Which of the following best describes the relationship between the new world colonies and europe?

the new world was responsible for providing workers for european factories. the factories produced items for the new world.
the new world traded guns and ammunition with europe for slaves. the slaves worked on colonial plantations.
europe distilled rum and sold it to the new world for slaves. the colonies collected and sold slaves for raw materials.
europe relied on raw materials from the new world. the colonies relied on manufactured goods from europe.

In what ways did president richard nixon send mixed messages regarding civil rights? a. he placed southerners on federal courts and increased busing. b. he supported segregation as well as affirmative action. c. he criticized school busing but initiated affirmative action. d. he increased school busing but vetoed affirmative action.

Someone ! \use the drop-down menu to complete the sentence. conflict often developed between and the pope over how much influence the pope had over choosing local church officials. will mark brainliest if someone

Read the excerpt from eighty years and more. until i was sixteen years old, i was a faithful student in the johnstown academy with a class of boys. though i was the only girl in the higher classes of mathematics and the languages, yet, in our plays, all the girls and boys mingled freely together. in running races, sliding downhill, and snowballing, we made no [division] of gender. true, the boys would carry the school books and pull the sleighs up hill for their favorite girls, but equality was the general basis of our school relations. i dare say the boys did not make their snowballs quite so hard when pelting the girls, nor wash their faces with the same [forcefulness] as they did each other's, but there was no public evidence of [favoritism]. which detail supports the central idea that stanton feels females and males were generally treated equally at johnstown academy? until i was sixteen years old, i was a faithful student . . i was the only girl in the higher classes of mathematics . . [t]here was no public evidence of [favoritism]. true, the boys would carry the school books . .