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Assignment 1

September 4, 2025/in General Questions /by Besttutor

Assignment 1: Different Approaches to Diversity Issues (1865–1925)

History 105: Due Week 3 and worth 120 points (Dr. Stansbury)

Submission deadline: 9am Eastern time; Monday morning, October 21

In Assignment 1, we ask you to choose one of three topic choices listed below on the subject of diversity then use the Writing Guide located in Blackboard to write a brief paper on the subject. Each topic explores two different approaches to diversity during the 60-year period after the Civil War (1865–1925). The dynamic between the two approaches will have a profound impact on our history then—and now.

As you prepare and brainstorm ideas for your paper, first read and review what our Schultz textbook covers on the subject. Then, consider the other sources listed with each topic below. It is important that you review these sources carefully because your paper should use a minimum of three sources from the list below. Besides this instruction sheet and the Writing Guide, be sure to review the other helps (documents or video) provided by your instructor. For information on the SWS format, see the “Strayer Writing Standards” tab on the lower left of your Blackboard course shell.

TOPIC CHOICE ONE: Empowering African Americans—Two Strategies

Here you will focus on the approaches of Booker T. Washington and W. E. B. Du Bois. Other noted names and certainly different organizations will become part of your inquiry. Washington’s famous 1895 “Atlanta Compromise” speech (labeled such later by critics) sets the tone. One might find virtues, problems and successes associated with both strategies. You might see elements of each in strategies of later leaders and related issues even today.

Sources: Schultz, p. 340–2, 400–1, 404–5. See http://historymatters.gmu.edu/d/39/; and see http://historymatters.gmu.edu/d/40

TOPIC CHOICE TWO: Getting Women the Vote—Two Strategies

Here you will focus on the approaches of two organizations and some names associated with each. These are the NAWSA (National American Woman Suffrage Association; later the League of Women Voters) and the NWP (National Women’s Party). You will identify the strategic approach and key players in each as they pursued the common goal of getting women the right to vote. One might find virtues, problems and successes associated with both strategies. You might see elements of each in strategies of later leaders and related issues even today.

Sources: Schultz, p. 364–366. Also see https://www.womenshistory.org/education-resources/biographies/carrie-chapman-catt on one of the leaders of the NAWSA; on the NWP’s Alice Paul, see https://www.youtube.com/watch?v=5GDe4DkZN2A ; and https://americanhistory.si.edu/blog/2012/05/alice-paul-champion-of-woman-suffrage.html.

[Topic Choice Three on next page]

p. 2

TOPIC CHOICE THREE: Immigration—Two Opposing Approaches and Views

Here you will focus on two opposing views of immigration and its impact on American culture and life. These are visible in the late 1800s and early 1900s, in a time where immigration was skyrocketing for a long period—but significant restrictions would come into play. One view is represented by lines of a famous poem on the base of the Statue of Liberty. The other finds its place in laws restricting immigration. One might find virtues, problems and successes associated with one or both strategies. You might see elements of each in strategies of later leaders and related issues even today.

Sources: Schultz, p. 334–5, 348–9, 358–9, 408–9. Look for events and issues like the opening of Ellis Island, the melting pot idea, the Chinese Exclusion Act, and the National Origins Act. Also see the poem on the Statue of Liberty base: https://www.nps.gov/stli/learn/historyculture/colossus.htm . And see http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/chinese_exclusion_act.htm .

————————–

Your assignment must follow these formatting requirements:

  • Use the Strayer      Writing Standards (SWS).      The format is different than other formats like APA. Please take a moment      to review the SWS documentation for details.
  • Be typed, double spaced between lines, using Times New Roman font, Calibri,      Arial, or Courier (size 10, 11, or 12), with one-inch margins on all      sides; citations and sources must follow SWS format. You must have a      Sources list at the end; each source listed must also be cited in the body      of the paper with an in-text citation. Check with your professor for      any additional instructions.
  • The preferred      file software is Microsoft Word (part of MS-Office). Alternatively, a student can use      Windows’ WordPad (not NotePad) or OpenOffice. (Please do not submit files in .pdf format or Apple’s Pages or google      docs.)
  • 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 Sources page are not included in the      required assignment length.

