HISTORY MIDDLE SCHOOL

Why did American colonists in New England live and work differently from American colonists in the South?A. More gold and other precious minerals were found in the North than in the South.

B. The nationalities of the people in the two regions led to divergent cultures and ways of living.

C. Colonists in the South were generally better educated than those in the North.

D. The contrast in the geography of the two regions encouraged variations in lifestyles.

Answers

Answer 1
Answer:

Answer:

D. The contrast in the geography of the two regions encouraged variations in lifestyles.

Explanation:

The south had more warmer and drier climate, which promoted the planting of crops, especially cash crops like tobacco and later cotton. The north, on the other hand, had a colder and wetter climate, which promoted more of fisheries, and planting of grains, which needed a cooler and more wetter environment.

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Answer 2
Answer:

I think the answer is D.

Goodluck!

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Which are effective elements of an opening statement about the increasing costs of higher education?use of thetorical techniques
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Answers

Answer:

use of rhetorical techniques

of appropriate style

use of persuasive language

Explanation:

Which describes a geographic reason for the differences in the way Native American groups lived?

Answers


The answer is D. As people spread across North America, they adapted to the different kinds of terrain and climate they found.

Hope this helps you. :)

What are 2 ways forelimbs are different than hindlimbs.

Answers

1. Structural differences between the forelimbs and the hindlimbs have been well documented among vertebrates; the pectoral girdle is generally more mobile than the pelvic girdle and structural differences between the glenoid cavity and the acetabulum lead to the potential for a greater range of motion in the forelimb than in the hindlimb. 2. Although the hindlimbs are the key propulsors in terrestrial vertebrates, with the forelimbs absorbing collisional energy and acting primarily as brakes.

The part of the mantle called the _____ is made of soft rock that bends like plastic!*Answer This ASAP plz* !

Answers

The correct answer is the astenosphere. It's part of the earth's crust that's just below the lithosphere and it's really susceptible to plastic flow because the resistance to it is very low. This is where scientists believe that convection occurs in the mantle. It's a very weak and easily deformed piece of the crust.
the answer to this is Astenosphere

What is the difference between the establishment clause and the free-exercise clause?

Answers

The Free Exercise Clause main purpose is to protect the right to any citizen to practice their religious beliefs, so it is the duty of the government to protect the freedom of religion.

The Establishment Clause main purpose is to limit the government from making laws that establish any official religion of the US or laws that are based on religious beliefs.

This means that all American citizens have the right to practice the religion they want, the government has the duty to protect this freedom but at the same time, the government has the duty to remain neutral in matters of religion.
The free exercise clause protects the religious beliefs, and to a certain extent, the religious practices of all citizens.  

establishment clause prohibits the government from endorsing, supporting, or becoming too involved in religion and religious activities
:)

GIVING 49 POINTS! URGENT PLEASE ANSWER THIS CORRECTLY, cause I don’t understand

Identify each step in the process of researching and investigating historical events. Then describe what happens at each step.

Answers

Answer:Identify an idea, topic or research question. Conduct a background literature review. Refine the research idea and questions. Determine that historical methods will be the method used.

Explanation:
i hope this helps you out


Finding historical information
Learn where and how to find secondary and primary historical sources.

* 1 - Starting your research
* 2- Think about the broader historical context
* 3- Gather background information & identify your knowledge gaps
* 4- Understand what "primary" & "secondary" sources mean
* 5- Start with reading lists, references & footnotes
* 6- Activity & self-assessment

1- Starting your research

What you can learn from this page:
* Establishing your topic within its broader historical context
* Understanding primary vs secondary sources
* Reading lists, reference lists and footnotes are helpful starting points

2- Think about the broader historical context

When you want to research a topic from the past, it's important to place that topic within its broader historical context.
Think about:
* related events
* names
* dates
* places
* political issues
* societal issues
This helps you recognise the significance of any historical sources you might find, and interpret the source's information.
Then identify what you already know about the subject and what you need to clarify. Lastly, make sure you understand what primary and secondary sources are, where to find them and how these terms are relative to the time period, intended usage and subject discipline.

3- Gather background information & identify your knowledge gaps

Start by listing any key facts and helpful points that you already know (for example people, organisations or movements, dates, events, places or main issues).
As well as listing your starting points, you should list anything you're unsure of and that you need to confirm or clarify.
You may have lots of unanswered questions at this very early stage of your research and that's OK.
-Historical over views This curated list shows you search tips and examples of the types of historical overviews and timelines you can find from websites and books to help you get started.

4- Understand what "primary" & "secondary" sources mean

Primary sources
- Primary sources are records of firsthand accounts (autobiographies, documentary history books, interviews in contemporary newspapers, government reports).
Primary sources provide us with a real sense of what was happening with a person, event or specific period in time.
Secondary sources
-Secondary sources are secondhand accounts which analyse and interpret past events using primary sources (books, textbooks, journal articles). Secondary sources provide us with historical definitions and overviews; they are usually written at a much later time after the historical event or era and draw together a range of useful comments and other relevant information.  Recognise your sources in the appropriate context
Sometimes it can be hard to decide if something may be a primary source or not. Sometimes a secondary source can also serve as a primary source, depending on the context in which you're viewing it and wanting to use it.
For example, a well known author writes an article about a particular historical topic, that would be used as a secondary source. Years later someone decides to research the life and works of that author, in that context that same article would be used as a primary source.
Watch this video to see some other helpful examples.

5- Start with reading lists, references & footnotes

Check your subject reading lists for details of key primary and secondary sources your lecturers may expect you to read.
Check the footnotes and bibliographies of the books and articles you're reading for background information.

6- Activity & self-assessment

Where and how will you look for an historical overview or background information to help you better understand your broader topic area?
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