M1D2-HIS 330- Need this Tuesday morning

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The discussion addresses the following outcomes:

          • Compare and contrast the early labor systems in the New World and explain the creation of a racial hierarchy over time (CO#1, CO#2)

Early settlers did not all come to the New World as wealthy adventurers. The majority of early European settlers came as indentured servants, who signed contracts of indenture for years of service in the New World, knowing that it might bring opportunities unavailable to them at home, and after their years of service they would be entitled to “freedom dues” to start a new life. Many others, however, were forcibly transported from Africa across the Atlantic for lifetime terms of slavery.

In addition to the Module Notes and Takaki, make sure to read the following primary and second sources for this discussion: “Our Plantation is Very Weak”, “We Unfortunate English People Suffer Here”, New World Labor Systems: European Indentured Servants, and New World Labor Systems: African Slavery.

In a post of at least 250 words consider the following:

  • What were the biggest motivations for people leave England and Ireland and indenture themselves for years of servitude in the New World?
  • Compare and contrast the systems of indentured servitude and slavery in the early era of European settlement.
  • What accounted for the demise of indentured servitude and the rise of the system of slavery over time? How did this “sharpen the color line” in the New World?

Elprofessori

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Assignment #1: Webliography. Week 4 (20% of Course Grade)

A webliography is a list of electronic documents found on the internet that relate to a particular subject. In this assignment you will select a time period, location, or topic that we have discussed in class, and find FIVE quality web pages that relate to it. Approved sites can be found using some of these links:

 

Site Name

Site URL

Site Description

World History Archives

www.hartford-hwp.com/archives/

Organizes links geographically and topically, presenting a balance to Western-centered history.

World History Compass

www.worldhistorycompass.com/

Organizes annotated links geographically and by subject, and includes countries often underrepresented on such sites.

World History Matters

worldhistorymatters.org

A large index that gives thoughtful evaluations of Web sites in many areas and eras of history except for the United States.

History Matters

historymatters.gmu.edu/browse/wwwhistory/

U.S. Web sites are evaluated

Directory of Historical Resources

www.history.la.ca.us/hddirect.htm

An extensive database of Web sites relating to history and historical research.

 

These lists are ever changing, and due to the nature of the web, some of them may go dead or change locations. If you encounter a dead link, try finding it elsewhere, or look for a related site. 

 

Begin with an introductory paragraph describing your time period, location, or topic. Then include an overview assessment in your own words of the five web sites you visited with an argument as to their quality (effectiveness, significance, detail, information, design, etc.)

 

The next 5 paragraphs will discuss each of your selected web sites in succession. Each paragraph will include the URL address, title, authorship, description, and your overall analysis of the site’s significance.

 

Conclude your paper with a paragraph recommending the best site you encountered and why. The webliography is at least three double-spaced pages of text (Times New Roman, font size 12), not including front or back matter. 

history 2 hrs

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billyelite

 

 

Exercise :: Indian History – Indian History

 

1. 

 

The Battle of Plassey was fought in

 
A. 1757
B. 1782
C. 1748
D. 1764

 

2. 

 

The territory of Porus who offered strong resistance to Alexander was situated between the rivers of

 
A. Sutlej and Beas
B. Jhelum and Chenab
C. Ravi and Chenab
D. Ganga and Yamuna

 

3. 

 

Under Akbar, the Mir Bakshi was required to look after

 
A. military affairs
B. the state treasury
C. the royal household
D. the land revenue system

 

4. 

 

Tripitakas are sacred books of

 
A. Buddhists
B. Hindus
C. Jains
D. None of the above

 

5. 

 

The trident-shaped symbol of Buddhism does not represent

 
A. Nirvana
B. Sangha
C. Buddha
D. Dhamma

 

for Doctor Mitch

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Choose one (1) of the three (3) reading selections from the list of topic choices below. The focus is on brief but important primary source material written by major authors. Read the selections  as identified with each topic below. Write a three to four (3-4) paragraph essay (250 words minimum) which analyzes the “surprise ending” of the reading selection. 

