History homework help

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I have 4 Essays and 4 Questions all essays must be atlease 1pg, MLA, Times New Roman,12in Font, 350 words or more. I will provide resources for each question I.E the READINGS. Due by tomorrow 12pm eastern standerd time. Kalamazoo, MI USA

 

I’ve attached the readings for each question. They are Labeld 1,2,3,4 and coninside with the questions below.

 

The questions are

 

1.) Edward Bulwer-Lytton said, “A reform is a correction of abuses; a revolution is a transfer of power.”  In what ways was the “Protestant Reformation” a “transfer of power?” How was it a “correction of abuses?” Read 95 Thesis Martin Luther etc.

 

2.)According to your evaluation of these authors and others, do the supposed benefits of a monarchy outweigh the dangers involved with having a king?

 

3.) According to these selections, how are religion and science compatible?  How do they conflict?

 

4.)What were some of the fundamental ways Imperialism affected ordinary Europeans?  Did these effects change society at is core, or is it still the ‘same old Europe’?

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Week 6

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Week 6: Art Production and Presentation-This week you will use your reading for the week as a point of departure to create your own artistic production in a reflection paper and narrated PowerPoint.

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Reading & Question Answer

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ASSIGNMENT 1:

After finishing this week’s readings(The reader(Reader 6-8 & reader 9-10) I uploaded in the below attachment), please focus this week’s post on the questions below.

Remember: the idea here is to think carefully about the questions, but you don’t need to worry as much about producing a perfectly polished text. Your post should be a few sentences for each question and please write this post on your own before you look at your classmates’ posts. I want you to first think independently.

1.    What’s one idea about this week’s lectures and readings that you found most intriguing or surprising? Why is it intriguing or surprising to you?

2.    What was the Canton System and what did McCartney hope to achieve in his mission? Using primary sources from this week, how would you describe the interaction between McCartney and Qianlong?

3.    How did Chinese elite and commoners respond to the coming of the West? Please use the examples of Lin Zexu, Wei Yuan and commoners in Guangzhou to illustrate your points.

ASSIGNMENT 2:

After finishing this week’s readings((The reader(Reader 11-13 & reader 14-16 I uploaded in the below attachment)), please focus this week’s post on the questions below.

Remember: the idea here is to think carefully about the questions, but you don’t need to worry as much about producing a perfectly polished text. Your post should be a few sentences for each question and please write this post on your own before you look at your classmates’ posts. I want you to first think independently.

1.    What’s one idea about this week’s lectures and readings that you found most intriguing or surprising? Why is it intriguing or surprising to you?

2.    What were the social origins of the Taiping Rebellion/War? What do you think about the Taiping version of Christianity?

3.    What were the main principles of the Tongzhi Restoration? What were the main agendas of the Self-Strengthening movement?

Each question minimum 150 words>

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Study Guide 7

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1.      Read the section on The Kingdom of God in chapter 11 of the textbook and respond to the following:

 

a.       Is it a present kingdom or a future kingdom?

 

 

 

b.      Is it a physical kingdom or a spiritual kingdom?

 

 

 

c.       List two other characteristics found in the reading.

 

 

 

2.      Read the section on The Mission of God in chapter 11 of the textbook and respond to the following:

 

a.       How is it related to God’s character?

 

 

 

b.      How is God’s mission characterized?

 

 

 

3.      Read the sidebar on Finding Your Purpose in chapter 11 of the textbook and describe the work ethic presented. What kind of work is best?

 

 

 

4.      List God’s purposes for our lives from Romans 8:28-29 (see Lecture 7).

 

 

 

5.      Read the section on Belief and Behavior in chapter 12 of the textbook and James 2:14-26. What is the relationship between faith and action?

 

 

 

6.      According to Mark 8:34, is being a disciple of Jesus easy or costly?

 

 

 

7.      Read the section on The Work of the Holy Spirit in chapter 12 of the textbook. List two functions of the Spirit in a Christian’s life.

 

 

 

8.      According to the Westminster Shorter Catechism quoted in the lecture, what is the primary purpose of humanity?

 

 

 

9.      Read 1 Corinthians 15:42-57 and list three characteristics of the glorified state.

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CHAP 20 & 21 EMPIRE AND WARS MCQS

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QUESTION 1

1.      American “jingoism” was a response to the

[removed] perceived inferiority of nonwhite peoples.
[removed] demand for Christian missionaries in China.
[removed] late nineteenth-century masculinity crisis.
[removed] lengthy campaign for women’s suffrage.