· The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800 maximum is a loose guideline. The body of the paper is to be double-spaced. Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2. But, the length requirement is evaluated by word count.

The paper must be submitted (uploaded and attached) in the course shell provided online.

The specific course learning outcomes associated with this assignment are:

  • Discuss the developments, racial and political      policies, and laws from 1865 to the 1920s following the end of slavery.

————————————————————————–

Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. [grading rubric is on the next 2 pages below]

p. 3

Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. [rubric is on p. 3-4 here]

 

Points:   120

Assignment 1: Different Approaches to   Diversity Issues (1865-1925)

 

Criteria

Exemplary

100% A

Proficient

85% B

Fair

75% C

Meets Minimum Expectations

65% D

Unacceptable

0% F

 

1. Introduction: Identify the two different approaches that you will   discuss. Describe what you will cover in the paper.

Weight: 10%

Thoroughly and clearly introduced   your paper by identifying the two   different approaches that you will discuss and describing what you will cover   in the paper.

Satisfactorily introduced your paper   by identifying the two different   approaches that you will discuss and describing what you will cover in the   paper.

Partially introduced your paper   by identifying the two different   approaches that you will discuss and describing what you will cover in the   paper.

Insufficiently introduced your paper   by identifying the two different   approaches that you will discuss and describing what you will cover in the   paper

Poor or no introduction. Did not   identify the two different approaches that you will discuss. Did not describe   what you will cover in the paper.

 

2. History and Issues: describe the development of the approaches,   any key people or events, and any “success.” 

Weight: 30%

Thoroughly and coherently described   the development of the approaches, any key people or events, and any   “success.”

Satisfactorily described the   development of the approaches, any key people or events, and any “success.”

Partially described the development   of the approaches, any key people or events, and any “success.”

Insufficiently described the   development of the approaches, any key people or events, and any “success.”

Did not submit or incompletely   described the development of the approaches, any key people or events, and   any “success.”

 

3. Comparison: evaluate what you see as the strengths and   weaknesses of each view, and the impact of each in that period of history.

Weight: 15%

Thoroughly and clearly evaluated   what you see as the strengths and weaknesses of each view, and the impact of   each in that period of history. Used   persuasive reasoning or clear examples.

Satisfactorily evaluated what you   see as the strengths and weaknesses of each view, and the impact of each in   that period of history.

Partially evaluated what you   see as the strengths and weaknesses of each view, and the impact of each in   that period of history.

Insufficiently evaluated what you   see as the strengths and weaknesses of each view, and the impact of each in   that period of history.

Did not submit   or incompletely evaluated what you see as the strengths and weaknesses of   each view, and the impact of each in that period of history.

 

4. Conclusion: identify similar   issues or approaches that developed later, and any similar issues today.

Weight: 15%

Thoroughly and effectively   identified similar issues or approaches that developed later, and any similar   issues today.

Satisfactorily   identified similar issues or approaches that developed later, and any similar   issues today.

Partially   identified similar issues or approaches that developed later, and any similar   issues today.

Insufficiently   identified similar issues or approaches that developed later, and any similar   issues today.

Did not submit   or incompletely identified similar issues or approaches that developed later,   and any similar issues today.

 

5. Used the MINIMUM of three sources,   drawing from the list provided. The class text is one of the sources used.   Sources are listed at the end and matching in-text citations are used.

Weight: 10%

Meets at least the minimum number of   required sources; all sources high quality choices. Sources are listed at the   end and also cited in the body of the paper. Solid research is evident.

Meets minimum number of required   sources; most sources come from the list provided.

Does not meet the required number of   sources; some sources poor quality choices or not from the list provided.

Does not meet the required number of   sources; Insufficient on the reference list or in-text citations.

No sources provided.

