History Homework Help

History Homework Help. For this paper, you will explore the complicated nature of the American nation from 1607 to 1877 by focusing on one of the following groups and examine how their changing roles reflected the limitatio

For this paper, you will explore the complicated nature of the American nation from 1607 to 1877 by focusing on one of the following groups and examine how their changing roles reflected the limitations and contradictions of the term “of the people” between two of three periods.

Choose one group:

  • Native Americans (both men and women)
  • Africans and African Americans (both men and women)
  • White women

Choose two of the following three time periods:

  • 1607-1781, Colonial to the Revolution War
  • 1790-1865, Early Republic to Civil War
  • 1865-1877, Reconstruction

After you choose a group and two of three time periods, identify two primary sources, and find a minimum of four scholarly sources, two for each period of time.

At the end of the assignment, write a one-page reflection that explains the trends you are noticing when searching/researching these sources, and describes the type of change you are noticing in the condition of the people over these time periods.

For the scholarly sources, you must use either JSTOR or Project Muse and choose four journal articles that are at least five pages in length. For assistance on the use of primary and secondary sources,  Please make sure that two of these sources are for each of the time periods you choose. You will then find two primary sources, one for each period chosen. Reference your material on the reference page.

History Homework Help

History Homework Help

History Homework Help.  Great Britain Glorious Revolution American RevolutionCreate a 700-1,050 word paper Summarize both revolutions. Include information about the following: Describe the major events, the people involved

 Great Britain

  • Glorious Revolution
  • American Revolution

Create a 700-1,050 word paper

Summarize both revolutions. Include information about the following:

  • Describe the major events, the people involved, and their motivations.
  • Describe societal structures in the empire and how they evolved through the Industrial Revolution, the agricultural revolution, and the Enlightenment.
  • Relate ideas of traditional privileges, rights, and liberties. Explain how these ideas evolved from the Magna Carta through the Enlightenment to influence each revolution.
  • Relate ideas of equality, representation, and democracy. Explain how these ideas evolved from the Magna Carta through the Enlightenment to influence each revolution.

History Homework Help

History Homework Help

History Homework Help.   How does this first-hand account compare/contrast to the textbook information, a secondary, synthesized source? What does this document reflect about the history of the Revolutionary War period or N

  How does this first-hand account compare/contrast to the textbook information, a secondary, synthesized source? What does this document reflect about the history of the Revolutionary War period or New Republic? Make sure to include specific people, events, laws, etc. in your answer. Please utilize only sources found at these sites:    A. “American Voices” or “Voices From Abroad” excerpts (one page documents) found in Chapters 5-8. B. “For Further Exploration” Suggested Web Sites (found at very end of each chapter) Chapters 5-8 

History Homework Help

History Homework Help

History Homework Help. Instructions  Rome and Romanization  This assignment gives you the opportunity to practice determining the purpose and function of artifacts in order to create your interpretation of a specific histor

Instructions 

Rome and Romanization 

This assignment gives you the opportunity to practice determining the purpose and function of artifacts in order to create your interpretation of a specific historical development—Romanization.   Discuss the impact of the process of Romanization on the Roman world. Identify at least two examples of cultural structures that were patterned across Roman-conquered cities. Cultural structures can include physical features of Roman-ruled cities, practices, policies, ideas, or any artifact that was used to shape the conquered religions.   Discuss how these structures impacted daily life, which may include politics, economics, or social roles. Describe how and with what intent these events are “memorialized” or used in our current day political and cultural arena.   

Step 1: Choose two appropriate sources. At least one source must come from the CSU Online Library. The Academic Search Complete and eBook Academic Collection databases in the CSU Online Library would be good places to start your search. If you need additional help with using or locating information in the online library, there are library video tutorials available on the main page of the online library under the heading “Research Guides.” Resources from outside of the library should be credible and peer-reviewed and cannot include Wikipedia, Biography.com, History.com, any type of message board, or other similar encyclopedias.   

Step 2: Complete your research. Choose one interesting development that illustrates the main point that you want to make about your chosen physical structures, practices, or ideas. Gather details about your choice. For example, what types of buildings were first introduced in Rome, and why were they purposely replicated in other, smaller cities?   

