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Questions in history

[Done] What does this eyewitness primarily describe in this passage from her testimony? A. the efforts to fool prisoners at a Nazi death camp B. the long, painful train trip to a Nazi prison camp C. the forced labor that many prisoners endured at Nazi prison camps D. the apparatus used to execute prisoners at a Nazi death camp

[Done] How did gaining the right to own property provide for a woman's future? A. It led to job stability. B. It led to equal treatment. C. It established economic security. D. It enabled political opportunities.

[Done] What did nations do to increase the size of their armies? A. They forced prisoners into their armies. B. They created conscription programs. C. They allowed women into their armies. D. They allowed twelve-year-olds to join.

[Done] Some proponents of Prohibition supported the policy on religious grounds because they A. thought that Prohibition would help eliminate poverty. B. associated excessive drinking with violent crime. C. believed that alcohol should be used only for medicine. D. viewed excessive drinking as immoral behavior.

[Done] Questions for Discussion: 1. How does the participation of enslaved individuals in the Revolutionary War complicate traditional narratives that frame the conflict as a pure struggle for liberty? To what extent does their involvement expose the limitations of revolutionary ideals in addressing systemic injustice? 2. Lord Dunmore's Proclamation has often been interpreted as a calculated military strategy rather than a genuine abolitionist gesture. How does this perspective inform our understanding of the interplay between emancipation, exploitation, and political expediency during the Revolution? 3. In what ways do the postwar experiences of formerly enslaved soldiers who fought for both Patriots and Loyalists illustrate the broader challenges of achieving substantive systemic change? How might these historical outcomes shape contemporary discussions about reparative justice and racial equity? 4. The dual hypocrisies of the American and British positions on slavery created a complex landscape for enslaved individuals seeking freedom. How should we evaluate the agency and resistance demonstrated by these individuals within the context of such pervasive oppression? What lessons can be drawn from their experiences for understanding the intersection of war, race, and human rights in global history?

[Done] What role did Milliken's Bend play in the Civil War? A. It was a battle that enabled the Union army to free thousands of enslaved people. B. It was a site where the Union army recruited formerly enslaved people to fight. C. It was a Union victory that allowed General Grant to march directly on Vicksburg. D. It was a military hospital where African American women were able to serve the war effort.

[Done] During the French and Indian War, who did most of the Indians side with? A. The French B. The British C. The Americans D. None of the above

[Done] Islamic clerics criticized the shah of Iran because they A. disapproved of his Westernization policies. B. disapproved of his move to fundamentalism. C. disagreed with his interest in searching for oil. D. disagreed with his push to block women's rights.

[Done] Why did Italy's history and geography lead to the Renaissance? What is significant about Florence?

[Done] In which way did Great Britain's leaders try to recover from the Great Depression? A. by lowering taxes to improve personal incomes B. by lessening control over national currency C. by lowering interest rates to help business D. by lessening reliance on exports and imports