 

6. Writing and Presentation:

Used good grammar. Presentation shows   clarity, reason, and critical thinking with proper writing mechanics. SWS   format is used for reference entries, in-text citations, paper layout, and   organization. Instructions followed. 

Weight: 20%

0–2 errors.

3–4 errors.

5–6 errors.

7–8 errors.

More than 8 errors present.

————————————————

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History homework help

September 4, 2025/in General Questions /by Besttutor
How have changes in Eastern Europe altered the ethnic makeup of European countries?

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Buddhism

September 4, 2025/in General Questions /by Besttutor

Buddhism

From your reading, recount early Christian, Jewish, and Islamic teachings and early Buddhist teachings, and recognize the similarities and differences between them. You can also do some research on your own using the internet.

Watch the video below.

Respond in writing to the following questions after reading Chapter 4 in your text and watching the video above.

  1. Compare and contrast the teachings of Jesus and Buddha. What are some main differences between Buddhism and Christianity, Judaism, and Islam?
  2. How might Jesus have responded to the following line from the Buddha’s sermons: “… he in whom self has become extinct … will desire neither worldly nor heavenly pleasures”? How might the Buddha have responded to the following line from the Sermon on the Mount: “You must … be perfect, just as your heavenly Father is perfect”?
  3. How would Augustine of Hippo respond to Buddhism’s  Four Noble Truths? How would a Roman stoic respond to the Truths?

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History homework help

September 4, 2025/in General Questions /by Besttutor

Compare and contrast what Red Stick and White Dove have learned from the experiences of the Aztecs and the Arawak

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History

September 4, 2025/in General Questions /by Besttutor

1) Why do the authors of Document 1 and Document 2 believe it is necessary to strictly define Americans, and promote efforts to assimilate, or “Americanize,” immigrants in the United States? How do President Theodore Roosevelt and Senator Smith’s arguments differ? Do you find their arguments persuasive? Why or why not? Based upon Document 3, how might Woody Guthrie respond to each of those proposals?

2) The turbulent 1960s saw numerous attempts to identify the root problems within American society and the role of citizens in resolving them. In examining Document 4, Document 5, and Document 6, what common problems are identified within American society? What are some of the differences? What role did each of these documents suggest Americans should play in achieving social justice? Are their arguments persuasive? Why or why not?

3) The last several decades of the Twentieth Century saw the emergence of new groups of Americans claiming rights as citizens. To what extent does the failure of the Equal Rights Amendment (Document 7) to be ratified, but the signing of Title IX (Document 8) into law, signal about the changing role and rights of women in modern America? After reading President George H.W. Bush’s remarks (Document 9), why do you believe it took so long for the country to acknowledge and protect the rights of the disabled?

4) How does Maya Angelou’s inauguration poem (Document 10) reflect upon the identity of “hyphenated Americans” by the early 1990s? In reading Document 11, how does President-Elect Barack Obama define Americanism? Looking back over documents 1-13, did his election, as the first person of color to become President of the United States, resolve the questions and crises surrounding the definition of an American citizen? In a post-9/11 world, has America progressed in its inclusiveness? Why or why not?

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Declaration of Independence Assignment.

September 4, 2025/in General Questions /by Besttutor

The Declaration of Independence can be found in the back of you text book. Read the Document and respond to it using the steps below. This is not a research project…you don’t need to go online. Everything you need to write this response can be found in the text book and in your head. If you find yourself ‘cutting and pasting’ anything you are on the wrong path. If the plagiarism checker turns in a report on you it is an automatic zero.

This is a simple project, don’t make me have a bad summer.

THINK! THINK HARD!! Make Me Proud!!!

 

Step One: READ the Declaration of Independence.

 

Step Two: After you READ the Declaration of Independence, you will remember the two dozen, or so, specific grievances (Which you just READ in READING the Declaration of Independence) that Thomas Jefferson brings against the King of England. Select from this list of grievances, which you READ, the three that you believe are the most grievous and why they are the worst grievances in the list, which you READ.