Step 3: Draw conclusions from the details you found, and prepare your thesis. A thesis is prepared after you have completed your research and gathered enough information about the chosen structures. You should sit back to think about what it means to see the influence on culture. Your thesis statement should offer your reader the overall insight into the use and impact of the structure on Roman development.   Use the following guidelines to help decide on your thesis.  ◾ Ask yourself about how the cultural element (idea, practice, or structure) was shaped by its time period and environment.  ◾Ask yourself how the structure impacted the lives of the people around it, the general public, and the immediately following period in the history of Rome.  ◾Find the perfect specific example to demonstrate the qualities of the structure you would most like to show.   

Step 4: Write your essay. Your essay must be at least 500 words in length. All sources must be referenced and cited according to APA guidelines.   Be sure to consider the following guidelines in your essay.  ◾ The introduction should engage the reader and clearly present the essay’s thesis and summarize the main points that clarify your point of view. The last sentence of the introductory paragraph should be your specific thesis.  ◾Organization should clearly present points arranged to illustrate your opening thesis. Paragraph order and organization should clearly present points arranged to illustrate your opening thesis rather than to narrate the chronological story.  ◾Writing should be clear and concise with no spelling, grammatical, or punctuation errors.  ◾The number of sources should meet or exceed any expressed assignment requirements, and the sources should be peer-reviewed or academic in nature. At least one source must be from the CSU Online Library.  ◾APA guidelines should be used for reference entries and in-text citations.

History Homework Help

History Homework Help

History Homework Help. Lets have some fun this week comparing the 1920s with what is occurring in America today. Do you see any similarities from the Red Scare of last century with American Politics today? There were scanda

Lets have some fun this week comparing the 1920s with what is occurring in America today. Do you see any similarities from the Red Scare of last century with American Politics today? There were scandals in the 1920s, such as the Tea Pot Dome, do we have any notable scandals today? The 18th Amendment had been passed and during the 1920s the American people had to deal with prohibition, do you find any examples of prohibition today?  

Those are some general comparisons, but you are free to examine the 1920s and compare/contrast with modern day of any concept. Please use OpenStax chapter 24 (The Jazz Age) or Exploring American Histories Chapter 21 (The Twenties) to gather information of the time period. You can use outside resources for comparisons.

Discussion post needs to be at least 1-2 paragraphs long ! 

link for the textbook:

https://cnx.org/contents/[email protected]:[email protected]/Introduction

History Homework Help

History Homework Help

History Homework Help. Must be at least one paragraph   MUST BE FINISHED AND POSTED WITHIN 2 HOURS. How do each of the documents (Lu Xun, Mao Zedong, Tao Yi, and Shi Pingmei) understand women’s status and how are they diffe

Must be at least one paragraph   MUST BE FINISHED AND POSTED WITHIN 2 HOURS.

How do each of the documents (Lu Xun, Mao Zedong, Tao Yi, and Shi Pingmei)

understand women’s status and how are they different from the earlier views of Zou Rong,

Chen Xiefen, and Liang Qichao?

Be detailed and answer the question exactly. Do not trail off-topic listing unrelated things. Dont just list items from the readings, answer the question properly by relating the info in the reading to each other and how they differ from the previous readings. 

ALL READINGS ARE PROVIDED. 

Attached are the readings in the same order as listed, and named according to the names provided in the question. please read and write thoroughly 

History Homework Help

History Homework Help

History Homework Help. Required ResourcesRead/review the following resources for this activity: Textbook: Sections 28.2, 29.1, 30.3, 31.3 Lesson Minimum of 1 scholarly source (in addition to the textbook)Initial Post Inst

Required ResourcesRead/review the following resources for this activity:

  • Textbook: Sections 28.2, 29.1, 30.3, 31.3
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Initial Post InstructionsPick three (3) of the following American Foreign policies:

  • Marshall Plan
  • Berlin Airlift
  • Containment
  • Anti-Communist Freedom Fighters
  • Vietnam (conflict) War
  • Détente’
  • SALT I & SALT II
  • Camp David Accords
  • Strategic Defense Initiative (nicknamed “Star Wars”)

Then, address the following for your selections:

  • Explain how each of your choices was an effective policy to thwart international communist expansion.
  • Based on your selections, analyze if the United States should have feared international communist subversion during the Cold War era (1945-1991).

