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Civil War
Us Civil War And Europe
Legacies of the American Revolution
Industrialization
Foreign US Policy During The 1860s
African American Slave Trade
French Colonization of Canada
Women in Colonial America
Great Depression
Reconstruction
The Crisis of the Union
Clara Barton
How did tenements affect America?
Native Americans
The Role Of Labor Before 1877
The Aftermath of the Vietnam War
Westward Expansion
United States and The Mexican Revolution
WWI
Terror Trophies of WWI in America
Why Did The Settlers Import Slaves
America's Role in Normandy Landings
America in the Modern World
Conquest of California

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Recently Asked American History Questions

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Q1:ASSIGNMENT Double spaced, MLA Format, 750-1000 words Completing this assignment will help you evaluate the effectiveness of the New Deal at combating systemic economic and social issues in American society. Follow the instructions to complete this assignment: After you have read "What the New Deal Did" by David M. Kennedy, write a 750-1,000-word essay addressing the prompt: If the central tenet of the New Deal was "security," what did security mean in relation to the New Deal? What measures did the New Deal undertake in order to reach security? Do you believe that the New Deal had a positive, negative, or neutral effect on the United States? Be sure to address its social, political, and economic characteristics/initiatives. Format your assignment with 12-point, Times New Roman font, double-spaced, 1" margins.See Answer
Q2: 19/05/2024, 08:02 HIS 200 Writing Plan Progress Check 1 Guidelines and Rubric Overview Assignment Information Throughout Modules One and Two, you have been guided through beginning your Project 1: Writing Plan assignment, which you will continue to work on in Modules Three and Four and formally submit for completion at the end of Module Four of the course. This progress check assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making and to ensure you are on the right track for your later submission. Prompt Module 1: Approaches to History has introduced you to how historians approach choosing research topics regarding historical events and asking research questions about those topics. After taking some time to explore the research topic samples in Module One: Approaches to History, learning block 1-3 (page 3) in the webtext, and research questions strategies in Module One: Approaches to History, learning block 1-3 (page 2) in the webtext, describe a historical event you have chosen to learn more about and develop a research question related to that event. Your event (topic) must be an event in American History. You may choose a topic that is related to any of the case studies contained in this course, or you may choose your own topic, with the approval of your instructor. Specifically, in this assignment, you will submit parts of the following elements of your Project 1: Writing Plan for review by your instructor: In Module One: Approaches to History, learning block 1-3 (page 3), you worked toward the following element: I. Briefly describe the historical event that you selected. Why is this event significant? In Module One: Approaches to History, learning block 1-3 (page 3), you worked toward the following element: II. Based on your review of primary and secondary sources, develop a research question related to the historical event you selected. In other words, what would you like to know more about? Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 1 Guidelines and Rubric. You will ultimately also need to describe the historical significance of your chosen event and include primary and secondary sources in your final writing plan with regard to the two elements you have started work on in this assignment, but you do not need to do so in this submission. You will be prompted to build upon this progress check submission to prepare your final writing plan for submission in Module Four. What to Submit The Writing Plan Progress Check 1 must be submitted as a 1-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Follow the formatting of the example included in Module One: Approaches to History, learning block 1-4 (page 4) in the webtext, and include identifying information (name, course code and title, assignment title, name of university, and date) as well as section headings (topic, research question) as appropriate. Criteria Proficient (100%) Research Topic Briefly describes selected historical event Research Question Articulation of Response Writing Plan Progress Check 1 Rubric Develops research question related to selected historical event that supports a historical event analysis Submission has no major errors related to citations, grammar, spelling, syntax, or organization Needs Improvement (75%) Briefly describes selected historical event, but description contains inaccuracies or lacks clarity Develops research question related to selected historical event, but question does not support a historical event analysis Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Value Not Evident (0%) Does not describe selected historical event 40 Does not develop research question Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 40 40 20 Total: 100% https://mediatb.blob.core.windows.net/media/student/63b744c6cd8ceb786810cba1/orders/664954266c3d05d174409e49/questions/writing-plan-progress-check-1-guidelines-and-rubric_17... 1/1See Answer
Q3:For post-Civil War America (1865-1920 or so) At least 25 symbols representing the twenty-five historical events/developments that you decided to include. I need you to think of each symbol and write one paragraph (50 words) for each answering these two questions: 1) What historical development/event does the symbol represent? 2) Why did you choose this historical development? Why is this event significant? I need direct information and quotes from chapters 12, 16, 17, and 18 of the American Yawp which I will link below: https://www.americanyawp.com/text/12-manifest-destiny/ https://www.americanyawp.com/text/16-capital-and-labor/ https://www.americanyawp.com/text/17-conquering-the-west/ https://www.americanyawp.com/text/18-industrial-america/ TOTAL WORDS-1250 (25 symbols in 50 words each)See Answer
Q4: You are required to read and analyze at least 2 primary source documents using sources available at Links to an external site. https://www.digitalhistory.uh.edu/ Student selected thes 2 resources : 1)The Marshall Plan Speech 2)Marshall Plan . This assignment is worth 50 points and will consist of a 2-3 page (typed, double-spaced, Times New Roman, 12 point font, 1 inch margins) paper. STEP ONE: To access the primary source documents go to http://www.digitalhistory.uh.eduLinks to an external site. and select "Postwar Era" found in the left column. On the next page, click on the “Documents" tab found along the top of the page. You will now have access to a wide array of primary source documents to choose from. You are required to read and write about at least two documents per assignment but if you wish to read more documents to give you more to write about or do comparisons with you are more than welcome to do so. STEP TWO: After reading the documents, begin your analysis by identifying who, what, when, where, and why (as best as can be determined), not to mention the crucial “so what”. You can also use the textbook and class notes to help you get the historical context so you can start making connections between the documents and the larger historical period. What you are trying to establish in your analysis is the meaning and relevance of the documents and what it says about our past. STEP THREE: Following your preliminary analysis of the documents, you are ready to begin writing. Start by providing a brief (1-2 paragraphs) summary of the documents and then establish the historical context. Then branch out and discuss the meaning of the documents and what commentary they are making about the historical period in question. Such discussion can include any bias in the author's presentation, what audience the documents are aimed at, what the author is hoping to accomplish, any significant phrases or concepts that you find revealing, and your own opinions about the documents and how it helps to illustrate America's history.See Answer
Q5: Using the topic you selected from for this project, you will now find 4 scholarly secondary sources that you can use in the upcoming final paper. For each of these 4 sources you will do the following: 1. Create a references page citation, conforming to the citation style you wish to use (APA, MLA, or Chicago/Turabian). 2. Write a paragraph summarizing the main points of the source. What does it tell you about your topic? Does the author show any biases? 3. Write a second paragraph explaining how you intend to use this source in your upcoming paper. In other words, how does this source help you to understand your topic? Remember: Each of your sources should be annotated with two paragraphs as described above. At the completion of your assignment, you should therefore have eight paragraphs total. Scholarly Sources • Must be peer-reviewed academic journals or books published by academic presses. • Use the college library databases to find sources (do not use Google or other search engines) • Start with: Books (Think World Leaders, American Biographies, Scientific Moments. When in doubt ask your Professor) Newspapers (think New York Times, CNN, World Today, etc.) Popular Magazines (think ESPN, Cosmopolitan, Sports Today, Sports Illustrated, National Geographic, etc.) Popular books (books not published by an academic press) Films and Documentaries (anything that is not in print) • Primary Sources (sources created at the time of the event) • Autobiographies and memoirs Book reviews Conference proceedings Masters Theses and Doctoral Dissertations Pamphlets • ALL websites, including government (.gov) and university (.edu) websites Acceptable Sources Scholarly, peer-reviewed sources Academic journals (e.g., Journal of Contemporary History, Social History) Books published by academic presses (e.g., Oxford University Press, University Press of Florida) Scholarly Sources • Must be peer-reviewed academic journals or books published by academic presses. • Use the college library databases to find sources (do not use Google or other search engines) Start with: 。 JSTOR 。 Academic Search Complete • History Reference Center • Google Scholar Just because it is in the library does not make it scholarly or reliable. You must evaluate it. If you're not sure, ask Prof. Stock! Unacceptable Sources • ALL Encyclopedias & Dictionaries ALL Other Short answer and Reference Books (Think World Leaders, American Biographies, Scientific Moments. When in doubt ask your Professor) Newspapers (think New York Times, CNN, World Today, etc.) Popular Magazines (think ESPN, Cosmopolitan, Sports Today, Sports Illustrated, National Geographic, etc.) Popular books (books not published by an academicSee Answer