 

Step Three: From that same list, which you READ, select the three grievances you feel were the least grievous and explain why.

 

Step Four: Put yourself in their shoes. If you had read this (what am I talking about, of course you have READ this) back in 1776, would you have been ready to declare independence? Remember what that means…you would be willing to take up arms and kill your own countrymen over the grievances listed in this document. Explain why or Why not.

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History homework help

September 4, 2025/in General Questions /by Besttutor

Write a letter to your constituents about the passage of the civil rights act as if you were Thaddeus Stevens. Before you begin consider your audience and the purpose of your letter information, persuasion, or explanation

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history homework II

September 4, 2025/in General Questions /by Besttutor

Name: Date:

1. Where did a sizable group of newly freed blacks settle after the Revolutionary War? A) Massachusetts B) Africa C) Nova Scotia D) England

2. What happened to British military expenditures from 1775 to l7g2? A) They declined fl.om $4 million to $2 million. B) They stayed steady at $4 million. C) They rose from $4 million to $8 million. D) They rose from $4 million to $20 million.

3. Thomas Paine’s pamphlet Common Sense was an important publication during this era of conflict between Britain and the colonies because it A) called for people to use their common sense and not break from Britain. B) called for people to use their common sense and establish independence. C) embraced both religious and scientific justifications for independence. D) embraced both religious and scientific justification for colonization.

4. In 1775, rvhat challenge did George V/ashington face in trying to amass an anny to figlrt the British? A) The British were more asfirte recruiters. B) He lacked the authority to do so. C) The Massachusetts minutemen were against him. D) He was more comfortable as a politician than commander of an army

5. Who brutally killed Shawnee chief Cornstalk after refusing to respect his commitment to neutrality in the war? A) A neighboring hibe leader B) American soldiers C) British soldiers D) Unknown renegades hired by one side

Page I

 

 

6. What strategy did General Washington deploy to prevent General William Howe from capturing Philadelphia? A) Full-frontal attack B) Counterattack on New York City C) Ambush by a local Indian tribe D) Small attacks along the way

7. How long did it take for the Articles of Confederation, drafted in 1777, to be approved by all thirteen states? A) Three years B) One year C) Three rnonths D) One month

8. Why did the king and Parliament refuse to compromise or negotiate with the patriot leaders of the colonies? A) They knew they had a stronger military force. B) The patriots were unwilling to sail to England to meet them. C) The patriots rejected their earlier peace efforts. D) They viewed the colonists as out of line and in open rebellion.

9. Armed clashes in 1775 between British soldiers and which group of people fueled the argument for independence? A) Local farmers B) Impressed seamen C) Massachusetts militiamen D) Virginia slaves

10. Why were Massachusetts militiamen who fought against the first British attack referred to as the minutemen? A) They defeated the British very quickly. B) They were quick to report the news to the press. C) They lost to the British very quickly. D) They assembled to fight very quickly.

11. What region lagged behind the others in providing opportunities for public education for children before the Revolution? A) Northeast B) Mid-Atlantic C) West D) South

Page 2

 

 

12. What was Thomas Jefferson’s opinion of the nation’s extensive frontiers? A) It was untamed wilderness firll of potential problems. B) Indian territories were to be respected. C) It was key to future national development. D) It was viewed as a source of very expensive conflicts and thus to be avoided.

13. How did President Thomas Jefferson create a vibrant social culture in Washington, D.C.? A) He was the first president to free his slaves. B) Congressmen were required to live in the city year-round. C) He authorized the creation of important cultural institutions. D) He opened the White House to visitors regularly.

