• Facebook
  • Instagram
  • LinkedIn
  • Twitter
  • Phone: +1 (317) 923-9733
  • Email: support@getspsshelp.com
SPSS Assignment Help You Can Trust
  • Qualitative Assignment
    • STATA Assignment Help
    • SAS Assignment Help
    • MATLAB Assignment Help
    • Minitab Assignment Help
    • EPI Info Assignment Help
    • EViews Assignment Help
    • Advanced Excel Assignment Help
  • Quantitative Assignment
    • Report Writing Assignment Help
    • QDA MINER Assignment Help
    • ATLAS TI Assignment Help
    • KOBO Tool Assignment Help
  • Accounting Softwares
    • Microsoft Navision Assignment Help
    • ERP Assignment Help
    • SAP Assignment Help
    • Sage Assignment Help
    • Quickbooks Assignment Help
  • Universities
    • Capella University
    • Rasmussen University
    • Walden University
    • Liberty University
    • University of Phoenix
    • Strayer University
    • New Hampshire University
    • Morgan State University
    • Grand Canyon University
    • Chamberlain Assignments Help
    • Auburn University of Montgomery
  • Blog
  • Login
  • Get a quote
  • Menu Menu

answer a history question

September 3, 2025/in General Questions /by Besttutor

Identify two important influences from Ancient Greece that shape or have shaped the evolution of politics. Be sure to provide specfic examples from the western based civilizations we have studied.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp 0 0 Besttutor https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp Besttutor2025-09-03 14:48:582025-09-03 14:48:58answer a history question

Japanese culture reading

September 3, 2025/in General Questions /by Besttutor

As a modern nation-state, Japan was built upon Western institutions, technologies, and knowledge, together with a traditionalist identity derived from reinvented notions of “uniqueness and exclusivity”(the nativist and ethnocentric thoughts). Discuss this claim, with special reference to developments in the Tokugawa and Meiji periods. Include as many relevant details as possible

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp 0 0 Besttutor https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp Besttutor2025-09-03 14:48:422025-09-03 14:48:42Japanese culture reading

Slavery in America: A Timeline

September 3, 2025/in General Questions /by Besttutor

Slavery was initiated in North America in 1619 and lasted until the passage and ratification of the Fifteenth Amendment to the US Constitution in 1870. During the 251 intervening years, there were numerous events, laws, and compromises that directly impacted slaves, slaveholders, freemen, abolitionists, politicians, and lawmakers.

In this assignment, you will gain a greater understanding of how slavery took over the entire nation. You will have an opportunity to examine the growth and demise of this institution.

Using your research and analysis of the Argosy University online library resources, the Internet, and the readings for this module, complete the following:

  • Identify five major events, laws, compromises, or proclamations associated with slavery in the American colonies and, later, the United States. Be sure to select five items other than the initiation of slavery in 1619 and the passage and ratification of the Thirteenth Amendment.
  • Select any one of these five identified items. Research at least two scholarly articles that provide additional details beyond your textbook about the one item you have selected.
  • Write a paper that addresses the following:
    • Prepare a timeline of the five significant events, laws, compromises, or proclamations you have chosen. The timeline must identify elements such as the date, details of the event, law, etc.
    • Explain why each of the five identified items is significant. Include the social and political impact of each item in your explanation.
    • Describe the specific item you selected for further research in detail.
    • Explain why you consider this event, law, compromise, or proclamation as the most significant.

Be sure to support your statements with scholarly references on a separate reference page.

Write a 4-5-page paper in Word format. Apply APA standards to citation of sources

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp 0 0 Besttutor https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp Besttutor2025-09-03 14:48:282025-09-03 14:48:28Slavery in America: A Timeline

WRITE A 5 PAGE ESSAY PAPER ON 1 OF THE 3 TOPICS LISTED

September 3, 2025/in General Questions /by Besttutor

Your essay should be no less than 5 double-spaced typed pages in 12-point Times New Roman font with 1-inch margins on all sides. It can be longer, however, Title, Bibliography, and Works Cited pages are not part of the required page count.

The formatting of the essay and all citations need to follow Chicago Manual of Style format. Chicago is the citation and bibliographic style used by historians. Click on the website links below for Chicago-style guides and examples of humanities and author-date citation styles. You may use either humanities or author-date citation styles but use only one of these styles in your work. The author-date citation style is very close to MLA and APA styles. A modified MLA or APA format that provides page numbers from a hard copy of the textbook may be allowed. Check with your instructor. If you are using an e-book version of the textbook, identify passages by citing the chapter, section, and paragraph number.