4 points   

QUESTION 2

1.      Despite their differences, Theodore Roosevelt and Woodrow Wilson both believed that

[removed] participation in a war was key to the development of true masculinity.
[removed] nations should work collectively to preserve international peace and stability.
[removed] the United States had the right to intervene in the affairs of other nations.
[removed] it was imperative for the United States to gain access to the China market.

4 points   

QUESTION 3

1.      During World War I, the song “Over There” and the films produced by the Committee on Public Information both conveyed the message that

[removed] there would be no tolerance of sedition during wartime.
[removed] German Americans were dangerous and had to be watched.
[removed] the U.S. military was essential to the Allies’ victory.
[removed] the Central Powers would be defeated easily.

4 points   

QUESTION 4

1.      During his last eighteen months in office, Woodrow Wilson

[removed] worked tirelessly to rally public support for the Versailles treaty.
[removed] convinced Congress to support his vision of the League of Nations.
[removed] was convinced that Congress should retain the right to declare war.
[removed] largely withdrew from active participation in political debates.

4 points   

QUESTION 5

1.      How many American men were drafted to fight in the Great War before its end?

[removed] 500,000
[removed] 1 million
[removed] 2 million
[removed] 3 million

4 points   

QUESTION 6

1.      In order to conserve fuel for the war effort, the Wilson administration established

[removed] the eight-hour workday.
[removed] meatless Tuesdays.
[removed] school gardens.
[removed] daylight savings time.

4 points   

QUESTION 7

1.      In which of the following ways did home-front mobilization transform women’s lives during World War I?

[removed] Women entered the paid workforce in unprecedented numbers.
[removed] Working women began to earn salaries equal to those of men.
[removed] Women were freed of the responsibility for housework and childcare.
[removed] Women were encouraged to join the armed forces alongside men.

4 points   

QUESTION 8

1.      President McKinley’s imperialist agenda was signaled by his declaration of war on Spain and

[removed] support for the Teller Amendment.
[removed] support of Philippine independence.
[removed] rejection of Mahan’s theories.
[removed] annexation of the Hawaiian islands.

4 points   

QUESTION 9

1.      President Wilson’s inability to remain neutral in the conflict between the Allies and the Central Powers was the result of

[removed] America’s fear of Britain’s superior military strength.
[removed] anti-German sentiment among ordinary Americans.
[removed] America’s economic dependence on the Allies.
[removed] pressure from the American banking sector.

4 points   

QUESTION 10

1.      President William McKinley came to favor U.S. intervention in the Spanish-Cuban war when he

[removed] was convinced Spain would lose to Cuba.
[removed] was called “weak” by the Spanish ambassador.
[removed] read that the Spanish had blown up the Maine.
[removed] learned of Spanish brutality toward Cubans.

4 points   

QUESTION 11

1.      The American conviction that native Cubans and Filipinos were not ready for self-governance after their liberation from Spain reflected the belief that

[removed] their lands would otherwise be vulnerable to conquest by other European nations.
[removed] the involvement of the United States would guarantee the establishment of democracy.
[removed] nonwhite peoples were inferior and needed to be educated and protected by whites.
[removed] an independent Cuba and Philippines were a threat to American security.

4 points   

QUESTION 12

1.      The Naval Act of 1890 can be interpreted as a fulfillment of the vision of

[removed] Josiah Strong.
[removed] John Fiske.
[removed] Rudyard Kipling.
[removed] Alfred Thayer Mahan.

4 points   

QUESTION 13

1.      The Roosevelt Corollary guided President Taft’s policies in

[removed] China.
[removed] Russia.
[removed] Nicaragua.
[removed] Japan.

4 points   

QUESTION 14

1.      The United States was motivated to begin pursuing an imperialist agenda at the end of the nineteenth century because the country

[removed] needed more land for its growing population.
[removed] needed a new source of raw materials to supply its industries.
[removed] was producing more manufactured goods than its population could use.
[removed] wanted to undermine revolutionary movements in countries like Cuba.

4 points   

QUESTION 15

1.      The belief embraced by American men at the turn of the twentieth century that “civilizing” nonwhite peoples was an expression of manly honor was inspired by

[removed] Josiah Strong.
[removed] John D. Rockefeller.
[removed] John Sharp Williams.
[removed] Rudyard Kipling.

4 points   

QUESTION 16

1.      The decline in the amount of raw garbage in Chicago during World War I was evidence of the

[removed] lack of consumer goods available for purchase on the home front.
[removed] reallocation of food stuffs from domestic markets to the military.
[removed] decline in population due to the number of men who had been drafted.
[removed] success of Herbert Hoover’s campaign for voluntary conservation.