14. What act or case determined that the Supreme Court had the authority to decide if federal laws were constifutional? A) Marburyv. Madison B) McCullochv. Maryland C) Judiciary Act D) Mmshall Act

15. Where was the capital city prior to the construction ofthe new capital in Washington, D.C.? A) Boston B) New York C) Philadelphia D) Charleston

16. The technological advancements in the production of clothing meant the typical southem plantation mi stess A) continued to do much of her work herself as a way to maintain her domestic

authority, only employing others for cooking and cleaning. B) maintained control over food preparation while delegating more tedious tasks

related to weavingo spinning, and sewing to servants and slaves. C) increasingly served as domestic matragers and divided the tasks of clothing

production and other household duties {unong her servants and slaves. D) primarily ordered premade clothing and precut fabric from the recently established

factories in northem cities, the most convenient option.

Page 3

 

 

17. New England merchants responded to the Embargo Act of 1807 A) with support because they saw it as a way to punish Great Britain. B) by opposing it in spirit but complying in practice as a sign of national unity. C) by opposing it and seeking to have Jefferson removed from office. D) by opposing it and attempting to smuggle goods tluough Canada.

18. How did the Embargo Act undermine Jefferson’s reputation as a strong Democratic- Republican? A) Despite years of support from both farmers and merchants, the Embargo Act made

JefFerson unpopular. B) Jefferson became a Federalist after being rejected by Democratic-Republicans. C) Jefferson’s Democratic-Republican views were contradicted by the Embargo Act. D) Jefferson was no longer heralded as a hero who fathered the American republic.

19. What university established the nation’s first medical school? A) The University of Penusylvania B) Yale University C) Harvard University D) ColumbiaUniversity

20. Napoleon wanted to unload the entire Louisiana Territory on the United States because A) Jefferson offered him a price he couldn’t refuse. B) his defeat in Haiti had soured him on the Americas. C) he thought it would resolve the conflict with the Indians along the U.S. border. D) the French Revolution required all of his a$ention.

21. What caused economic hardship for some of the wealthiest planters in Virginia in the 1810s and 1820s? A) The end of the slave trade drove the cost of slaves through the roof, B) Tobacco and other cash crops were not as valuable anymore. C) The soil was exhausted, limiting its productive capacrty. D) Many went into debt purchasing luxury imported goods they could not afford.

22. Whatpolicy approved by Congress promoted racist legislation at the state and federal level? A) Denial of black suffrage B) Continuation of racial slavery C) Restrictions on black officeholders D) Separate legal codes for blacks

Page 4

 

 

23. How did Congress ensure U.S. merchants could use an ancient Indian trail from Missouri to Santa Fe in the 1820s? A) They negotiated a treaty with Indians for access to the trail. B) They took over land on either side oftlre tail, securing its access. C) They approved the use of armed guards to escort taders. D) They approved the capture of any Indian who threatened to block a trader.

24. Inthe early nineteenth century, women showed their party loyalties during the many public political celebrations by A) carrying party flags. B) encouraging ofher women to vote for theirparty. C) refusing to socialize with women from other parties. D) sewing a symbol into their clothing.

25. What two new parties were formed from the Democratic-Republicans when they broke rrp over the election of 1824? A) Democrats and National Republicans B) Democrats and Republicans C) National Democrats and Republicans D) National Republicans and Democratic Socialists

26. Whatposition did whites in Missouri take on the issue of slavery in 1819? A) Abolish it completely B) Gradually abolish it C) Defend the institution D) Abolish and defend it

27. Whattopic concemed most serious battles in Congress during Adams’s presidency? A) Election laws B) Political parties C) Taritrs D) National debt

28. Congress passed the Indian Removal Act in 1830, and in response the Cherokee A) accepted it because they realized they could never defeat the U.S. military. B) refused to accept the terms of the act and fouglrt back. C) accepted it because it granted thern’oclear title forevet” on other tenitory. D) didn’t even know what the act entailed because they were not informed.

Page 5

 

 

29. What was the significance of the Missouri Compromise? A) Missouri was ceded to the Cherokee for ten years. B) It abolished slavery in Missouri. C) The crisis of conflict between North and South was ended. D) It sparked the Civil War.

