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300 word discussion

September 9, 2025/in General Questions /by Besttutor

Prompt

As the Vietnam War dragged on, more and more Americans turned against the conflict. How did the antiwar movement grow in influence and how was it reflective of a larger youth revolt, the so-called “counterculture” movement?

Minimum 300 words APA citation

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HISTORY UNIT 1 (part-1)

September 9, 2025/in General Questions /by Besttutor

Guidelines for Unit 1 Exam

 

 

2) Research and Citations:  You may use your textbook, the videos, or other outside sources. In the case of the textbook and the videos, only direct quotes need to be cited, requiring only the author’s last name in parentheses. Outside sources (books, websites, etc.) may also be used, but in this case all information must be cited and must be listed in a works cited (or bibliography) at the end of the essay. For your citations, please use Chicago, MLA, or APA. You will submit your paper through plagiarism checking software, so be sure to cite any and all direct quotes.  For help with citations, see the “History / Writing Help” section of the course menu.

 

3) Submission:  PAPER must be submitted through the course website and must be one of the following file types: .doc, .docx, .rtf, or .txt. Do NOT submit .pdf, .pages, or google doc files.

 

 

THE files are uploaded as:-

-ARTICLE 1

-ARTICLE 2

-ARTICLE 3

 

 

For Part 1 of the Unit 1 Exam, read the three documents attached above, examine the image located below (also attached above), and watch the specified segment of the PBS documentary series American Experience: New York (link below). Using the documents, the video, and the textbook, write an essay (minimum 400 words) answering the questions listed below.

 

 

 

Part 1 Questions:

 

1. What do Documents 1, 2, and 3 each reveal about the social and economic changes experienced by many Americans during the Gilded Age (1865-1900)? Compare the experiences of each author.

 

2. How do the documents and the video reflect the growing racial, ethnic, gender, and economic inequality during the Gilded Age? What surprised you most about the conditions described in the video?

 

3. How does the image reflect the way many Americans perceived the nation’s growing racial and ethnic diversity? How do those perceptions relate to the experiences described in the documents and the video?

 

VIDEO LINK :- https://www.youtube.com/watch?v=AFizRwZMKEI

 

 

 

 

Document 1: Miss Columbia’s School House (1894). The caption for this cartoon read “Please, Ma’am, May We Come In?” with the male figure standing outside the gate representing Hawaii and the female figure representing Canada.

 

 

Document 1: Miss Columbia’s School House (1894). The caption for this cartoon read “Please, Ma’am, May We Come In?” with the male figure

standing outside the gate representing Hawaii and the female figure representing Canada.

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History Map Exercise

September 9, 2025/in General Questions /by Besttutor

Map Exercise

Look carefully at Map 6.2, “Afro-Eurasian Trade, c. 150 CE.” What does it tell us about the routes by which Afro-Eurasia was becoming increasingly connected in the 2nd and 1st centuries BCE? What role did Empires play in weaving together east and west, north and south? Does this map suggest a relationship between the development of trade routes and the spread of culture, and in particular the religions of the Axial Age?

 

Your responses should be 550-650 words.

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History homework help

September 9, 2025/in General Questions /by Besttutor

Please post 1-2 paragraphs of critical questions and/or analysis on

  • Koikari’s “Re-thinking Gender and Militarism in Cold War Okinawa,”
  •  Yamazato’s “The Silver Motorcycle,”
  •  Ueunten’s “Rising Up from a Sea of Discontent.”

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history paper 3

September 9, 2025/in General Questions /by Besttutor

Please read the following .pdf and in a 2-3 page essay respond to the following: “Based on the reading, what are the essential elements of fascism? What kinds of things allow a fascist leader to be successful?”

Your essay must have a clear thesis, and be supported by specific examples from the reading.

Your papers will be graded on the following criteria:

30% Thesis- A thesis must be clear, stating your position and what you will be arguing. The thesis must come at the beginning of the essay so that your reader knows what to expect.

30% Use of Evidence- Your paper must include a minimum of FOUR specific examples from the reading that support your argument. You can either quote or paraphrase from the text, but if the latter, you must be specific enough that I know exactly which part of the text you are referring to. Your examples must also be relevant, with a clear connection to your thesis and analysis.