Topic Choices

  • Reading selection from Descartes’ Discourse on the Method (Part IV). Descartes begins with a  proof of one basic conclusion and ends with a proof of something much grander. Remember to focus on the surprise and point of realization, not the details of the philosophical argument. Read Part IV of the Discourse on the Method located at http://www.earlymoderntexts.com/assets/pdfs/descartes1637.pdf (then scroll down to Part 4, pp. 14-18). This is only four or five (4 or 5) pages of the larger work.
     
  • Reading selection of Swift’s A Modest Proposal. It is essential to recognize the genre of this work, as discussed in our class text, which you should consult and cite. Swift promotes a radical solution, but subtle options are mentioned. You are looking for surprise and a point of realization. Read and focus on A Modest Proposal located at http://www.victorianweb.org/previctorian/swift/modest.html. 
  • Two (2) reading selections from Voltaire’s Candide. Consider how these readings start and end in terms of the action and the beliefs. You are looking for surprise and a point of realization. These selections can be found on pp. 840-841 in the textbook. In addition, consult the class text at pp. 824-825.

For the reading selection you choose:

  1. Clearly state in your own words the “surprise ending” in the reading you selected. Clearly identify the point in the reading when you realized that there were elements in the reading that surprised you. Not all of the surprises come at the end.
  2. Evaluate how successful the author was in convincing you to accept the validity of the “surprise ending” that was different from what you expected. 

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
  • Use the source(s) identified above for the topic you choose, focusing on the main primary source of that author. You may use additional sources also if they are of good academic quality for college papers (Wikipedia and similar websites do not qualify). Use proper APA style in-text citing and also a matching APA style References list at the end.  

The specific course learning outcomes associated with this assignment are:

  • Explain how key social, cultural, and artistic contributions contribute to historical changes.
  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions. 
  • Identify major historical developments in world cultures from the Renaissance to the contemporary period. 
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics.

HIS 105

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Assignment 1.1: Industrialization After the Civil War Thesis and Outline

Due Week 3 and worth 70 points

After the Civil War, the United States became a much more industrialized society. Between 1865 and 1920, industrialization improved American life in many ways. However, industrialization also created problems for American society. Consider events that took place after the Civil War and discuss ways that industrialization affected the U.S. between 1865 and 1920.

Part 1:

  1. Write a thesis statement that is one to two (1-2) sentences long in which you:
    1. State your thesis on how industrialization after the Civil War influenced U.S. society, economy, and politics. Justify your response.

For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01/

Part 2:

For the next part of this assignment you will create an outline of the main points you want to address in this paper. This outline will serve as the basis for your Assignment 1.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/

  1. Write a one to two (1-2) page outline in which you:
    1. List three (3) major aspects of industrialization between 1865 and 1920.  In your response, consider society, the economy, and politics.
    2. List five (5) specific groups that were affected by industrialization. Provide two (2) examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.)
    3. List five (5) ways that industrialization affected the life of the average working American during this period.
    4. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify and discuss the different ways that the Civil War, Reconstruction, and Industrialization after the Civil War have shaped America’s history.
  • Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
  • Recognize the major turning points in American history since the Civil War.
  • Use technology and information resources to research issues in contemporary U.S. history.
  • Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

M2D2 HIS 352

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Growing Up in Vietnam

 
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Vietnamese children at Fort Campbell, 1968.This discussion addresses the following outcome:

  • Examine Le Ly Hayslip’s experiences as a young woman in Vietnam and compare and contrast her memoir to other sources about the war (CO#3);

Le Ly Hayslip’s When Heaven and Earth Changed Places is an autobiographical account of one Vietnamese woman’s life in Vietnam during an era of conflict. Though general history texts and official primary documents provide us with a broad narrative of political, economic, and social events associated with the Vietnam Wars, another way to learn about the conflict is through the experiences of one person. Hayslip’s autobiography is a memoir, which makes it a primary source to historians.

For this activity, make sure you have read the first three chapters of the Hayslip text (feel free to continue reading more if you would like). Consider the following questions as you craft a post of at least 250 words:

  • What was/is your general reaction to the first three chapters of When Heaven and Earth Changed Places?
  • In what ways do you believe Hayslip’s memories of her childhood are typical of those growing up in Vietnam during this era? In what ways may they be different?
  • How does Hayslip’s account of events inform your understanding of the difficult choices facing ordinary Vietnamese people during this era?
  • How did American involvement and escalation in Vietnam impact the broader, nonpartisan population of Vietnam?

need help for my project..

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DIRECTIONS FOR ANNOTATED BIBLIOGRAPHY PROJECT

  1. Students will choose FOUR topics from the following research list below:

Askia Muhammad, The Middle Passage, John Newton, Phillis Wheatley, Benjamin Banneker, Crispus Attucks, Toussaint L’Ouverture, The Haitian Revolution for Independence, David Walker, Richard Allen, Paul Cuffe, The America Colonization Society, Nat Turner, Harriet Tubman, The Underground Railroad, Sojourner Truth, William Lloyd Garrison, The Anti-Slavery/Abolitionist Movement, Frederick Douglass, The Dred Scott Decision, Jim Crow and Segregation, Maria W. Stewart, Harriet Beecher Stowe, Uncle Tom’s Cabin, Thomas Jefferson and Sally Hemings, Martin R. Delany, Henry Highland Garnet, The Amistad Mutiny, John Q. Adams and the Amistad Case, The Lincoln-Douglas Debates, John Brown’s Raid, The Emancipation Proclamation, The 54th Massachusetts Regiment, Lincoln and Slavery, Reconstruction, Sharecropping, Ida B. Wells, and Booker T. Washington.

   2.  Find two articles for each topic chosen. In one large paragraph, take topic #1 and (a) summarize each of the two articles; (b) compare the two articles to each other; and (3) give a personal statement as to why this topic is important to African American history and culture in your eyes.

Do the same for topics #2–#4 in three additional large paragraphs.

3.  Minimum size for each of the four paragraphs is one-half page.

4.   The articles you select are to come from professional/scholarly journals and periodicals only – not popular magazines and newspapers.

 5.  You are required to use the APA format for this project.

       Be sure to refer to the APA citation instructions available in reference books, Google,

       or other Internet sites.

6.    Paper must be typed and stapled. Use no larger than a 12 font.

7.    Do not attach a cover page: in one line at top of first page, give your name, my name, course number and date.

8.   Do not use double spacing – use either single or 1 and ½ spacing only.

[100 points possible]

 DUE                                   at the start of class.

     No late papers will be accepted at anytime for any reason.

Find Thesis Statement, evidence and Assumptions(if is there)

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Source A. 

 

The Aztecs believed they lived in the age of the Fifth Sun. Four times previously, they wrote, the earth and all the people who lived on it had been destroyed. They predicted their own world would end in earthquakes and hunger. In the Aztec year Thirteen Flint, volcanoes erupted, sickness and hunger spread, wild beasts attacked children, and an eclipse of the sun darkened the sky. Did some priest wonder whether the Fifth Sun was approaching its end? In time, the Aztecs learned that Europeans called the year Thirteen Flint 1492.

 

1. What is the Thesis of Source A? (1pt)

 

2. What list the evidence that is provided? (1pt)

 

3. Weigh the Evidence in Source A (what statements support the thesis the best and why) (2pts)

 

 4. Are there any Assumptions in Source A? (1pt)

 

 

 

Source B.

 

Technological advances and the growing strength of newly powerful national rulers made possible the European explorations of the fifteenth and sixteenth centuries. Each country craved easy access to African and Asian goods—silk, dyes, perfumes, jewels, sugar, gold, and especially spices. Pepper, cloves, cinnamon, and nutmeg were desirable not only for seasoning food but also because they were believed to have medicinal and magical properties. Their allure stemmed largely from their rarity, their extraordinary cost, and their mysterious origins. They passed through so many hands en route to London or Seville that no European knew exactly where they came from. (Nutmeg, for example, grew only on nine tiny islands in the Moluccas, now eastern Indonesia.) Avoiding intermediaries in Venice and Constantinople, and acquiring such valuable products directly, would improve a nation’s balance of trade and its standing relative to other countries, in addition to supplying its wealthy leaders with coveted luxury items.  

