The great economic and social divisions between the north and south in the first half of the 1800s eventually led to the civil war. during those prewar years, the north industrialized, urbanized, and became more reliant on wage labor. in contrast, the south remained a rural, agricultural society that focused on slavery to harvest cash crops like cotton and tobacco. historians have often said that due to the huge differences between the two regions, the civil war was inevitable. what do you think could have been done, if anything, to prevent the war? also consider the issue of slavery, which became so central to the disagreements between the north and south. could simple compromise or political debate between the two sides have eventually ended slavery without a war? be sure to point to evidence from throughout this unit or that you have found on your own that supports your viewpoint.

All of the following were restrictions on free african americans, who lived primarily in the upper south except:

Which fact from the tinker v. des moines court decision best supports the reasoning that the conduct of the student protesters was protected by the fourteenth amendment, which prohibits deprivation of life, liberty, or property? o a. the record shows that students in some of the schools wore buttons relating to national political campaigns, and some even wore the iron cross, traditionally a symbol of nazism. o b. on the other hand, the court has repeatedly emphasized the need for affirming the comprehensive authority of the states and of school officials, consistent with fundamental constitutional safeguards, to prescribe and control conduct in the schools. c. the action of the school authorities appears to have been based on an urgent wish to avoid the controversy which might result from the expression, even by the silent symbol of armbands, of opposition to this nation's part in the conflagration in vietnam. d. that they are educating the young for citizenship is reason for scrupulous protection of constitutional freedoms of the individual. if we are not to strangle the free mind at its source and teach youth to discount important principles of our government as mere platitudes.

During the revolutionary period, charles townsend was the british government's chancellor of the exchequer and responsible for the infamous townsend acts. what is another name for the chancellor of the exchequer? a. the vice prime minister of england b. the secretary of state of england c. the treasurer of england d. the attorney general of england