Q6:TOPIC-What caused a large portion of American colonists to rebel 4 PAGES APA (ALTOGETHER FOR BOTH PARTS) Part I: Essay Choose one of the following essays to answer. In a clear and organized essay, cover all parts of the question and support your claim with specific evidence from the text and class discussion. You are also required to incorporate two primary source documents (like the sources on digitalhistory.uh.edu that you write your document analysis papers on) into your essay providing the appropriate analysis and connection. The essay portion of the exam should be at least 4 pages in length, double spaced, 12 pt Times New Roman font, 1 inch margins. (100 points possible) What were the principal differences between the early Massachusetts and Virginia colonies? What caused those differences? What effect would the differences have on the course toward nationhood? Be sure to include items such as social systems and structures, geography and climate, and economic priorities in your answer. What caused a large portion of American colonists to rebel against the British crown in 1775? Be sure to include the political, economic, and social issues leading to revolution as well as why groups from all social levels contributed. Such an essay cannot be effectively argued without including the Atlantic System and the period of salutary neglect. How do you explain the transition between the relatively weak continental congress and the Articles of Confederation government of 1775-1787 and the much stronger central government created by the Constitution of 1787? Be sure to integrate into your essay the weaknesses of the Confederation, the experiences of various state governments, and the primary arguments for and against ratification. The American economy consistently developed and diversified starting from the first settlements of Virginia and Massachusetts. However, shortly after the ratification of the Constitution America experienced a Market Revolution. At what point did the Market Revolution begin? What were the characteristics of the economic acceleration? How did the economy affect politics and vice versa? To effectively answer this question, you should discuss Hamilton's economic plan as treasury secretary plus Jefferson's rebuttal as well as the improving technology of factories, regional influences, internal improvements, and the American System. Why did the Union break apart in 1861 leading to a long and bloody war between two opposing sections of the nation? What were the major events that led up to the division? How did these events contribute to the disintegrating sense of Union among the states? What one event was the "point of no return" for the United States? (This event must be pre-1860)See Answer
Q7:2. Soap Operas-Media Using your knowledge of day and/or nighttime soap operas (whether you watch them or not), discuss the following: a. Who are the main characters and what is their social position in the world? What are their physical characteristics? b. What are some of the major themes of these programs, and why are these stressed, to the exclusion of others? Hint: you might discussion particular sets of values pertaining to the family, love, responsibility to the community, self-fulfillment, and criteria for success, attainment of happiness, or any other such items. c. To what extent, if any, are you able to identify with the characters or the themes? What are lessons, morals imparted? d. How would you explain the popularity of soap operas? Who watches them? Why?See Answer
Q8: GOVT 200 WASHINGTON FAREWELL ADDRESS ASSIGNMENT INSTRUCTIONS OVERVIEW For this assignment, you will analyze the major points of George Washington's "Farewell Address" and consider the contemporary government along with the following questions: Were the warnings and exhortations followed in the days since Washington's presidency? What items did Washington feel of utmost importance as he left office? Including differing points of view is preferred and encouraged. INSTRUCTIONS Follow the below instructions to compose your assignment: Length of assignment— 2–3 pages. o Make sure to include a bibliography page if you use sources. This assignment also includes particulars for the title page: o Must include a title page (not counted in total page number) that contains: A title, Your name, Your section (ex: GOVT 200-S02), Your instructor's name, and The date the assignment is due (all single-spaced in the footer of the cover page). o No page number is necessary for the cover page or for the first page in the body of the paper. Format of assignment - APA Acceptable sources - Scholarly articles published within the last five years, the Bible, online articles given as assignments, and any other pertinent source that helps the student answer the assignment prompt. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.See Answer
Q9: . Private K- X laurelsprin x Algebra 2 x L Algebra 2 X laurelsprix Economic x Writing T x Free Stock X Art in Wax laurelspin X Englishx Algebra 2 x English 3 X https://iss.agilixbuzz.com/student/198482036/activity/25310 resource A ET EN E 62 verified email address. Please open settings to verify your communication details. 05.04 Understanding 20th Century Poetry Setti <> EnglishLv1 B-Hudak, Lori/Module 05: Understanding Poetry Christ Mame Complete the Timeline of Early 20th Century American Literature by adding ONE literary title (short story, novel, or poem) and ONE influential event for that literary title for each of the decades listed. You will also need to explain how the two pieces are connected. You should be able to complete this as you read through the lesson, filling in events on your timeline, however you may also use outside sources if you would like Timeline of Early 20th Century American Literature Example 1905-O'Henry's short story "The Gift of the Mag contains many Biblical allusions, or references to the Bible. In the 20th century, a writers style and tone were often influenced by the King James Bible 1900 1910 1920 1930 4 New version available! (3.0.382) Get it now Q Search doudy DELL ← Jump to: 05.04 Understanding 20th Century Poetry < > English 3.0L V1 B-Hudak, Lori / Module 05: Understanding Poetry 1910 1920 1930 49°F Mostly cloudy Review Grading Rubric intel CORE FIVIDIA Print Save Q Search + > New version available! (3.0.382) Get it now DAL C Lesson For this lesson, you will learn about the historical, cultural and literary influences on American literature in the early 20th century. As you read through the pages in this lesson, be sure to take good notes as you will need them in order to complete your timeline activity. Assignment For the assessment, you will complete a timeline of early 20th century American Literature. Sneak a peek at the assignment Objectives After completing this lesson, you will be able to demonstrate knowledge of early 20th century American literature.See Answer
