1.President Truman decided to drop the bomb down because He knew that invading Japan was not an easy task due to the geographic situation of it and the american army was to weary after four years of fighting, even with americans in control of the main cities in Japan, japanese soldiers denied to give up, so the Truman saw the throwing of the bombs as one solution to end the war once and for all. .
A valid argument for the using of atomic bombs would be, for protecting the life of american soldier and to show Japan that for them the best solutions was to give up.
2. Arguments that can be made against the use of atomic bombs, there are several.
The main and most important is to recognize that chemical weapons not only affect the place where they were released, sooner or later the effect will spread and nobody knows the damage they are making to the planet. but do not forget also the damage they do at immediate term.
Answer:
The loss of life would have been greater if a conventional invasion of Japan occurred.
Japan seemed unwilling to surrender even in the face of almost certain defeat without an overwhelming show of force.
It would be immoral to kill civilians who would inevitably be killed in such an attack.
Using such a weapon would simply encourage other countries to develop such weapons—this would endanger the whole world.
Explanation:
from pennfoster
Answer:
I found this.. does it help u?
Explanation:
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
3. describe the three principal ways civilization spreads from one region to another. Type the answer please_____________
Answer:
Below on explanation
Explanation:
1. Summer helped crops grow and gave people vitamins.
2. Geography in Mesopotamia helped it to flourish because hills gave them an advantage in wars they had. *This is an inference*
3. The religion got popular so people wanted to partake in it.
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.
Answer:
Born near Yuma, Arizona, on March 31, 1927, Cesar Chavez employed nonviolent means to bring attention to the plight of farmworkers and formed both the National Farm Workers Association, which later became United Farm Workers. As a labor leader, Chavez led marches, called for boycotts and went on several hunger strikes.
Explanation:
hes friendly and humble :3
Answer:
The fighting ended after the war
Explanation:
Answer:
C: The Treaty of paris
Explanation:
government?
Artemas Schyler believed that the responsibilities of the new federal government included protecting the country, maintaining order, and promoting the general welfare of the citizens.
Artemas Schyler believed that the new federal government had several responsibilities: