history essay 1

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Construct an argument about how imperialism contributed to the making of a global world in the early twentieth century. You may find it useful to ask yourself the following questions: what was imperialism; why were imperialists driven to imperialism and how did they justify their actions; and how did those opposed to an imperial presence in their countries articulate their opposition (i.e. what solutions did they propose)? Illustrate your points by referring to specific examples. Besides utilizing material from lecture, your argument should also refer to at least two but no more than three of the following authors: Comfort, Kipling, Ferry, Reed, and/or Hobson.

 

must be done on time

600 words

answer the question

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History homework help

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describe the typical English immigrant to the new world in terms of gender, age, and marital status on each of the ships. how does this differ on two ships?

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Discussion 1.3: Inanna and Dimuzi

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As you’ve read, the poem of Inanna and Dimuzi includes agricultural metaphors that are a bit more explicit than your typical Old Farmer’s Almanac entry.  Discuss the underlying meaning of this poem and how it relates to the Warka Vase, Warka Mask, and White Temple and Ziggurat from Uruk.  How is the imagery on the exterior of the Warka Vase connected with this poem and why were these literary and visual images so important to the Sumerians?

 

Warka Mask

https://classconnection.s3.amazonaws.com/288/flashcards/3513288/jpg/female-head-from-uruk-14128675DEA07B62A8A.jpg

 

Warka Vase

https://classconnection.s3.amazonaws.com/922/flashcards/1792922/jpg/urukvase1348253838554.jpg

 

White Temple and Ziggurat from Uruk

https://s3.amazonaws.com/classconnection/67/flashcards/9293067/png/picture2-152A03D2062473FBB20.png

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Discussion questions

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Q1

Read the Share Our Wealth information by Huey Long. Once all reading is complete, respond to the following items:

· What were the most radical aspects of Long’s plan?

· Did any of his ideas become reality?

· Upon whose law did Long base his ideas?

· Do you think this assertion increased or diminished support for his ideas?

· What did Long predict would be the consequences if the nation failed to adopt a program such as his?

Q2

Using a minimum of 200 words, address the following:

· What role did race play in the fundamentalist orientation of conservative Americans in the 1920s?

Q3

Using a minimum of 200 words, address the following:

· How did leading voices on the left criticize the limitations of the New Deal?

· How did Franklin D. Roosevelt change the meaning of liberalism during his presidency?

Q4

Read the Transcript of the Roosevelt-Molotov Meeting. Once all reading is complete, respond to the following items:

· Why does Molotov believe a “second front” should be opened in 1942?

· If such a front is opened, what does Molotov predict?

· If such a front is not opened, what does he fear might occur?

· Given that the second front in France was not opened until June 1944, what do you think the effect of that delay may have had on the longer-term U.S.–Soviet relations?

Q5

Using a minimum of 200 words, address the following:

· How did women’s lives change during World War II?

Q6

Using a minimum of 200 words, address the following:

Why did World War II spur the growth of the civil rights movement?

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Multicultural Matrix and Analysis Worksheet

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Resources: Culturegrams database

Select and research six ethnic groups in Culturegrams. Use the following instructions to access Culturegrams:

  1. After clicking on University Library, click on Country Profiles and Economic Data, listed under Library Resources.
  2. Click Culturegrams.
  3. Navigate Culturegrams using the map or use the search option for specific terms.

Complete the University of Phoenix Material: Multicultural Matrix and Analysis Worksheet..

Write a 350- to 700- word analysis of the advantages of a multicultural society and labor force.

Format your analysis according to appropriate course-level APA guidelines.

Submit your assignment to the Assignment Files tab.

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Choose ONE for your OP

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1. Black Codes: First, what are the Black Codes (generally) and what context brought them about?  Second, choose one of the laws in the document and analyze what you think its aim was.  (For example: why do you think  “freedmen, free negroes, or mulattos” weren’t allowed to carry firearms?  (p. 10) or why was it mandatory for all “freedmen, free negroes, and mulattos” to have “lawful home or employment.” (p. 9)  What is the relationship between this document and the Reconstruction Amendments?

2. Reconstruction Amendments: How does the Constitution legally define an American with the passage of this Amendment? What does it mean to be an American according to this document? What does “equal protection” mean? (Use document to discuss don’t just look it up). Do you think it is clear?  Why do you think the Fourteenth Amendment was necessary? What is the relationship between the Reconstruction Amendments (especially the Fourteenth Amendment ) and the things like the Black Codes and the Memphis Riots?

Amendment 13 (Links to an external site.) Annotations

Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.

Section 2. Congress shall have power to enforce this article by appropriate legislation.

Amendment 14 (Links to an external site.) Annotations

Section. 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Section. 2. Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice President of the United States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.

Section. 3. No person shall be a Senator or Representative in Congress, or elector of President and Vice President, or hold any office, civil or military, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.

Section. 4. The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.

Section. 5. The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.