Professor’s comment:

Welcome to this discussion concerning the Cold War (beginning Oct. 14), as we investigate political realms during these years. Some of you all have lived through the end of this era. For me as a child, I don’t remember being psychologically scared of an atomic bomb, but my wife does. When high flying jets would fly overhead, she would be afraid. Even red lights.

There were various cues around that reminded you of the Cold War. You would see the evacuation signs on various buildings, showing a safe shelter. You would see advertisements in magazines for underground shelters you could build in your own yard!

President Kennedy started an initiative for fallout shelters in 1961, so that by 1963, there were 17,000 places just around New York City located that could offer shelter in case of nuclear disaster, or the like (Buck, 2017).

And of course, on television they would have the test, an eerie, scratchy test for about 15 seconds, followed by the statement that in the event of a national emergency, they would be able to use this channel.

These are just a few samples of what was going on in society. Let’s enjoy this conversation about the Cold War, and hope that it never visits us again.

You’ll be initially selecting three of the following to interact with:

Marshall Plan

Berlin Airlift

Containment

Anti-Communist Freedom Fighters

Vietnam (conflict) War

Détente’

SALT I & SALT II

Camp David Accords

Strategic Defense Initiative (nicknamed “Star Wars”)

Thanks very much!

Reference

Buck, S. (2017, April 18). What the government didn’t mention about fallout shelters. Timeline. Retrieved from https://timeline.com/fallout-shelter-psychology-f04085f41654

History Homework Help

History Homework Help

History Homework Help. Wade Davis: In order to begin to develop a global perspective of cultural pluralism as it relates to world languages, view the TED talk by Wade Davis (Links to an external site.).  Respond to the idea

Wade Davis: In order to begin to develop a global perspective of cultural pluralism as it relates to world languages, view the TED talk by Wade Davis (Links to an external site.).  Respond to the ideas presented by Davis and address some of the ideas that have you have read about in Rury and Mintz.  How does the notion of culture/identity/nationalism appear in society and education.  What are some of the outcomes of the intersection of these issues?  Be sure to connect specifically ideas from BOTH the text and the video. 

History Homework Help

History Homework Help

History Homework Help. After studying the assigned reading, Sociology: The Social Construction of Gender, considering the concept of “gender as socially constructed,” answer the following questions and prompts. A) How does

After studying the assigned reading, Sociology: The Social Construction of Gender, considering the concept of “gender as socially constructed,” answer the following questions and prompts.

A) How does media create meanings about gender?

B) Provide examples of how this is manifested in our everyday lives.

C) Provide a link to a commercial/ad that stereotypes gender. Even though it is natural to find humor in some of these portrayals, in what ways is this problematic.

Also, consider that sex is a system of classification based on biology and physiology, while gender reflects the cultural meaning that is ascribed to a person’s sex, thus resulting in labels of “masculinity and femininity.” Furthermore, our biology is not distinctively male or female and a significant number of people are born “intersex” with variations in chromosomes or sexual organs. Most biological researchers agree on the estimation that intersex people are about as common as encountering someone with green eyes. It is important to understand that masculinity and femininity are not oppositional, although it seems to be portrayed so in media. In Western society (such as in the U.S. and Western Europe) we typically adhere to certain ideas and values that define masculinity and femininity as we perform the roles. What if the list was different? All of us, in honesty, could reveal that we interchange among the qualities. Take a look at the list and answer the following questions:

Masculinity

Femininity

  • strength
  • dominance
  • aggression
  • independence
  • empowerment
  • active
  • rational thought
  • production
  • breadwinner
  • subject
  • outdoors
  • technology
  • weakness
  • submission
  • compliance/vulnerability
  • dependence
  • disempowerment
  • passive
  • emotion
  • consumption
  • nurturer
  • object
  • indoors
  • nature

Provide answers to the following questions or prompts in your assignment submission.

D) How is the list being currently challenged?

E) What traits do you have that are typically considered “on the list” of the other sex?

F) What examples do you see in your daily life of people challenging the historic list?

G) What about examples in media of characters or people challenging the list?

H) Finally, do you agree or disagree that gender is socially constructed? Provide evidence that backs your opinion.  

Support your responses with research from the Learning Resources. Use APA in-text citations where necessary and cite any outside sources. Create an APA Reference List at the end of the document.

Submit your responses in the file submission area for this assignment. If you choose to “add a file” by attaching a MSWord or PDF document, please also copy and paste your response into the comments area.

History Homework Help

History Homework Help

History Homework Help. MIDTERM UNTEST This is an open note/material/resource assignment. You may discuss all you want about the Units through Piazza, but this assignment is to be your own original work. PART I. MULTIPLE CHO

MIDTERM UNTEST

This is an open note/material/resource assignment. You may discuss all you want about the Units through Piazza, but this assignment is to be your own original work.

PART I. MULTIPLE CHOICE QUESTIONS – 20 points total 

In this section, you must create FOUR quality multiple choice questions over the basic facts of units 1 and 2. Create questions over key pieces of historical fact that are the most important for the overall understanding of unit materials. Questions can be over concepts, ideas, people, places, events, etc. The question should be meaningful and not a “gotcha” question. Your correct and incorrect answers should be clearly identified (you should have a minimum of 4 answers per question) and a test taker should have to stop and consider the answers carefully.

Once you have crafted your four question and provided four answers to choose from (identify your correct answer), you must then explain the question. Why did you think this question was important enough to be on your imaginary exam? Why is the correct answer correct and the incorrect answers wrong? Why did you choose the answers that you did? Do this for each of the four questions.

II. KEY IDS – 30 points total 

In this section, you must create THREE IDs for a test. IDs are key people, places, events, or concepts (so “George Washington” or “trickle-down economics” for example). 

For each ID you will provide a sample answer (explaining the who/what, where, when, and why it is important). After providing your ID and sample answer, you will then need to explain why you chose this ID for the list, what makes it so key that it should appear on your imaginary test? Do this for each of the three required IDs. (so two parts – sample answer and then explanation – for each of the three IDs)

III. CONNECTIONS – 40 points 

A connection is just that, an explanation of how two or more historical facts fit together. 

Here is a non-history example that will give you an idea of what is expected:

Fact 1: Men’s College football teams at the NCAA I FBS level can award a maximum of 85 scholarships to players 

Fact 2: The US Women’s National Team has just won the World Cup for the 4th time and has played in 5 of the 8 Women’s World Cup finals and US National Women’s Teams dominate Olympic competitions (Soccer, Softball, Ice Hockey, Volleyball, Rowing, Water Polo). 

Connection:  Title IX (of the Educational Amendments of 1972) legislation requires gender equity in both the classroom and school related activities at both the K-12 and collegiate level. At the time Title IX became law, women’s sports in schools and colleges was often underfunded or non-existent while men’s college football (and high school football in states like Texas) had money thrown at them. The law requires that men and women have proportional access to athletic scholarships at the collegiate level. Since most NCAA I level universities field large men’s football teams, they needed to field teams in women’s sports to remain in proportional compliance (you have to offset those 85 male players somehow). Therefore, high schools and colleges began fielding teams in quite a few different sports to be in compliance with Title IX and more American women began playing team sports. Today, the national averages are 1 in every 2.5 women play a sport in high school. The best of these female athletes now go on to play college sports, and national teams are pulled from the best of college athletes. Women have come to dominate Olympic Team Sports because American women have gender equity in team sports in high schools and colleges thanks to Title IX; few other countries have gender equity in sporting opportunities, particularly at the team level, for girls through schools and fewer girls play team sports in other parts of the world. 

For this part of the Untest, I want you to make 4 connections from the time periods covered in Units 1 and 2. The facts should be different facts (not two sides of an issue, battle, debate, etc.) that may not seemingly be connected, but are. List the two historical facts and then explain the connection. 

IV. Geographic Connections – 20 points

A geographic connection is similar to the connections above, except that one of the facts is related to geography, climate, or environment. (Remember the discussion of how geography and history are related). You need to make 2 geographic connections

V. Overall Takeaway – 40 points

This is an “unessay.” Instead of giving you a prompt and having you write a full-length essay, I want you to sit back and think about Units 1 and 2 as a whole. What are your key takeaways (these are the most important overall themes of the units)? How would you explain these most important “big picture” concepts of American history? How would you explain this in a paragraph (think of this as a two-minute elevator speech on US History to someone who knows nothing about the subject).

Note that your paragraph (which should be no longer than one page) should follow rule of three formatting and contain a thesis statement and supporting evidence.

History Homework Help