Which was the only state not to send delegates to the constitutional convention?
a. virginia
b. new york
c. connecticut
d. massachusetts
e. rhode island?

Final answer:

The Virginia Plan intended to create a unitary government by proposing a strong national government with proportional state representation.

Explanation:

The Virginia Plan intended to create a unitary government by proposing a strong national government with proportional state representation. According to the plan, both houses of the legislature would be determined proportionately, with the lower house elected by the people and the upper house elected by the lower house. This plan favored the more populous states, like Virginia, giving them more political power.

Answer:

Obtain raw materials for factories

Explanation:

Answer:

C. Columbus did not reach the mainland of the new world until his third voyage

Explanation:

The fact that the Spanish people with Colombus leading them didn´t reach mainland in america up untill their third trip, explains essencially why the power of Spain over the new world took time, it was so large and so far away that they had problems exploring and conquering all of it. Eventually they were able to conquer and start exploiting the natural resources in America, but this took them over 40 years.

Answer:

A. Many countries took decades after revolution to grant women basic rights of voting and education.

Explanation:

The claims and struggles of women for civil, political and social rights have taken place for many years and in the world. Despite several advances, the actions of the feminist movement are decisive for the achievement of better conditions and gender equality.

The history of the feminist movement had its first great moment motivated by the claims for democratic rights like the right to vote, divorce, education and work in the late nineteenth century. Even with women making a revolution and fighting tirelessly for rights, many countries took decades after the revolution to guarantee women basic voting rights and education.

President Andrew Jackson vetoed the charter of the Bank of the United States because he saw it as a corrupt institution favoring elites and a threat to economic stability, and because he preferred hard currency over paper money.

Andrew Jackson vetoed the charter of the Bank of the United States for several reasons. He viewed the Bank as a "hydra-headed monster" that favored certain elites at the expense of the common man, as well as a corrupt institution that monopolized finance and threatened the nation's economic stability. Jackson also mistrusted paper currency and preferred gold and silver, or "hard currency." Amidst political opposition led by Henry Clay and bank president Nicholas Biddle, Jackson took action to destroy the Bank and its influence over the nation's currency and credit system.

His decision was influenced by his personal mission to demolish the power of the Bank of the United States, which he believed had control over the nation's currency and was manipulated by Biddle to benefit the wealthy. Jackson's veto was part of a broader strategy, which included removing federal deposits from the Bank and redirecting them into state banks, diluting the Bank's financial strength before its charter expired in 1836.

The Civil War led to homes, towns, livestock, fields, and schools of American Indians being neglected or destroyed, but it is less accurate to say that their members became more united. Tribal pressures often led to further fragmentation rather than unity.

The Civil War affected American Indians in various ways, but not all were uniformly experienced across different tribes or regions. While it is true that homes and towns were often destroyed, livestock and fields were neglected, and schools were neglected as a result of the conflict and subsequent changes in American life, the statement that their members became more united is less accurate.

The Civil War and its aftermath actually saw further displacement of Native American tribes, their confinement to reservations, and efforts by the government to assimilate them into Euro-American culture. This included the forced removal of Indian children to boarding schools where they were required to abandon their traditional cultures. If anything, these pressures often led to further fragmentation and challenges within tribal communities, rather than increased unity.

Therefore, the answer to the student's question is D. Their members did not necessarily become more united as a result of the Civil War.

Final answer:

The Civil War affected American Indians in various ways, except for neglecting their schools.

Explanation:

The Civil War affected American Indians in all of the following ways except their schools were neglected.

The Civil War had a profound impact on American Indians. Their homes and towns were destroyed, their livestock and fields were neglected, and their members became more united. However, their schools were not neglected during this time.

The social group in new Spain that was created through the intermixing of people with Spanish and Native American ancestry is known as the Mestizos.

The characteristics of social groups are as follows:

Mestizos is a social group that significantly bears the Spanish name but followed the cultures and traditions of Indians along with the Spanish. This social group in a very short period of time became the backbone of the Spanish empire in the American region.

Therefore, Mestizos is a social group in new Spain that was created through the intermixing of people with Spanish and Native American ancestry.

