got it wrong if I do then I'm sorry.

g-geographic, r-religion, a-achievements, p-politics, e-economics, s-society, Hope this helps:)

It stands for: G: Geography; R: Religion; A: Achievements; P: Politics; E: Economy; S: Social Structure.
I am not sure..

Answer:

The Cold War shaped American foreign policy and political ideology, impacted the domestic economy and the presidency, and affected the personal lives of Americans creating a climate of expected conformity and normalcy. By the end of the 1950's, dissent slowly increased reaching a climax by the late 1960's.

Explanation:

NANDIYAN NA PO

PLS FOLLOW NALANG PO

Answer: The Cold War shaped American foreign policy and political ideology, impacted the domestic economy and the presidency, and affected the personal lives of Americans creating a climate of expected conformity and normalcy. By the end of the 1950's, dissent slowly increased reaching a climax by the late 1960's.

Explanation:

May I Have brainliest PLSSSSS

Eisenhower believed the Truman policy of "containment" to be no longer adequate. - Eisenhower sought to initiate a "roll back" policy around the world.

Answer:

a. check

b.check

c. check

d. check

e. check

f. check

g. check

h. check

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

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

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

Answer:

the answer is ****** **** i hope i helped :)

Explanation:

Also tell me if it showed the answer this time sometimes it doesnt

yes because yes because yes is yessss

Answer:

B

Explanation: the north has the indusrtry to Start.

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:

It shows your answer in the question

Chicano activists took on a name that had long been a racial slur—and wore it with pride.

Answer : D. It's armies attacked any kingdom that did not trade with it

answer: D ; it's army attack any kingdom that did not trade with it

she a human right activist and a abolitionist that’s all i know.

Elizabeth Cady Stanton campaigned for women's rights, temperance, and abolition of slavery. As a result, choices A, B, and C are accurate.

Who was Elizabeth Cady Stanton?

Elizabeth Cady Stanton was an American activist and author that led the women's rights movement in the country. The Seneca Falls Convention, the first gathering called specifically to address women's rights, was largely driven by Elizabeth Cady Stanton.

Her insistence on women's rights sparked debate during the convention and swiftly emerged as a key tenet of the women's movement. The History of Woman Suffrage was primarily written by Stanton in an outstanding effort.

In addition to abolitionism, Stanton was involved in other social reform initiatives. Due to regulations that granted spouses complete control over the family and its finances, temperance became a women's rights issue.

Therefore, options A, B, and C are correct.

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Your question seems incomplete, but most probably the question was:

Multiple choices are:

AbolitionTemperanceWomen's rightsFair working conditionsReduction in city crime​

The correct answer is A,C

Answer:

In Athens, the people governed, and the majority ruled. All citizens had equal rights and powers. In a city-state as small as Athens, a pure democracy was possible. As states grew larger, the notion of electing representatives to make decisions for the public became more practical.

Not everyone in Athens was considered a citizen. Only free, adult men enjoyed the rights and responsibility of citizenship. The Athenian definition of “citizens” was also different from modern-day citizens: only free men were considered citizens in Athens. Women, children, and slaves were not considered citizens and therefore could not vote.

This excluded a majority of the population: slaves, freed slaves, children, women and metics (foreign residents in Athens). The women had limited rights and privileges, had restricted movement in public, and were very segregated from the men. I would contribute by trying the best I can to support and help all of these people in my own whether it be getting jobs helping financially or just doing something small such as bringing food. Protesting would be a big part as well. Especially when it comes to this. I think I would just feel downright furious because of this. It's outrageous.

To be a citizen of Athens, both your mother and father had to be citizens. You could not have been born in a different country or in another Greek city. All Athenian citizens had the right to vote in the Assembly, debate, own land and own slaves. All Athenian citizens were expected to have military training, be educated, pay their taxes and serve Athens in times of war. Any citizen over the age of thirty whose name is drawn for the Boule must comply.

Yea you should because it is worth it for your future

Answer:Many Americans celebrated the passage of the 13th Amendment, which officially ended slavery in the United States. However, some people opposed the amendment and continued to support the idea of slavery. The amendment was a significant moment in American history and helped to pave the way for further civil rights advancements.

Explanation:

other guy did is right mark him brainist or wtv

Answer:

ok dr Luther king wanted to create a allusion about stopping slavery so that the audience will get a mind set that slavery is a illegal and the allusion will always remind people that 100 years have passed since the emancipation proclamation.

answer above is right :)))

id ask him how you doin

I don’t know maybe how his life was

Answer:a

Explanation:

The true answers are B and D

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

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

Answer:

Virgil: wrote The Aeneid and studied Greek writers

Horace: wrote The Odes and failed as a soldier

Ovid: wrote Metamorphoses and was exiled

Explanation:

I did the test a bit ago

Virgil wrote the Aeneid and studied greek writers. Horace wrote The Odes and failed as a soldier. Ovid wrote Metamorphoses and was exiled.

Few natural resources please mark Brainly

C is the correct answer hope that helps!

they weren’t granted citizenship

they were not granted citizenship

Answer:

Osama bin Mohammed bin Awad bin Laden was a Saudi Arabian-born militant and founder of the pan-Islamic militant organization Al-Qaeda. The group is designated as a terrorist group by the United Nations Security Council, the North Atlantic Treaty Organization, the European Union, and various other countries.

Founder or Al queada

Resources, how to use them for daily life

Greco-Persian Wars, also called Persian Wars, (492–449 BCE), series of wars fought by Greek states and Persia over a period of almost half a century. The fighting was most intense during two invasions that Persia launched against mainland Greece between 490 and 479. Although the Persian empire was at the peak of its strength, the collective defense mounted by the Greeks overcame seemingly impossible odds and even succeeded in liberating Greek city-states on the fringe of Persia itself. The Greek triumph ensured the survival of Greek culture and political structures long after the demise of the Persian empire.

Answer: it used to be a law to have to pay a poll tax but since it has been repealed their is no law for a poll tax so the answer is B

Explanation: ↑

Paying a poll tax . Explanation:…