How did the geography affect the way early people lived in ancient Greece?
The geography affected the way early people lived in ancient Greece by isolating the people from each other.
Due to the high mountains and the hilly terrain, problems of communication and interaction were present, especially in ancient times where technology hasn't fully developed yet. Going from once place to another would create major challenges since the terrain is hard to move through. It wasn't easy to deliver resources, or just a simple message. The geography also affected transportation of goods, crops, and livestock. These are all major factors of environmental determination. Besides those determining factors, geographical formations such as mountains, seas, and islands formed natural barriers between the greek city-states. This forced many to settle along the coast.
Include the role of women and minorities in the war effort.
Women and minorities started working in factories to start producing weapons and other good to send to help out in the war.
The United States developed the world’s first modern mass democracy and celebrate a new national culture. In what ways does he highlight the impact of this new system on the American people and others watching and learning about what was happening in America?
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I. The nation's transformation to a more participatory democracy was accompanied by continued debates over federal power, the relationship between the federal government and the states, the authority of different branches of the federal government, and the rights and responsibilities of individual citizens. (POL-2) (POL-5) (POL-6) (ID-5)
A. As various constituencies and interest groups coalesced and defined their agendas, various political parties, most significantly the Federalists and Democratic-Republicans in the 1790s and the Democrats and Whigs in the 1830s, were created or transformed to reflect and/or promote those agendas.
B. Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution.
Teachers have flexibility to use examples such as the following: •McCulloch v. Maryland, Worcester v. Georgia
C. With the acceleration of a national and international market economy, Americans debated the scope of government's role in the economy, while diverging economic systems meant that regional political and economic loyalties often continued to overshadow national concerns. • New England opposition to the Embargo Act, Debates over the tariff and internal improvements
D. Many white Americans in the South asserted their regional identity through pride in the institution of slavery, insisting that the federal government should defend that institution.
II. Concurrent with an increasing international exchange of goods and ideas, larger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities. (CUL-2) (POL-3) (POL-6) (WOR-2)
A. The Second Great Awakening, liberal social ideas from abroad, and Romantic beliefs in human perfectibility fostered the rise of voluntary organizations to promote religious and secular reforms, including abolition and women's rights.
Teachers have flexibility to use examples such as the following: • Charles G. Finney, Seneca Falls convention, Utopian communities
B. Despite the outlawing of the international slave trade, the rise in the number of free African Americans in both the North and the South, and widespread discussion of various emancipation plans, the United States and many state governments continued to restrict African Americans' citizenship possibilities. • American Colonization Society, Frederick Douglass
C. Resistance to initiatives for democracy and inclusion included proslavery arguments, rising xenophobia, anti-black sentiments in political and popular culture, and restrictive anti-Indian policies.
III. While Americans celebrated their nation's progress toward a unified new national culture that blended Old World forms with New World ideas, various groups of the nation's inhabitants developed distinctive cultures of their own. (ID-1) (ID-2) (ID-5) (CUL-2) (CUL-5)
A. A new national culture emerged, with various Americans creating art, architecture, and literature that combined European forms with local and regional cultural sensibilities. • the Hudson River School, John James Audubon
B. Various groups of American Indians, women, and religious followers developed cultures reflecting their interests and experiences, as did regional groups and an emerging urban middle class.
C. Enslaved and free African Americans, isolated at the bottom of the social hierarchy, created communities and strategies to protect their dignity and their family structures, even as some launched abolitionist and reform movements aimed at changing their status.
Teachers have flexibility to use examples such as the following: • Richard Allen, David Walker, Slave music
The Twenties was a time of bitter social tension. The "New Negro," the "New Woman," the "New Immigrant," and the urban intellectual threatened the established values and life style of the native-born white Anglo-Saxon Protestant. Discuss some of the ways by which the Old-Stock Americans attempted to retain--or to re-establish--control during the decade.
During the 1920s, many minority groups gained more prominence and independence than they had ever had in the past. Among African Americans, this led to a rediscovery of their African roots, as well as an artistic movement that attempted to create its own types of artistic expressions. Women were another group that benefitted, as many became more liberated, as well as more relevant in the public sphere.
Many people disliked such modern changes, particularly when it came to racial equality and social mobility. These people valued the ideas of race and class highly, and believed these to be the right way to organize the nation. Some of the ways in which these people attempted to regain control was by creating racist laws such as Jim Crow laws and segregation. They also formed groups such as the Ku Klux Klan in order to scare people into submission.
Write an essay detailing the terms of surrender. Determine also whether the terms were fair or too generous and defend your position.
The correct answer to this open question is the following.
Although the question is incomplete and does not refer to any specific war, we can assume that it refers to the end of the Civil War, when the Confederate General Robert E. Lee surrenders at the Appomattox, Virginia, after the victory of the Union Army led by General Ulysses Grant. The date: April 9, 1865. The two generals had great respect for each other and Grant showed his respect to Lee and had a conversation before signing the terms of the surrender. With the authorization of President Abraham Lincoln, the terms of the surrender were generous because Lincoln really wanted a long term peace and the unity of the nation. The Confederate troops had to turn in their weapons and were allowed to return to their homes.
I think the terms were correct because what was most important at the time was not punishment but unity. The war had killed many soldiers and caused so much damage and pain in the United States. So, Lincoln wanted unity and peace, and that is how he thought about these terms.
_____ describes a market structure with a single seller that produces goods with no close substitutes.
The correct answer is a: "monopoly".
A monopoly is a market structure where a single firm serves the whole demand of a specific good or service. It does not face competitors because there are no products that can act as close substitutes, therefore, such firm has absolute market power to decide the price charged for its products. So, the monopoly is able to charge a higher price than in a perfect competition scenario and will earn much larger profits.