30% Analysis- You must have a clear thesis and support that with evidence from the text, but you must also tell me WHY and / or HOW the evidence helps demonstrate your point.

10% Organization- Is your essay divided into paragraphs with proper punctuation.

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hist

September 9, 2025/in General Questions /by Besttutor

Trevin Garrett

Feb 23, 2020Feb 23 at 2:50pm

Manage Discussion Entry

Although “The Flappers” was a term that has been assumed to originate in Great Britain for women who wore rubber galoshes, soon the term or name stuck to liberated women who wore skirts, bobbed hair, listened and danced to jazz music, and contained flaunted disdain in the 1920s of America and Europe. Flappers are very important to American history because not only did they become such a huge popular figure for the society in the 1920s, but they also helped defined the new norm and modern era of women in the twentieth century, especially after the first World War. During wartime in America, many young women experienced freedoms previously unheard of, such as taking jobs, shortening skirts, driving cars, and cutting their hair. Competition for male attention was paramount since the pool of eligible men had been depleted during the war, and this probably contributed to the flashier fashions and aggressive behavior of many young women. Most of the women contained a sense of outrageous behavior and dressing up in their way was seen as an investment against spinsterhood or, at the very least, boredom, for what the women originally were known as, but simply outgrew. In fact, in August 1920, women’s independence took another step forward with the passage of the 19th Amendment, giving women the right to vote, as well as a woman named Margaret Sanger, who helped women gain rights of birth control. And above all contributions, more women got a higher education by going to college and universities, as well as making their own transportation by having the ability to start driving. However, there were many concerns that started to flow through the flappers, such as dances being limited, alcohol being banned, otherwise known as the 18th Amendment, and even clothing and specific fashion were not to be notified. This showed that society was not for support in the flappers and wanted them to follow the natural laws. But no matter the result, the flappers showed truth and promise that they can do anything a man can do, if not better, and furthermore, how powerful a woman or women can be in not only America, but the world.

Sources:

Hatton, Jackie. “Flappers” In St. James Encyclopedia of Popular Culture Vol. 2: E–J. Edited by Tom Pendergast and Sara Pendergast. Detroit: St. James Press, 2000.

History.com Editors. “Flappers.” History.com, A&E Television Networks, 6 Mar. 2018, www.history.com/topics/roaring-twenties/flappers.

 

Scott Foltz

Feb 23, 2020Feb 23 at 3:41pm

Manage Discussion Entry

There are few things more recognizable than a 1920s flapper; a young woman sporting a short “bob” hairstyle, with a cigarette in her hand, dancing to jazz music. Flappers were prominent throughout the twenties, reveling in the new liberties brought on by the end of World War I. Now regarded as the first era of independent women, flappers bulldozed barriers in political, economic, and sexual freedom. The Roaring Twenties started with the approval of the 19th Amendment, which finally allowed women to vote. Women were also joining the workforce in more numbers, being active in the mass consumer culture, and even delighted in more freedom in their personal lives.

The flapper came out of a changing American landscape. For the first time, there were more Americans were living in cities over the rural areas. With the nation’s economic growth, more women were getting jobs. However, more working women did not mean a change in gender roles. Most working women were store clerks, domestic servants, clerical workers and other professions deemed lowly or “woman work.” With these jobs though, came more income, which allowed women to be able to buy more things. Some advertisements even targeted women specifically for products like clothing, cosmetics, and household appliances.  With birth control becoming more available, women had more freedom to explore and express their sexuality without the outcome of unwanted pregnancies.

The flapper lifestyle still had limits, as marriage continued to be a goal. “Only about 10 percent of women in the 1920s kept their jobs after marriage, most of them working-class women whose family needed their paycheck.” (Pruitt, History.com) There was also the fear of reputation that still concerned most flappers. Flapper women even had their fair share of criticism. Some states passed laws banning “revealing” outfits or setting length limits on skirts. Even some women’s right activists were against flappers, accusing them of going too far in their debauchery.

The stock market crash at the end of the twenties brought the flapper down. No one could really afford that lifestyle, and with the Great Depression brought economic realities that made the flapper lifestyle seem out of place.

