Why were many north carolina schools still segregated in the 1960s and 1970s? check all that apply. the state could not afford to transport students across town to other schools. legislation had not passed yet that would desegregate schools. many white parents refused to send their children to integrated schools. most neighborhoods that fed into local schools were still segregated. local schools and governments used several tactics to slow integration.

Local schools and governments used several tactics to slow integration.

Explanation:

Although the US Supreme Court ruled that school segregation was unconstitutional and had to end, North Carolina still adopted tactics that segregated schools.

Luther Hodges became governor in 1955 and opposed desegregation, he named Thomas J. Pearsall as the head of the Governor’s Special Advisory Committee on Education. Pearsall established the Pearsall Plan that began a system of local control which made possible for people to chose where they would study, this system did little for integration, and most of the schools remained segregated. This plan was later considered unconstitutional.

the process is called revolution because it was a process of great economic-social transformations that began in england in the xviii century.

the industrial mode of production spread throughout much of the northern hemisphere throughout the xix and early xx centuries.

the effect of this revolution was the distance between the countries, with respect to economic and political power.   after all, not all industrialized at the same time, remaining in the condition of suppliers of raw materials and agricultural products to the industrialized countries.

these differences mark to this day the nations of the world that are divided between developed and developing countries. one way to measure whether a country is advanced is to assess how industrialized it is.

answer: the ocean

explanation: if you map out 30 n and 40 n latitude, you will get the ocean