The curriculum of the medieval university
A) consisted of the trivium and quadrivium.
B) allowed for a wide degree of student choice.
C) was determined by the professors of the universities.
D) was based on the classics of Rome.
E) was based upon the Bible and the writings of the church fathers.
A
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In their response to the war in Europe, the actions of Presidents Jefferson and Madison
A. demonstrated that economic policy was not an effective diplomatic weapon. B. caused severe economic disruptions in both England and France. C. increased the negotiating power of the United States with the belligerent nations. D. increased the power and prestige of the U.S. Navy in the Atlantic.
Answer the following statement(s) true (T) or false (F)
According to Ferber, the visibility of Whiteness reinforces the racial hierarchy in society.
The significance of the Morrill Land Grant Act was that
A) It provided 160 acres free to settlers who lived on the land for five years. B) It gave money to states to establish universities that emphasized agriculture and mechanical arts. C) It offered free land to Union veterans after the war. D) It ensured land to former slaves along the coast of South Carolina. E) It provided Union widows 50 acres of land and a mule.
What best illustrates public opinion in regard to the days leading up to World War I?
a. In general, the public was not educated enough to form strong opinions about the prospect of war. b. The daily newspapers tended to be anti-war. c. The European governments were not concerned about public opinion. d. The possibility of war was wildly supported by the public, who had strong feelings of patriotic nationalism. e. The Russian population forced their government to support the war.