The website below opens with examples in Notes and Bibliography style (a note [N], followed by a bibliographic entry [B]). If you click on the tab the page will show Author-Date style (an in-text citation [T], followed by a reference-list entry 

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp 0 0 Besttutor https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp Besttutor2025-09-03 14:48:152025-09-03 14:48:15WRITE A 5 PAGE ESSAY PAPER ON 1 OF THE 3 TOPICS LISTED

HIEU 201 Liberty University Lecture Quiz 5

September 3, 2025/in General Questions /by Besttutor
  1. According to “Byzantine and Islamic Civilizations,” which of the following was the major religion in the Latin West and in the Byzantine Empire?
  2. According to “Byzantine and Islamic Civilizations,” before the advent of Islam, which best describes the people living on the Arabian peninsula?
  3. True or False, According to “Byzantine and Islamic Civilizations,” Muhammed taught that Islam was a fulfilment of Judaism and Christianity, and thus, in the early days, before the Hegira, he was generally tolerant towards Jews and Christians.
  4. According to “Byzantine and Islamic Civilizations,” which of the following codified Roman law and was considered one of Justinian I’s greatest contributions to Western civilization?
  5. True or False, According to “Byzantine and Islamic Civilizations,” once Islam got started it spread in the East at the same time that Christianity was spreading in the West.
  6. According to “Christendom,” another name for medieval Western Europe is
  7. According to “Christendom,” in the year A.D. 800, Charlemagne was crowned
  8. According to “Christendom,” which of the following is NOT true of serfs and peasants under manorialism?
  9. According to “Christendom,” which of the following was NOT one of the three sources of influence that went into the making of medieval Western Europe?
  10. According to “Christendom,” one of the influences from the classical world that shaped the medieval West was
  11. According to “Christendom,” the most influential figure of early medieval Western Europe was:
  12. According to “Christendom,” which of the following was not one of the major achievements of Charlemagne?
  13. According to “Christendom,” one way in which the “barbarian” influence is evident today is in
  14. According to “Christendom,” the lord-vassal relationship

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp 0 0 Besttutor https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp Besttutor2025-09-03 14:47:552025-09-03 14:47:55HIEU 201 Liberty University Lecture Quiz 5

Unit 4.1 Discussion

September 3, 2025/in General Questions /by Besttutor

History 101 class unit 1 and Unit 2 discussion Homework due date Wednesday May, 24, 2017

In Unit 4, we will learn about the impact of the fall of the Roman Empire on the Mediterranean world, as well as the development of different empires in Asia. The fall of ancient Rome was due to a variety of factors, including internal corruption, the division of the empire, and especially, barbarian invasions from the east. In 313 CE, the emperor Constantine declared religious toleration in the empire, paving the way for Christianity to become the supreme religion of Europe. The division of the Roman Empire into eastern and western halves during the reign of Diocletian (r. 284-203 CE), may have helped usher in the end of the empire, and from the fourth century CE until the middle of the fifteenth century, ancient Rome lived on in the eastern, Byzantine Empire, centered in ancient Constantinople (modern Istanbul).

In Asia, we see the expansion of several significant civilizations, including the Sassanid Empire in Iran, the Gupta Empire in India, the Han Dynasty in China, and the Heian Period in Japan. The rise and fall of each of these civilizations rests on diverse factors, including the spread of disease as trade routes expanded. The Sassanid Empire in Iran was able to rival the power of the late Roman Empire and was the last major empire in the Middle East prior to the rise of Islam. In India, the Gupta Empire represented a Golden Age of the history of the sub-continent that still shapes classical Indian culture we know today.

Moving further to the east in China, the Han Dynasty created a unified state as the platform in which its empire, culture, and people were able to thrive. During this time, emphasis was placed on cultural and philosophical advancements. We will also take a look at the development of civilization in Japan. As we trace the history of Japan to the 14th century, it stands as an example of how religion, like Shintoism and Buddhism, as well as interaction with others, like the Chinese, can influence the rise and fall of empires. Through it all, Japan is still able to establish its own culture through the development of a unique system of writing, literature, and art.