Sources:

Pruitt, Sarah. “How Flappers Redefined Womanhood” History.com September 17, 2018  https://www.history.com/news/flappers-roaring-20s-women-empowerment (Links to an external site.)

History.com Editors. “Flappers.” History.com, A&E Television Networks, 6 Mar. 2018, www.history.com/topics/roaring-twenties/flappers.

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DEBATE, SNCC & SCLC

September 9, 2025/in General Questions /by Besttutor

Debate instructions:

You have been divided into two groups. Group A will support SNCC and what evolved into the Black Power movement. Group B will support the SCLC (Martin Luther King, Jr.’s movement). To participate in the debate, you need to research both positions. The required work will help you. Who will you be in this debate? What character will you pick? It does not have to be an actual historical figure. You can be, for example, a white SNCC worker, or a Black Panther working in the breakfast program. Stay in character for your responses because each response is part of the debating.

The initial post will be at least 300 words. You are then required to continue the debate by posting responses to the arguments of the opposing group. At least two responses must be at least 100 words. Respond as many times as you wish. Your two best responses will be graded. Do not make assumptions. Instead, assume the historical role of someone who lived in the United States during this period. Whatever you write should be in character. Be creative! Remember that everything you argue, although in character, must be grounded in academic research and must demonstrate you have done the required work.<o:p></o:p>

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an analysis of the legacy of Henry Clay’s political career

September 9, 2025/in General Questions /by Besttutor

submit an analysis of the legacy of Henry Clay’s political career.

You might want to consider the following questions, but you are not limited to them:  Though Clay first came to Congress as a War Hawk, he gained the reputation as the “Great Compromiser.” Do you believe Clay should be remembered more for his compromises or for his other accomplishments in American government? How did Clay evolve over the course of his political career?

This assignment should be at least 300 words and contain your reactions or questions about some specific issue within the historical narrative which you find compelling. For full credit, your paper must not simply sum up the reading or repeat points made there. Rather, I’m looking for you to create your own interpretation, explain the emotional content of the piece, or discuss some original insight. Include citations as needed.

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Forum 2

September 9, 2025/in General Questions /by Besttutor

Topic: Literary Approaches to the Song of Songs

Thread Prompt: After reading “The Message of the Song of Songs” by Paul J. Tanner (Bib Sac 154, 1997) (access the PDF link below), you must develop answers to the prompts below (minimum 400 words). Interact with specific details and issues raised in the assigned article as you answer each of the prompts. You are permitted to use outside scholarly sources and the Bible in your responses.

  • Explain the essence of Tanner’s argument that parallels in the structure of the Song of Songs are critical to interpreting the book. What is the message of the book according to Tanner?
  • Explain Tanners view concerning the message of exclusivity in love within the context of Solomon’s polygamy? In Tanner’s view, who is the hero of the Song of Songs?
  • Explain your approach to the Song of Songs. Does Tanner’s article support your view or challenge it?

Reply Prompt: You will be required to reply to at least 1 other classmate’s thread in a minimum of 200 words. Be sure that your reply engages specific issues, questions, or passages related to the thread. Your reply must demonstrate that you have read the thread in its entirety and that you are providing thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts). In current Turabian format please.

Submit your thread by 11:59 p.m. (ET) on Thursday and submit your reply by 11:59 p.m. (ET) on Sunday.

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The first total war

September 9, 2025/in General Questions /by Besttutor

World War I is different from most other wars in that it was not a direct result of aggression by one entity towards another, notwithstanding the assassination of Austrian Archduke Franz Ferdinand by Serbian elements. Instead, it was the consequence of a number of forces amidst a disruption of the tenuous balance of power in Europe.

For the initial post, select and address one of the following:

  • Option 1: Identify two forces that lead to WWI. Examine how they contributed to the outbreak of war.
  • Option 2: Select a major battle such as Verdun, Marne, Ypres, or the Somme and chronicle that battle. Add further details about the battles.
    • What was the main strategy? What were they trying to accomplish?
    • How did leaders influence and mobilize troops?
    • What were the main consequences of the result?

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