 

5. What is the Thesis of Source B? (1pt) 6.

 

 What list the Evidence that is provided? (1pt)

 

 7. Weigh the Evidence in Source B (what statements support the thesis the best and why) (2pts)

 

 8. Are there any Assumptions in Source B? (1pt)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Source C.

 

     Diseases carried west from Europe and Africa had a devastating impact on the Americas. Indians fell victim to microbes that had long infested the other continents and had repeatedly killed hundreds of thousands but had also often left survivors with some measure of immunity. The statistics from these virgin-soil epidemics are staggering. When Columbus landed on Hispaniola in 1492, approximately half a million people resided there. Fifty years later, that island had fewer than two thousand native inhabitants. Within thirty years of the first landfall at Guanahaní, not one Taíno survived in the Bahamas.       Although measles, typhus, influenza, malaria, and other illnesses severely afflicted the native peoples, the greatest killer was smallpox, spread primarily by direct human contact. Overall, historians estimate that the long-term effects of the alien microorganisms could have reduced the precontact American population by as much as 90 percent. The epidemics recurred at twenty- to thirty-year intervals, when bouts often appeared in quick succession, so that weakened survivors of one wave would be felled by a second or third. Large numbers of deaths further disrupted societies already undergoing severe strains caused by colonization, rendering native peoples more vulnerable to droughts, crop failures, and European invaders.

 

 

 

 

 

9. What is the Thesis of Source C? (1pt)

 

10. What list the Evidence that is provided? (1pt)

 

 11. Weigh the Evidence in Source C (what statements support the thesis the best and why) (2pts)

 

12. Are there any Assumptions in Source C? (1pt)

 

By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and th

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By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policemen of the world.” Using the Internet and reputable news sources, research two (2) real-life international incidents from the past five (5) years in which:

  • The U.S. used military action abroad.
  • Controversy existed within the American public regarding U.S. involvement.
  • Controversy existed within the country or countries affected by U.S. involvement.

Part 1

  1. Write a thesis statement that is one to two (1-2) sentences long in which you:
    1. State your thesis on the significance of the current role of the US military, as exemplified in the two (2) real-life international incidents that you have researched. Justify your response.

For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at:https://owl.english.purdue.edu/owl/resource/545/01/

Part 2


For the next part of this assignment you will create an outline of the main points you want to address in this paper. This will serve as the basis for your Assignment 2.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at:https://owl.english.purdue.edu/engagement/2/2/55/

  1. Write a one to two (1-2) page outline in which you:
    1. Describe the two (2) international events involving the US military from the past five (5) years you investigated that can be traced back to a foreign policy created after the Civil War.
    2. List three (3) aspects of US history since 1865 that have led to the US’s rise as a world super power policeman.
    3. List three to five (3-5) international incidents since World War II where America has taken on a policing role.
    4. List three to five (3-5) driving forces that fueled international policy decisions involving the international incidents you outlined previously. (Consider treaties, exit strategies, elections, wars, etc.)
    5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other Websites do not qualify as academic resources.

 Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify and discuss the different ways that the Civil War, Reconstruction, and Industrialization after the Civil War have shaped America’s history.
  • Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
  • Recognize the major turning points in American history since the Civil War.
  • Use technology and information resources to research issues in contemporary U.S. history.
  • Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

writting assingment theatre

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Contemporary theatre, both commercial and non-commercial, has seen a huge increase in diversity — diversity among playwrights and their plays, actors, directors, designers and theatre practitioners.  Diverse artists have always shown themselves to be an integral part of theatre and theatre history, but, now in contemporary theatre, they are sometimes referred to “artists of a diverse background” instead of just theatreartists.

These artists come from a selection of groups, cultures and categories including, but not limited by:

·        

·        

§   

§  Gender Specific

§  Native American

§  Hispanic

§  African-American

§  Asian-American

§  Gay and Lesbian

This assignment requires you to

·        

·        

§   

§  select one person (playwright, actor, designer, etc.) from the groups listed above

§  explore, prepare and discuss his or her historical, social and cultural importance to what we call “diverse contemporary theatre” today

Normal guidelines for written assignments should be followed — this assignment should be typed and proofread (3-4 pages in length).  Think originality and creativity – images, graphics, video links, etc. are always encouraged to help tell describe your comparison.  Some additional research may be needed (remember to document your sources in a bibliography).  Early submissions are always accepted.  Please be aware of spelling, punctuation, grammar, capitalization, etc.  This assignment will be graded according to the Written Assignment #3 Rubric (attached).  Any format (Word, PDF, Powerpoint, audio/video) will be accepted, as long as it can be opened.