 

 

Very important : Please notes that on the below two discussions you will have to be available to read my classmate discussion and replies at list on 3 students on with your options base on the discussions requirements

 

· Unit Topic 1 – Rome, Han China, and Gupta India ( 1-2 Pages )

The fall of Rome, Han China, and Gupta India all represent the end of significant world powers that held sway over vast territories. Disease and internal corruption, at times combined with foreign incursions, led to the collapse of formerly great imperial systems.

· Wallech, S., Daryaee, T., Hendricks, C., Negus, A. L., Wan, P. P., & Bakken, G. M. (2013). World history volume I: A concise thematic analysis (2nd ed.). Malden, MA: Wiley-Blackwell.

1. Chapter 11: The Fall of the Ancient Eurasian World- Rome, Han China, and Gupta India, pp. 203-228

Summary of the fall of the Roman Empire, including its afterlife in the Byzantine Empire in the east.

http://i.ytimg.com/vi/3PszVWZNWVA/1.jpgWatch Video

Fall of The Roman Empire…in the 15th Century: Crash Course World History #12 User: CrashCourse – Added: 4/12/12

YouTube URL: http://www.youtube.com/watch?v=3PszVWZNWVA

Overview of the factors that contributed to the rise and fall of dynasties in China, a process called the “Dynastic Cycle.”

http://i.ytimg.com/vi/_Fipy3wx0Dg/1.jpgWatch Video

China’s Dynastic Cycle User: STRATFORvideo – Added: 1/15/13

YouTube URL: http://www.youtube.com/watch?v=_Fipy3wx0Dg

 

Unit 4.1 Discussion: Asian Empires (1-2 pages)

 

Debate with your classmates whether the dynastic cycle is unique to China or can it be connected to other civilizations throughout history. Do you believe that Sassanid Persia or Gupta India represent a form of the Dynastic Cycle as evidenced in Chinese history? Make sure to include specific examples to support your position. When responding to classmates, provide new, additional research to support or disprove their position. Make sure to use proper APA format for all citations provided and include a reference list for the citations you use.

 

Please used the below reference for APA Style with Citations

https://owl.english.purdue.edu/owl/resource/560/01/

 

· Unit Topic 2 – Japan and Southeast Asia

Explore the ancient history of Japan, beginning with the Jomon Period and culminating in one of Japan’s first golden ages, the Heian Era, a time when Chinese influence was particularly important in Japan.

· Ellington, L. (2009). Japan. Santa Barbara, CA: Greenwood Publishing Group.

1. Chapter 2: History, pp. 21-34 See see the attached

Summary of Japanese history during the Heian Period (794 – 1185 CE).

 

Japan in the Heian Period and Cultural History: Crash Course World History #227

User: CrashCourse – Added: 3/04/15

YouTube URL: https://www.youtube.com/watch?v=ZnZEoOJ-cxE

 

Unit 4.2 Discussion: Ancient Japan (1-2 pages )

Discuss with your classmates the influence of China on the political and religious development of Japan during the first millennium CE. Debate which influence you believe to be the most important in shaping the culture of Japan. In your debate, explain if this influence had a positive or negative effect on Japan’s development and society. Make sure to provide specific examples to support your position. When responding to your classmates, include new, additional research to support or disprove their position. Make sure to use proper APA format for all citations provided and include a reference list for the citations you use.

 

Please used the below reference for APA Style with Citations

https://owl.english.purdue.edu/owl/resource/560/01/

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp 0 0 Besttutor https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp Besttutor2025-09-03 14:47:412025-09-03 14:47:41Unit 4.1 Discussion

HIEU 201 Liberty University Chapter 7 Quiz

September 3, 2025/in General Questions /by Besttutor

1. Octavian took the title princeps, which means

2. The Pax Romana was characterized by the

3. The second Hebrew revolt in Judea during the reign of Hadrian resulted in

4. Roman Stoics

5. The major forms of entertainment in the Empire included all of the following EXCEPT

6. The weaknesses of the economy of Empire during the Pax Romana included all of the following EXCEPT

7. Plotinus (A.D. c. 205-c. 270) is considered the most influential spokesman for Neo-Platonism, because he

8. Diocletian was able to slow the disintegration of the Empire temporarily by

9. That “Rome fell in A.D. 476” means

10. In the late Roman Empire, the Roman population saw its government as

11. Ptolemy is best known for his contributions to the study of

12. Roman law came to form the basis of the common law in all Western lands EXCEPT

13. Octavian was able to avoid the fate of Julius Caesar by

14. Augustus carried out all the following measures EXCEPT

15. Roman rule clashed with Jewish religious-national sentiment because

16. During the Pax Romana, women

17. The writings of Juvenal

18. The jus gentium

19. The cult of Mithras was particularly popular with

20. The crisis of the third century A.D. resulted in part from

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp 0 0 Besttutor https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp Besttutor2025-09-03 14:46:532025-09-03 14:46:53HIEU 201 Liberty University Chapter 7 Quiz

