"Busy tilling the fields, Mendez asked his sister Soledad Vidaurri to enroll his three children in
the nearby 17th Street School when she went to enroll her two children. The school authorities
told Mrs. Vidaurri that her two children (who were fair skinned and whose last name did not
sound Mexican) could be enrolled but that the Mendez children (who were dark skinned and who
had a very Mexican sounding last name) would have to go to the Mexican school a few blocks
away. Ironically, Mendez, who was born in Mexico but who had resided in California since he
was 6 years old, had attended integrated public school in the early 1920s. He had become a U. S.
citizen. His wife, Felicitas, was born in Puerto Rico and was there also as an American citizen.
Their three children were all born in the United States and were fluent in English."
In the preceding text associated with California's Mendez school segregation case in 1949. how
is the school district defining American-ness?
O
citizenship
O
language skills
residency
O
skin color

using the map image above, answer a, b, and c. a. briefly explain the historical context of this map image.b. briefly explain one economic or social development in the period 1607–1754 that could be used to explain what the cartographer (mapmaker) shows in the map image. c. briefly explain one social development in the period 1607–1754 that could be used to explain the distinctions shown in the map image.your responses: a.during this time period the colonies had recently been formed by the british. the colonies were grouped into three sections based on common beliefs, lively hood, and how they interacted. the new england colonies had passed the mayflower compact and they focused on trade, shipbuilding, and fishing. the middle colonies had purchased land from the native americans and dealt mostly with the export of wheat, banking, and shipping.

hope this

from the religious point of view, the conflicts began because of the enmity between catholic and protestants. in 1649, at the insistence of baltimore, the colonial assembly approved the act of religious tolerance, the first law in the colonies granting freedom of worship, though only for christians. in 1654, however, with the protestants of maryland in the majority, the act was revoked. the almost civil war broke out and order was not restored until 1658, when lord baltimore was returned to power.

on the issue of class conflict, the chesapeake region offered few economic opportunities to contract employees who had served their term of obligation. even with the small amount of capital needed to grow tobacco, former hired servants at best became subsistence farmers, a mature class for those called to rebellion, such as those proposed by nathaniel bacon. as the number of new hired workers declined because of limited chances of progress and reports of severe treatment, they were replaced by african slaves.

from the racial point of view, after 1660, the chesapeake colonies imposed laws that defined slavery as a lifelong and hereditary condition based on race. this made slaves profitable because planters could rely not only on their work but also on their children. the slave population, which numbered four thousand in virginia and maryland in 1675, grew significantly by the end of the century.

because their parents smoke while in labor