30. Southem senators blocked Maine’s admission to statehood because Maine A) represented the interests ofNew England elite merchants. B) refused to recognize the separation of church and state. C) would have given more power in the Senate to free states. D) wanted to intoduce slavery and would be the only northern state to do so.

31. What caused the Second Seminole War in the 1830s? A) White settlers opened fire on Seminole Indians, against terms of the Indian

Removal Act. B) The Seminole and the Cherokee fought over lucrative land along the Mississippi

River. C) The U.S. military forcibly removed Seminoles from their land. D) The Seminole Indians attacked white sefflers who came to take their land.

32. The relationship between yeomen farmers and neighboring plantation owners was that they were A) generally friendly but economically independent of each other. B) hostile neighbors and economic competitors. C) often relatives who tried not to mix business with family. D) often related to one another with the farrrers relying on the plantation owners.

33. The Trcaty of New Echota which authorized the exchange of 100 million acres of Cherokee land for $68 million and32 million acres in Indian Territory, was authorized by A) the Cherokee leader John Ross. B) the majority of Cherokee mer who voted to accept it. C) a few Cherokee men who were tricked by the U.S. govemment. D) the U.S. government without any input from the Cherokee.

34. Inthe early nineteenth century, which group of southerners allied most closely with slave owners? A) Yeomen farmers B) Middle-class people C) Religioris leaders D) Poor whites

Page 6

 

 

35. How did slavery stunt the development of other important industries and institutions in the South? A) Slavery was so controversial that northerners did not want to do business with the

South. B) Wealthy people invested all of their money in slavery and nothing else. C) The plantation economy required rural settlements and detered the development of

great cities. D) Southerners agreed to rely on the North for manufacturing and education in

exchange for their reliance on southem goods.

36. The Comanche tribe was a serious t}reat to Mexico after 1821 because A) the tribe doubled in size and threat. B) Mexico achieved independence and lacked resources. C) Mexico was in the midst of a bloody war with Spain. D) the Comanche won their war with white settlers and were free to focus on Mexico.

37. What recourse did most plantation mistesses have on discovering their husbands were having sexual relations with slave women? A) None really; most pretended they did not know it was happening. B) Most of these women filed for divorce on grounds of adultery. C) Mistesses were able to have the alleged lover sold or haded out of the household. D) Mistesses often filed rape charges against their husbands on behalf of the slave

women.

38. What were the two lmgest southern cities in 1850, with populations over 100,000? A) Charleston and Atlanta B) New Orleans and Charleston C) Atlanta and Baltimore D) Baltimore andNew Orleans

39. Which slaves were most likely to successfully run away in the eighteenth and nineteenth centuries? A) Young men and women from the fields B) Skilled male slaves with greater mobility C) Single men without ties D) Female domestics with the trust of their mistress

Page 7

 

 

40. Which party won the 1848 election, placing a slaveholder in the White House? A) Whigs B) Free-Soil party C) Democrats D) Federalists

41. Why did the Cherokee march from their land in the Southeast to Indian Territory become known as the Trail of Tears? A) They were so sad at having to move. B) They were beaten and tortured by the U.S. army along the way. C) Their leader, Chief Big Tears, died along the way. D) It took longer than expected and many people died,

42. Why were harsher methods of discipline introduced after 1840 on plantations in South Carolina and Mississippi? A) Slaves in those areas frequently organized riots and other more minor rebelliorts. B) Slaveholders in those areas were inexperienced and overcompensating. C) Slaves proved impervious to more mild punishments. D) Slaveholders feared blacks because they ouhumbered whites.

43. News ofNat Turner’s rebellion in 1831 was especially frightening to slaveholders because Tumer A) managed to unite free blacks and slaves. B) managed to inspire slaves to kill their owners. C) seemed like an obedienL submissive slave prior to this event. D) recruited poor whites to help in his rebellion.

44. What is mearrt by manifest destiny as touted by politicians during the 1840s? A) The right of opposing legislative parties to debate is vital to democracy and

preordained by the Enlightenment. B) Political parties must agree to a “manifest” before each campaign cycle. C) The United States has a God-given right to expand its borders. D) The United States has proven its destiny as the most powerful country in the world.