3-2 Activity: Revising Questions With Evidence From Sources

September 3, 2025/in General Questions /by Besttutor

The study of history is guided by asking questions. Developing research questions is an iterative process, which means that the questions are continuously changing as new information is uncovered and new thoughts occur. In this activity, you will consider how historical perspectives and sources influence how research questions are written and revised.

Prompt

Use the Module Three Activity Revising Questions Template Word Document to complete this activity. First, use your primary and secondary sources to help you choose a historical perspective (social, political, or economic) to apply to your topic. Then consider the evidence you have found in those sources and if that evidence supports your research questions or suggests you need to go in another direction. Finally, you will choose one research question to focus on and revise it. Revising may involve rewriting your research question completely. Or you may need to narrow your focus or improve the clarity of the question.

Example
You initially wanted to research how Native American people and culture have been memorialized in the United States. After consulting sources, you realize that this question is too broad. So, you decide to narrow your question to the movement to change Columbus Day to Indigenous Peoples’ Day. After further research, you decide to approach your topic from a cultural perspective rather than a political perspective. You choose this perspective because you are interested in how Indigenous Peoples’ Day might better preserve and recognize the many Native American cultures (the cultural perspective) rather than how governments have responded to this proposed change (the political perspective).

Specifically, you must address the following rubric criteria:

  • Identify a historical perspective that could be applied to your historical event.
    • Ensure that you use evidence, such as examples or quotes, from your sources to support why you identified a particular perspective.
  • Revise your research question based on evidence from your primary and secondary sources.
    • Does the evidence from your primary and secondary sources support your research question, or do they indicate you need to reconsider it? For example, you may need to narrow your focus further or approach your topic from a different perspective. If you do not feel like your research question needs to be changed, explain why.
  • Explain how historical perspective and evidence from sources influenced your finalized research question.
    • How did they strengthen or challenge your research question?

Guidelines for Submission

Submit the Module Three Activity Template: Revising Questions. Sources should be cited according to APA style. While references are not required, any sources used should be cited according to APA style if you reference them in your responses. Consult the Shapiro Library APA Style Guide for more information on citations.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp 0 0 Besttutor https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp Besttutor2025-09-03 14:46:332025-09-03 14:46:333-2 Activity: Revising Questions With Evidence From Sources

MILITARY

September 3, 2025/in General Questions /by Besttutor

· The requirement is a short review (400-500 words).

· The review focuses on the specific article assigned for H103:

H103: MacGregor Knox, “Mass Politics and Nationalism as Military Revolution: The French Revolution and After” in The Dynamics of Military Revolution, 1300-2050, MacGregor Knox and Williamson Murray, eds., New York: Cambridge University Press, 2001, 57-73.

 

Structure and Format of the “Critical Reviews”

Using the components of the critical review (introduction, main body, conclusion), the student will answer the following four questions:

1. What is the author’s thesis?

2. What evidence does the author use to support their argument?

3. Is the argument persuasive?

4.  How does the argument shape your view of your profession and its history?

 

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp 0 0 Besttutor https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp Besttutor2025-09-03 14:46:192025-09-03 14:46:19MILITARY

History homework Help!!

September 3, 2025/in General Questions /by Besttutor

Reconstruction: 1865 – 1877

 

During the turbulent years of Reconstruction, the character of freedom for former slaves was the subject of intense debate within the South and across the nation. Most Southern whites sought the most limited form of freedom for African Americans. Most former slaves sought to exercise their liberty to the full, as advertisements by former slaves seeking to reunite families and black conventions repeatedly declared. White vigilantes resorted to murder, lynching, and other acts of brutality to force blacks to limit their horizons. In the end, most Northern white Republicans concluded that once former slaves had the vote, the South— not the North or the federal government— should determine how best to define freedom and preserve order.

 

 

Document 1

Carl Schurz Reports on the Condition of the Defeated South[footnoteRef:1] [1: Source: U.S. Congress, Senate, 39th Cong., 1st sess., 1865.]

 

In the summer of 1865, President Andrew Johnson sent Carl Schurz to investigate conditions in the defeated Confederacy. Born in Germany in 1829, Schurz immigrated to the United States in 1852 and became a leader in the Republican Party in Wisconsin. During the Civil War Schurz served as a general in the Union army, commanding troops at Gettysburg and other major battles. Schurz traveled throughout the South immediately after the war and spoke to hundreds of people to gauge the sentiment of leaders and ordinary people about their loyalty to the Union and their attitudes toward emancipation and

the men and women recently emancipated from bondage. Schurz’s report, excerpted below, discloses the views of southern whites toward the federal government and former slaves in the months following Confederate defeat. Those views shaped the course and consequences of federal efforts to reconstruct the former Confederacy.

 

 

Report on the Condition of the South, 1865

 

[A]ll organized attacks upon our military forces stationed in the south have ceased; but there are still localities where it is unsafe for a man wearing the federal uniform or known as an officer of the government to be abroad outside of the immediate reach of our garrisons. The shooting of single soldiers and government couriers was not unfrequently reported while I was in the south. . . . But no

instance has come to my notice in which the people of a city or a rural district cordially fraternized with the army. Here and there the soldiers were welcomed as protectors against apprehended dangers; but general exhibitions of cordiality on the part of the population I have not heard of. . . . [u]pon the whole, the soldier of the Union is still looked upon as a stranger, an intruder— as the “Yankee,” “the enemy.” . . .

 

In seeking remedies for such disorders, we ought to keep in view, above all, the nature of the problem which is to be solved. As to what is commonly termed “reconstruction,” it is not only the political machinery of the States and their constitutional relations to the general government, but the whole organism of southern society that must be reconstructed, or rather constructed anew, so as to bring it in harmony with the rest of American society. The difficulties of this task are not to be considered overcome when the people of the south take the oath of allegiance and elect governors and legislatures and members of Congress, and militia captains. That this would be done had become certain as soon as the surrenders of the southern armies had made further resistance impossible, and nothing in the world was left, even to the most uncompromising rebel, but to submit or to emigrate. It was also natural that they should avail themselves of every chance offered them to resume control of their home affairs and to regain their influence in the Union. But this can hardly be called the first step towards the solution of the true problem, and it is a fair question to ask, whether the hasty gratification of their desire to resume such control would not create new embarrassments.

 

The true nature of the difficulties of the situation is this: The general government of the republic has, by proclaiming the emancipation of the slaves, commenced a great social revolution in the south, but has, as yet, not completed it. Only the negative part of it is accomplished. The slaves are emancipated in point of form, but free labor has not yet been put in the place of slavery in point of fact. And now, in the midst of this critical period of transition, the power which originated the revolution is expected to turn over its whole future development to another power which from the beginning was hostile to it and has never yet entered into its spirit, leaving the class in whose favor it was made completely without power to protect itself and to take an influential part in that development. The history of the world will be searched in vain for a proceeding similar to this which did not lead either to a rapid and violent reaction, or to the most serious trouble and civil disorder. It cannot be said that the conduct of the southern people since the close of the war has exhibited such extraordinary wisdom and self-abnegation as to make them an exception to the rule.

 

In my dispatches from the south I repeatedly expressed the opinion that the people were not yet in a frame of mind to legislate calmly and understandingly upon the subject of free negro labor. And this I reported to be the opinion of some of our most prominent military commanders and other observing men. It is, indeed, difficult to imagine circumstances more unfavorable for the development of a calm and unprejudiced public opinion than those under which the southern people are at present laboring. The war has not only defeated their political aspirations, but it has broken up their whole social organization. . . .

 

[M]ost of the conversations I had with southerners upon this subject led me to apprehend that they . . . are rather inclined to ask money of the government as compensation for their emancipated slaves, for the rebuilding of the levees on the Mississippi, and various kinds of damage done by our armies for military purposes, than, as the current expression is, to “help paying the expenses of the whipping they have received.” In fact, there are abundant indications in newspaper articles, public speeches, and electioneering documents of candidates, which render it eminently probable that on the claim of compensation for their emancipated slaves the southern States, as soon as readmitted to representation in Congress, will be almost a unit. In the Mississippi convention the idea was broached by Mr. Potter, in an elaborate speech, to have the late slave States relieved from taxation “for years to come,” in consideration of “debt due them” for the emancipated slaves; and this plea I have frequently heard advocated in private conversations. . . .