4 points   

QUESTION 17

1.      The government’s concern that the American public was not solidly in support of the war is evidenced by the

[removed] establishment of the American Protective League.
[removed] passage of the Espionage and Sedition acts.
[removed] introduction of the terms liberty cabbage and liberty sandwiches.
[removed] passage of the Eighteenth Amendment to the Constitution.

4 points   

QUESTION 18

1.      The ideal of “Cuba Libre” encompassed independence from Spain and

[removed] the emancipation of black slaves.
[removed] greater racial and economic equality.
[removed] free trade with the United States.
[removed] the end of colonialism in the Caribbean.

4 points   

QUESTION 19

1.      U.S. intervention in Nicaragua was motivated by a desire to

[removed] protect U.S. business interests there.
[removed] support its democratically elected government.
[removed] establish a military base in Central America.
[removed] replace Dollar Diplomacy with military action.

4 points   

QUESTION 20

1.      Which country controlled Panama during U.S. negotiations to construct the Panama Canal?

[removed] France
[removed] England
[removed] Nicaragua
[removed] Colombia

4 points   

QUESTION 21

1.      Which of the following inspired criticism of U.S. military involvement in the Philippines?

[removed] News of battlefield atrocities perpetrated by American soldiers
[removed] The fact that Filipino rebels had turned against American forces
[removed] Concern that the American military would be defeated by the Filipinos
[removed] Support for rebel leader Emilio Aguinaldo’s call for “Independence or death!”

4 points   

QUESTION 22

1.      Who led the opposition to U.S. involvement in the League of Nations?

[removed] Henry Cabot Lodge
[removed] William Jennings Bryan
[removed] W.E.B. Du Bois
[removed] Charles Evans Hughes

4 points   

QUESTION 23

1.      Who prevented the annexation of Hawaii by the United States in 1893?

[removed] Queen Liliuokalani
[removed] Grover Cleveland
[removed] The U.S. marines
[removed] American Christian missionaries

4 points   

QUESTION 24

1.      Why was the United States able to defeat Spain so quickly?

[removed] U.S. troops were better trained and equipped.
[removed] U.S. soldiers were less vulnerable to disease.
[removed] The Spanish had been worn down by war with the Cubans.
[removed] Fewer Americans died in combat.

4 points   

QUESTION 25

1.      Wilson’s reelection in 1916 can be attributed to

[removed] the American public’s ambivalence about entering the war.
[removed] the American public’s outrage over the Lusitania affair.
[removed] his unsuccessful efforts to negotiate an armistice.
[removed] his signing of the National Defense Act.

 

 

 

 

 

 

Take Test: Chap 21 An Anxious Influence

 QUESTION 1

1.      African American culture in the 1920s, from poetry to the blues, was notable for

[removed] its expression of middle-class black values.
[removed] pandering to white audiences.
[removed] authentically reflecting the black experience.
[removed] reinforcing racist stereotypes.

4 points   

QUESTION 2

1.      Black newspapers like the Chicago Defender described conditions in the North for African Americans as

[removed] no better but no worse than life in the South.
[removed] filled with violence and danger.
[removed] offering opportunities not available in the South.
[removed] culturally foreign due to large number of foreign immigrants.

4 points   

QUESTION 3

1.      Despite their differences, Langston Hughes and Marcus Garvey agreed that

[removed] to be truly free, black Americans needed to return to Africa.
[removed] African American success did not depend on white approval.
[removed] economic self-sufficiency was essential to developing racial pride.
[removed] artistic expression was crucial to the development of a positive African American identity.

4 points   

QUESTION 4

1.      During the 1920s, women who wore short skirts and makeup and enjoyed smoking, drinking, and dancing were called

[removed] New Negroes.
[removed] matinee idols.
[removed] suffragettes.
[removed] flappers.

4 points   

QUESTION 5

1.      How did the marketing of Listerine during the 1920s reflect the role of advertising in a consumer-oriented economy?

[removed] It compared product’s quality to other similar items.
[removed] It convinced consumers they had a need they weren’t previously aware of.
[removed] It identified the wealthy as the product’s target audience.
[removed] It suggested that use of the product would improve the consumer’s economic prospects.

4 points   

QUESTION 6

1.      In the 1920s, Madison Avenue was home to the fledgling

[removed] automobile industry.
[removed] advertising industry.
[removed] movie industry.
[removed] stock market.

4 points   

QUESTION 7

1.      Movie stars such as Douglas Fairbanks Jr. and Mary Pickford influenced Americans’ taste in

[removed] food.
[removed] fashion.
[removed] books.
[removed] decor.