45. “Oregon fever” in 1842 was A) an outbreak of yellow fever that swept the Oregon territory. B) a battle between British settlers and local Indians in Oregon. C) the massive influ of British into Oregon. D) the massive influx of Americans into Oregon.

Page 8

 

 

46. What was the outcome of the baule at the Alamo between the Mexican govemment and a band of white U.S. settlers? A) The Mexicans handily defeated the settlers. B) The battle came to a draw when both sides retreated. C) The settlers surprisingly defeated the larger Mexican military. D) The U.S. government intervened and forced the settlers to stand down.

47. Why was incumbent Martin Van Buren vulnerable in his 1840 reelection campaign? A) Andrew Jackson had recovered and was running against him. B) Van Buren endorsed the wildly unpopular o’gag rule” in 1836. C) Van Buren failed to intervene in the Panic of 1837. D) Van Buren lost all of his campaign money in the banking crisis.

48. Who fit the description of a’leoman farmer”? A) Small-scale farmers who owned fewer than six slaves B) Independent landowners who did not own slaves C) Landowners of any scale who owned fewer than ten slaves D) Farmers who worked leased land without slave labor

49. Why did slave women generally fail at their runaway attempts? A) They often returned to visit family. B) They weren’t as strong or fast as men. C) They weren’t highty motivated because they weren’t treated badly. D) Women wore more likely to get lost in the wood5.

50. On what basis did the Free-Soil party argue that slavery should not be permitted in the new territories? A) Slavery empowered aristocratic men over the rights of the people. B) Slavery was amoral injustice. C) The nation would always be paralyzed by this debate if they didn’t take a difficult

stand now. D) Northern interests would always be second to those of southern slaveholders.

Page 9

 

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Darwinism and American

September 4, 2025/in General Questions /by Besttutor

Write a 500-750-word essay that discusses the role of Darwinism in America. Include in your essay an explanation of how Darwinism was used to classify some people as inferior and justify actions against them; how Social Darwinism and Eugenics shaped the immigrant experience in America; and why Fundamentalist Christians opposed Darwinism.

Use a minimum of three of the sources provided to support your assignment and be sure to cite the sources.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

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History homework help

September 4, 2025/in General Questions /by Besttutor

Love in the Western World

Denis de Rougemont

 

WORKSHEET #1 – BOOK I – The Tristan Myth

 

1. In literature, De Rougemont claims that “Happy love has not history.” Do you think we love stories that have messy or tragic or sad themes? Why or why not? (Chpt. 1).

 

2. Do we obsess over adultery? If so, is this a sign that we wish to escape a horrible reality? What reality? (Chpt. 1)

 

 

3. How does De Rougemont use the word “myth?” Be specific. (Chpt. 2)

 

4. When you see passionate (adulterous) lovers do you say, “That is what I wanted!” or else “God forbid?” In other words, to you root for them or not? (Chpt. 3)

 

5. Briefly outline the basic story line of the myth of Tristan and Iseult. (Chpt. 4)

 

6. Try to answer these riddles:

a. Why does Tristan restore the Queen to King Mark? (Chpt. 5)

 

b. Why are the four barons who defend King Mark’s honor called “felon?” (Chpts. 5-6)

 

7. “Whatever turns into a realty is no longer love.” Explain. (Chpt. 6)

 

8. What purpose does the repeated partings of Tristan and Iseult play? (Chpts. 7, 9)

 

9. Do Tristan and Iseult “love” (as in mature love) each other? If not, what do the love, (Chpt. 8)

 

10. The passion of the two lovers creates obstructions. Why are obstructions part of the myth? (Chpt. 9)

 

11. What role does the love potion play in the myth? What are some love potions used today? (Chpt. 10)

 

12. Do you believe that most people just go after the kind of love that promises the most feeling/excitement? If so, why? (Chpt. 11)

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