 

In at least nineteen cases of twenty the reply I received to my inquiry about their views on the new [labor] system was uniformly this: “You cannot make the negro work, without physical compulsion.” I heard this hundreds of times, heard it wherever I went, heard it in nearly the same words from so many different persons, that at last I came to the conclusion that this is the prevailing sentiment among the southern people. . . .

 

A belief, conviction, or prejudice, or whatever you may call it, so widely spread and apparently so deeply rooted as this, that the negro will not work with- out physical compulsion, is certainly calculated to have a very serious influence upon the conduct of the people entertaining it. It naturally produced a desire to preserve slavery in its original form as much and as long as possible . . . remember the admission made by one of the provisional governors, over two months after the close of the war, that the people of his State still indulged in a lingering hope slavery might yet be preserved — or to introduce into the new system that element of physical compulsion which would make the negro work. Efforts were, indeed, made to hold the negro in his old state of subjection, especially in such localities where our military forces had not yet penetrated, or where the country was not garrisoned in detail. Here and there planters succeeded for a limited period to keep their former slaves in ignorance, or at least doubt, about their new rights; but the main agency employed for that purpose was force and intimidation. In many instances negroes who walked away from the plantations, or were found upon the roads, were shot or otherwise severely punished, which was calculated to produce the impression among those remaining with their masters that an attempt to escape from slavery would result in certain destruction. A large proportion of the many acts of violence committed is undoubtedly attributable to this motive. . . .

 

Here I will insert some remarks on the general treatment of the blacks as a class, from the whites as a class. It is not on the plantations and at the hands of the planters themselves that the negroes have to suffer the greatest hardships. Not only the former slaveholders, but the non- slaveholding whites, who, even previous to the war, seemed to be more ardent in their pro- slavery feelings than the planters themselves, are possessed by a singularly bitter and vindictive feeling against the colored race since the negro has ceased to be property. The pecuniary value which the individual negro formerly represented having disappeared, the maiming and killing of colored men seems to be looked upon by many as one of those venial offences which must be forgiven to the outraged feelings of a wronged and robbed people. Besides, the services rendered by the negro to the national cause during the war, which make him an object of special interest to the loyal people, make him an object of particular vindictiveness to those whose hearts were set upon the success of the rebellion. The number of murders and assaults perpetrated upon negroes is very great; we can form only an approximative estimate of what is going on in those parts of the south which are not closely garrisoned, and from which no regular reports are received, by what occurs under the very eyes of our military authorities. . . .

 

So far, the spirit of persecution has shown itself so strong as to make the protection of the freedman by the military arm of the government in many localities necessary — in almost all, desirable. It must not be forgotten that in a community a majority of whose members is peaceably disposed, but not willing or not able to enforce peace and order, a comparatively small number of bold and lawless men can determine the character of the whole. . . .

 

Aside from the assumption that the negro will not work without physical compulsion, there appears to be another popular notion prevalent in the south, which stands as no less serious an obstacle in the way of a successful solution of the problem. It is that the negro exists for the special object of raising cotton, rice and sugar for the whites, and that it is illegitimate for him to indulge, like other people, in the pursuit of his own happiness in his own way. Although it is admitted that he has ceased to be the property of a master, it is not admitted that he has a right to become his own master. As Colonel Thomas, assistant commissioner of the Freedmen’s Bureau in Mississippi, in a letter addressed to me, very pungently expresses it: “The whites esteem the blacks their property by natural right, and, however much they may admit that the relations of masters and slaves have been destroyed by the war and by the President’s emancipation proclamation, they still have an ingrained feeling that the blacks at large belong to the whites at large, and whenever opportunity serves, they treat the colored people just as their profit, caprice or passion may dictate.” . . .