4 points   

QUESTION 8

1.      Republican victory in the 1924 presidential election can be attributed to the split within the Democratic party over

[removed] social welfare policy.
[removed] Darwin’s theory of evolution.
[removed] farm relief.
[removed] prohibition.

4 points   

QUESTION 9

1.      The “American Plan,” proposed by Secretary of Commerce Herbert Hoover, sought to undermine labor unions by encouraging business leaders to

[removed] fire union members.
[removed] provide workers with health insurance.
[removed] ban the distribution of leaflets.
[removed] export jobs to other countries.

4 points   

QUESTION 10

1.      The Harlem Renaissance would not have occurred were it not for the

[removed] Great Migration.
[removed] National Association for the Advancement of Colored People.
[removed] Universal Negro Improvement Association.
[removed] Chicago Defender.

4 points   

QUESTION 11

1.      The Sacco and Vanzetti case, like the cases of Charles Schenck and Jacob Abrams, demonstrated a predisposition among native-born Americans to see immigrants as

[removed] a threat to the safety and security of the American people.
[removed] proponents of free speech and civil liberties.
[removed] responsible for spreading the influenza epidemic.
[removed] to blame for America’s moral decline.

4 points   

QUESTION 12

1.      The corruption scandal that rocked President Warren G. Harding’s administration was known as

[removed] the Red Scare.
[removed] Black Tuesday.
[removed] Teapot Dome.
[removed] American Mercury.

4 points   

QUESTION 13

1.      The fact that a wide array of labor-saving devices became available to American consumers during the 1920s was a response to

[removed] increased access to electricity in urban areas.
[removed] the availability of large amounts of disposable income.
[removed] advertising’s ability to create demand for unnecessary items.
[removed] the effectiveness of the assembly line.

4 points   

QUESTION 14

1.      The growth of the Ku Klux Klan outside the South during the 1920s can be attributed to the

[removed] spread of white supremacist ideology.
[removed] passage of the National Origins Act.
[removed] organization’s adoption of nativist and traditionalist views.
[removed] popularity of Garveyism among African Americans.

4 points   

QUESTION 15

1.      The incident that sparked the Chicago race riots of 1919 demonstrated that

[removed] racial segregation was practiced in the North as well as the South.
[removed] World War I veterans were not being reintegrated into American society.
[removed] the Great Migration had little impact on life in northern cities.
[removed] many African Americans were radicals and anti-capitalists.

4 points   

QUESTION 16

1.      The passage of the National Origins Act in 1924 inspired nativist reformers to

[removed] declare victory and withdraw from politics.
[removed] organize English language and citizenship classes for immigrants.
[removed] encourage Mexican Americans to return to their native land.
[removed] oppose the execution of the Italian anarchists Sacco and Vanzetti.

4 points   

QUESTION 17

1.      The research findings of Franz Boas and Ruth Benedict on race and culture supported the beliefs of

Henry Ford.

W. J. Simmons.

W. E. B. Du Bois.

E. P. Cubberly.

4 points   

QUESTION 18

1.      The writers and artists who saw the spread of mass culture and growth of consumerism as assaults on individualism, creativity, and intellectual exploration were known as the

[removed] Lost Generation.
[removed] Talented Tenth.
[removed] star system.
[removed] New Negroes.

4 points   

QUESTION 19

1.      U.S. Senator and future Supreme Court Justice Hugo Black was a member of the

[removed] American Civil Liberties Union.
[removed] National Association for the Advancement of Colored People.
[removed] Industrial Workers of the World.
[removed] Ku Klux Klan.

4 points   

QUESTION 20

1.      What made it possible for income inequality to grow during the 1920s, a period of apparent prosperity?

[removed] Government corruption scandals like Teapot Dome benefited the wealthy and hurt the poor.
[removed] Increased mechanization of factory work led to massive unemployment among unskilled laborers.
[removed] Corporate and governmental efforts to destroy labor unions resulted in lower wages among the working class.
[removed] Corporate profits grew much faster than wages did, so more wealth was accumulated by the already rich.

4 points   

QUESTION 21

1.      What was the movement of thousands of African Americans from the South to the North and West in search of better jobs and better treatment during World War I called?

[removed] The Mass Exodus
[removed] The Great Migration
[removed] Black Tuesday
[removed] The Harlem Renaissance

4 points   

QUESTION 22

1.      Which of the following challenged the homogeneity of mass consumer culture?

[removed] Motion pictures
[removed] Advertising
[removed] Radio
[removed] Fashion

4 points   

QUESTION 23

1.      Which of the following consumer goods had a transformative impact on day-to-day life in the United States during the 1920s?