Amendment 15 (Links to an external site.) Annotations

Section. 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.

Section. 2. The Congress shall have power to enforce this article by appropriate legislation.

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History #4

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HIS 100 Learning Block 4-2 Short Response Rubric

Prompt:

 Submit the original and revised versions of the research questions you posed in Project 1 to your instructor for feedback.

 For each revised research question, write one to two sentences explaining how you approached your revisions for that question.

 Additionally, describe what your primary sources add to your understanding of your selected event. Note: The feedback you receive from this assignment should be implemented as you work toward Project 2. Guidelines for Submission: Your submission should include the original research questions and two revised research questions, along with one to two sentences for each research question explaining your approach to revision and a paragraph addressing the primary sources. For this assignment, download and complete the Historical Context Chart.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Research Questions Submits original and revised research questions Submits research questions but is missing key elements or does not revise the original research question

Does not submit original and revised research questions

25

Revisions Explains approach to revising research questions Explains approach to revising research questions but response is vague or unclear

Does not explain approach to revising research questions

25

Primary Sources Describes what sources add to understanding of selected

Describes what sources add to understanding of selected topic but description lacks necessary detail

Does not describe what sources add to understanding of selected topic and how they relate to secondary sources

25

Communicates Clearly

Clearly communicates key ideas and thoughts in a short answer response

Communicates key ideas and thoughts but lacks detail or contains inaccuracies

Response is not legible and key ideas or thoughts are not understandable

25

Total 100%

 

 

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6-2 project preparation

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HIS 100 Project Template(1)HIS 100 Project Template

Use this template to address the steps in your Project Guidelines and Rubric. Replace the bracketed text with your responses. Ensure that you have considered your instructor’s feedback when revising your work. Proofread the entire document before submitting.

 

Part 1: Creating a Research Question

Describe how your assumptions, beliefs, and values influenced your choice of topic.

[Insert response here.]

Discuss the significance of your historical research question in relation to your current event.

[Insert response here.]

Explain how you used sources to finalize your research question.

[Insert response here.]

Part 2: Building Context to Address Questions

1. Describe the context of your historical event that influenced your current event.

[Insert response here.]

Describe a historical figure or group’s participation in your historical event.

[Insert response here.]

Explain the historical figure or group’s motivation to participate in your historical event.

[Insert response here.]

Part 3: Examining How Bias Impacts Narrative

1. Describe a narrative you identified while researching the history of your historical event.

[Insert response here.]

Articulate how biased perspectives presented in primary and secondary sources influence what is known or unknown about history.

[Insert response here.]

Identify the perspectives that you think are missing from your historical event’s narrative.

[Insert response here.]

Part 4: Connecting the Past With the Present

1. Explain how researching its historical roots helped improve your understanding of your current event.

[Insert response here.]

Articulate how questioning your assumptions, beliefs, and values may benefit you as an individual.

[Insert response here.]

Discuss how being a more historically informed citizen may help you understand contemporary issues.

[Insert response here.]

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History DB

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Read chapters 10-12) in your textbook and review power point slides (both attached to this question)

Answers are based on the reading of chapters 10-12

In order to get full credit on your original post, you need to clearly connect your responses to historical evidence from the book, powerpoint slides, or further research. Indicate the page number where you found the information to help me and your classmates follow up to gain insight.

Topic Option 1: Developing Michigan’s Landscape. 1. What is one thing that surprised you in Chapter 10 and 12?  2. What were the issues that addressed Patrons of Husbandry (aka The Grange) during the 1870s and what was the Grange’s position? 3. Based on your reading of these two chapters, what was the relationship of Michiganders in the 1800s to the land they were settling? (Discuss at least two examples).

Topic Option 2: Education and Culture. 1. What is one thing that surprised you in Chapter 11? 2. What were the ideas and policies upon which the public education system in Michigan was founded? 3. Why was public education in Michigan uneven in quality during the 1800s and early 1900s?  4. What are some of the themes explored by Michigan’s artists, writers, and musicians? (consult your book, pages 169-174, or do your own research).

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History homework help

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1. What factors led to a rise in tensions within colonial communities in the early 1700s?
2. How did social, economic, and political tensions contribute to an increase in the accusations of witchcraft?
3. Why and how did the legal and economic status of colonial women decline between 1650 and 1750?
4. How did patriarchal ideals of family and community shape life and work in colonial America? What happened when men failed to live up to those ideals?
5. How and why did economic inequality in the colonies increase in the first half of the eighteenth century?
6. How did population growth and increasing diversity contribute to conflict among and anxieties about the various groups inhabiting British North America?
7. What groups were most attracted to the religious revivals of the early eighteenth century? Why?
8. What were the legacies of the Great Awakening for American religious and social life?
9. How did ordinary colonists, both men and women, black and white, express their political opinions and preferences in the first half of the eighteenth century?
10. How did politics bring colonists together across economic lines in the first half of the eighteenth century? How did politics highlight and reinforce class divisions?

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