 

Negro suffrage

 

It would seem that the interference of the national authority in the home concerns of the southern States would be rendered less necessary, and the whole problem of political and social reconstruction be much simplified, if, while the masses lately arrayed against the government are permitted to vote, the large majority of those who were always loyal, and are naturally anxious to see the free labor problem successfully solved, were not excluded from all influence upon legislation. In all questions concerning the Union, the national debt, and the future social organization of the south, the feelings of the colored man are naturally in sympathy with the views and aims of the national government. While the southern white fought against the Union, the negro did all he could to aid it; while the southern white sees in the national government his conqueror, the negro sees in it his protector; while the white owes to the national debt his defeat, the negro owes to it his deliverance; while the white considers himself robbed and ruined by the emancipation of the slaves, the negro finds in it the assurance of future prosperity and happiness. In all the important issues the negro would be led by natural impulse to forward the ends of the government, and by making his influence, as part of the voting body, tell upon the legislation of the States, render the interference of the national authority less necessary.

 

As the most difficult of the pending questions are intimately connected with the status of the negro in southern society, it is obvious that a correct solution can be more easily obtained if he has a voice in the matter. In the right to vote he would find the best permanent protection against oppressive class-legislation, as well as against individual persecution. The relations between the white and black races, even if improved by the gradual wearing off of the present animosities, are likely to remain long under the troubling influence of prejudice. It is a notorious fact that the rights of a man of some political power are far less exposed to violation than those of one who is, in matters of public interest, completely subject to the will of others. . . .

 

In discussing the matter of negro suffrage I deemed it my duty to confine myself strictly to the practical aspects of the subject. I have, therefore, not touched its moral merits nor discussed the question whether the national government is competent to enlarge the elective franchise in the States lately in rebellion by its own act; I deem it proper, however, to offer a few remarks on the assertion frequently put forth, that the franchise is likely to be extended to the colored man by the voluntary action of the southern whites themselves. My observation leads me to a contrary opinion. Aside from a very few enlightened men, I found but one class of people in favor of the enfranchisement of the blacks: it was the class of Unionists who found themselves politically ostracised and looked upon the enfranchisement of the loyal negroes as the salvation of the whole loyal element. But their numbers and influence are sadly insufficient to secure such a result. The masses are strongly opposed to colored suffrage; anybody that dares to advocate it is stigmatized as a dangerous fanatic; nor do I deem it probable that in the ordinary course of things prejudices will wear off to such an extent as to make it a popular measure. . . .

 

Conclusion

 

I may sum up all I have said in a few words. If nothing were necessary but to restore the machinery of government in the States lately in rebellion in point of form, the movements made to that end by the people of the south might be considered satisfactory. But if it is required that the southern people should also accommodate themselves to the results of the war in point of spirit, those movements fall far short of what must be insisted upon.

QUESTIONS

1. According to Schurz, what was the main obstacle to a smooth process of Reconstruction (putting the nation back together after the Civil War)?

 

2. How did the racial views of white Southerners influence their responses to emancipation? Why did they almost universally insist that “You cannot make the negro work, without physical compulsion”?

 

3. Schurz reported that white Southerners had “a desire to preserve slavery in its original forms as much and as long as possible.” What evidence of that desire did Schurz report?

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp 0 0 Besttutor https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp Besttutor2025-09-03 14:46:052025-09-03 14:46:05History homework Help!!
Page 263 of 296«‹261262263264265›»

How It Works


1. Submit Your SPSS Assignment
Provide all the details of your SPSS assignment, including specific instructions, data requirements, and deadlines. You can also upload any relevant files for reference.
2. Get a Quote
Once we receive your details, we’ll assess your assignment and provide you with an affordable quote based on the complexity and urgency of the task.
3. Receive Expert SPSS Assistance
Our SPSS specialists will begin working on your assignment, delivering high-quality, accurate solutions tailored to your needs. We ensure all calculations and analyses are precise.
4. Review and Finalize
Once your SPSS assignment is completed, review the work. If it meets your expectations, approve and download it. If you need revisions, simply request a revision, and we will make the necessary changes.
Order Your SPSS Assignment Now

About us

At Get SPSS Help, we provide expert assistance with SPSS and data analysis tools. Our team delivers accurate, timely, and affordable solutions for academic and professional assignments with

Quick links

  • Home
  • About Us
  • How it works
  • Services
  • Why Us
  • Blog

We Accept

Contact us

Email:
support@getspsshelp.com

Phone:
+1 (317) 923-9733

© Copyright 2025 getspsshelp.com
  • Refund Policy
  • Terms and Conditions
Scroll to top
WhatsApp
Hello 👋
Can we help you?
Open chat