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Out of the choices provided above, it can be concluded to state that the factory work was one of the most important pull factors for new immigrants in the 1800s. Therefore, the option C holds true.

The immigration rate of people from rural to urban areas of the society was largely due to higher levels of industrialization in the American society in the 19th century. This gave the people from rural societies better life and income opportunities.

The number of factories in the urban societies increased rapidly during the period of industrialization, and as a result, the demand for factory workers increased significantly, which led to be sought as an important pull factor for the immigration during the 19th century.

Therefore, the option C holds true and states regarding the significance of immigration during the 19th century.

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In the 1800s, religious persecution drove immigrants to seek refuge in countries like the US for freedom of worship guaranteed by law.

In the 1800s, one of the most significant pull factors for new immigrants was religious persecution. Throughout this period, many immigrants were fleeing religious persecution in their home countries, particularly in Europe.

Various religious groups faced discrimination, oppression, and even violence, prompting them to seek refuge in countries like the United States, where religious freedom was guaranteed by law.

This freedom was enshrined in the First Amendment of the U.S. Constitution, which protected individuals' rights to practice their religion without interference from the government.

Immigrants were drawn to the promise of being able to worship freely and openly without fear of persecution or discrimination. This pull factor was particularly potent for groups like the Irish Catholics, Jews, and various Protestant denominations who faced persecution in their homelands.

While factory work and farm work were also significant pull factors for immigrants during this time, religious persecution stood out as a compelling force that drove many to seek a new life in America.

The promise of religious freedom provided hope for a better future and the opportunity to practice one's faith without constraint.

Answer:

by carrying on a violent family feud

Explanation:

The Handicapped Children's Early Education Assistance Act was a precursor to the more comprehensive Education for All Handicapped Children Act of 1975 (IDEA), which mandated public schools to provide an appropriate education to children with disabilities through IEPs and inclusive settings.

The Handicapped Children's Early Education Assistance Act passed in 1968 was designed to enhance early intervention and education for children with disabilities. Although this act provided some support, it was not until the Education for All Handicapped Children Act (EAHCA) of 1975, later known as the Individuals with Disabilities Education Act (IDEA), that a more comprehensive set of protections and rights for disabled students in public schools was established. IDEA mandated that public schools educate children with disabilities, involved parents in the development of their child's educational plan through individual educational plans (IEPs), and sought to ensure an educational experience as close as possible to those without disabilities.

Metal point arrows provide advantages such as better penetration, accuracy, and durability. Hafting is also more advanced with metal points, improving flight stability. These benefits show technological advancements over stone point arrows.

When comparing metal point arrows to stone point arrows, several advantages become evident. Metal arrows can be engineered to be sharper, more aerodynamic, and more durable than stone point arrows. This translates to a greater level of penetration, accuracy, and utility, especially in hunting or battle scenarios. The process of hafting, or attaching the point to the arrow shaft, would also have been more advanced with metal points as they could be more securely affixed, often leading to better flight stability and reusability after impact.

To use metal points, ancient humans had to have knowledge of forging and working with metals, which in itself signifies an advancement in technological skills. Moreover, the durability of metal allowed for persistent sharpness compared to stone, which can dull quicker and require more frequent replacement or sharpening.

John Winthrop justified taking Native American land by arguing that they did not use or improve it as the Puritans did. He believed that this lack of improvement gave the Puritans the right to take the land while ensuring the natives had what they needed.

Final answer:

After the Civil War, slavery ended in the South and throughout the United States due to the Thirteenth Amendment.

Explanation:

The Civil War, which took place from 1861 to 1865, was fought primarily over the issue of slavery. The Union, representing the Northern states, sought to abolish slavery, while the Confederacy, representing the Southern states, aimed to preserve it. The Union's victory in the war led to the end of slavery throughout the entire country.

Here are a few key points to consider:

In summary, after the Civil War, slavery came to an end not only in the South but also in the rest of the United States. The Emancipation Proclamation and the ratification of the 13th Amendment played crucial roles in abolishing slavery, while the Reconstruction Era aimed to secure the rights of former slaves and ensure their freedom.

Your question is incomplete, but most probably the full question was:

After the civil war slavery came to an end in the south and where else?