[removed] Refrigerator
[removed] Radio
[removed] Automobile
[removed] Toaster

4 points   

QUESTION 24

1.      Who launched the government crusade to rid the country of political radicals like Emma Goldman, an anarchist and feminist, during the Red Scare of 1919?

Oliver Wendell Holmes

A. Mitchell Palmer

Calvin Coolidge

Woodrow Wilson

4 points   

QUESTION 25

1.      Who promoted the ?Back to Africa? movement, which sought to move black Americans to their ancestral homelands?

[removed] D. C. Stephenson and the Ku Klux Klan
[removed] A. Philip Randolph and the African American labor movement
[removed] Marcus Garvey and the Universal Negro Improvement Association
[removed] W.E.B. Du Bois and the National Association for the Advancement of Colored People

 

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History homework help

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1. write 900 words in MLA format with refrences and quotes.

2.read the instructions in the file attached.

3.please read the six articles are attached below in the file and then check the five questions in the file (final modern art).

4.you have to write quotes from the reading with examples and explaning the quote based on the question. So for each question you should write 2 quotes.

5.please answear the five questions below:

 

  1. Discuss how the singular action of “choice” is at the center of Marcel Duchamp’s logic for his readymades. Though it would seem contrary, why can’t everything be considered art using this radical definition?
  2. Explain the pedagogical nature of the work by the Russian Constructivists and the Mexican Muralists. What role does the avant-garde play in their compositions, and how does Marxism inform their aesthetic choices?
  3. Discuss how the unconscious mind relates to both the creation and reception of Surrealist imagery. How does André Breton redefine “reality” in his manifesto?
  4. Describe the concept of the aura as it relates to traditional art. How does Walter Benjamin use this theory to describe the reception of photography and film by modern audiences?
  5. Discuss the symbol of the “the Building” as described by Walter Gropius in his vision for the Bauhaus curriculum. What is the relationship between fine art and design in his theories?

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Unit 3 Essay: Taxation and Representation – A Debate

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In the years between the end of the French and Indian War and the skirmishes at Lexington and Concord, 1763-1775, the colonies and the mother country debated the right of Parliament to legislate for the colonies. The British claimed that Parliament held this right without question, while the colonies insisted that only a body which they actually elected could tax them. While the British espoused the commonly-held notion that Parliament represented all British possessions virtually, the colonists drew on their experiences with their colonial legislatures, maintaining that the only true representation was actual representation. Read the accounts below, which are written from either a British or American point of view, and write a paper that discusses both sides of the debate.

Assigned Readings

Resolutions Stamp Act Congress The Rights of the British Colonists Asserted and Proved Declaratory Act Soame Jenyns and Samuel Johnson

Focus Questions Discuss the following questions in your essay:

British perspective: According to the documents that support the British position (Declaratory Act, Soame Jenyns and Samuel Johnson), what is the relationship of the colonies to Great Britain? What rights and authority does Great Britain have over the colonies? American perspective: According to documents supporting the American position (Resolutions of the Stamp Act Congress, The Rights of the British Colonists Asserted and Proved), what rights belong to the colonists? How do they view the relationship between the colonies and Great Britain?

Directions Your essay should be a minimum of 2 pages, and you should spend AT LEAST one page discussing each position (one page discussing the British perspective and one page discussing the American perspective. Your answer should reflect the main points from each reading, and ALL readings should be addressed in your essay. The above questions for each perspective should be addressed in your essay. Use examples from the readings to illustrate your main points.

 

Be sure to proof your essay before submitting it as errors in grammar and spelling will lead to a deduction in points. Use quotations when using the exact wording from the reading. As per the instructions in the syllabus, most of the essay should be in your own words and reflect your own analysis of the readings.

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History homework help

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Enter the word you received when you completed the Contrasting Ideals online activity

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The answers of the three threads

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thread1#

Historian Robert Dallek calls the Civil Rights Act of 1964 a “huge political gamble” for Lyndon Johnson. What does Dallek mean? What might Johnson and the Democrats have lost by passing the bill? What might they have gained?

Thread2#

In what ways do you think 1964 changed American politics?

Thread3#

In what ways have we progressed from 1964? What are some of the issues we are still dealing with today?

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History

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Choose ONE for your OP 

1. Who was Nathaniel Bacon’s audience in this document and what was his agenda? How did he define the “common good?” (That is WHO belongs in the “common?”) How did he define freedom or liberty and what does this tell us about “freedom” in the 17th century?

2.  What was larger Olauduh Equiano’s larger argument and why did he write this/what was his agenda? Who was he in dialogue with? What role does “race” (black and white) play in this document ad what does this tell us about how “race” was understood in the 18th century.

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