Q10: Video link of both president https://youtu.be/3HB2sz4bAbU/n45 PM Wed Feb 14 Activity eNotes Glossary Transcript 02 r17.core.learn.edgenuity.com Inflation and Stagflation (continued) Short Writing Active Prompt Review the debate between former presidents, Jimmy Carter and Ronald Reagan. In a three paragraph essay of (4-5 sentences each), write an evaluation with evidence to support which candidate proposed a more compelling argument about inflation. Support your claim with specific data presented by each of the candidates. Be sure to mention a minimum of one counterpoint, and refute this point with evidence. << Read Less Previous Activity BIUS X₂ x² Ω 用See Answer
Q11: For this forum students select one topic from the following list as the subject of their initial post. There are 32 various ideas and subjects listed here, which are related to the chapter. Instructions: select one topic from the approved list, research it in the textbook and online (using reliable internet sources). place the topic name at the top of the initial post compose an initial post of 300 words or more. Don't forget to list the sources used. ● Chapter 5 ~ Discussion Board TOPIC list Native Americans ● reply to two classmates with 150 words or more. Reply posts are information-filled. They are not merely confirmation or restatements of information in the initial post. Tips for success: Students are encouraged pick a unique and individual topic. This earns best scores. If three people have already posted on a topic, a fourth post is redundant, and may not earn full credit. ● It is recommended to compose your research in a word-processing type document (MSWord) to assist with spelling and word count. However, avoid the temptation to upload your research as an attached document. You will lose points! We are trying to avoid that extra mouse click. Make sure your post appears in the message-box window. Reminder: graded discussion boards are worth 20 total points That is: initial posts earn 10 points, and each reply (2 required) post earns 5 points. See the syllabus for full details. Initial Post Topic: Who are the Native Americans? Where did they come from and when? How many are there now? Classmates to reply to: Classmate 1: Native Americans: Food and Health For Native Americans, food plays a large role in holistic health. Many Native Americans today still use plants and foods for medicinal purposes. One food used across different tribes and Native cultures was corn. Navajo women consumed blue cornmeal to aid lactation after giving birth while Pueblo women used corn ear smut to help with diarrhea. Corn was also used during healing ceremonies as it was believed to help prevent further illness. Native Americans used certain plants with psychedelic effects to help with pain management and hypnosis. Southwestern Native Americans were known to ingest parts of the peyote cactus to induce hallucinations. Native Americans in present-day California would use poppies to help with toothaches, as they contained opium. The Native American diet is also composed of many health-promoting foods and practices. Berries, apples, peppers, squash, corn, beans, and nuts were staples in many dishes. The Native American diet has also been seen to promote good health, as many of its staple meals include ingredients low in fat, yet rich in complex carbohydrates and fiber. A study published by the National Library of Medicine investigated the Indigenous diet and its health benefits. This study found that "Beyond their antioxidant potential, the bioactive compounds of many traditional food plants also have other NCD (noncommunicable chronic diseases) -linked health benefits such as antihyperglycemic, antihypertensive, and antidyslipidemic properties, and microbiome-supporting benefits for gut health ." (Sarkar, Dipayan et al.) This study also found that other aspects of the traditional Native American lifestyle contributed to good health. These researchers credited the physical activity and low-stress lifestyles of pre-20th century Native Americans to their wellness. Sources: Kittler, Pamela Goyan, et al. "Food and Culture." eTextbook: Food and Culture, 2017, ebooks.cenreader.com/#!/reader/a6221fb7-87bc-4a1b-bad9- 51d9515e78fc/page/4366066460a00da5267d1a247c7e1604. Sarkar, Dipayan et al. "Food Diversity and Indigenous Food Systems to Combat Diet-Linked Chronic Diseases." Current developments in nutrition vol. 4,Suppl 1 3- 11. 2 Sep. 2019, doi:10.1093/cdn/nzz099 Classmate 2: Chapter 5 - Alcoholism among Native Americans In the textbook, it stated "the rate for alcohol-related deaths is more than eight times that of the general U.S. population” drew me into the topic of Alcoholism among Native Americans. That is a statistic which is clearly based on data but, what can be the underlying factors? To understand the problem, we must go back hundreds years to understand the historical context. The American Indians prior to the colonization of Europeans were naïve to effects of alcohol. Tribes produced weak beers and other fermented beverages which were drunk during ceremonial occasions only. The Europeans made distilled spirits and wine to the American Indians. The members had not experienced such beverages, and they enjoyed what they were given. The crafty Europeans then began to ply the tribes with their alcohol during "trade negotiations". The Europeans and particularly the adventurers had a lifestyle of heavy alcohol consumption when socializing. The more alcohol given to the American Indians, the better the trade deals for the Europeans. The tribes were helpless to impose moral and social codes upon their members because they enjoyed the effect of the alcohol. Coming into the present, the American Indians have been corralled into Reservations. Life is smaller with less working and social opportunities. Of course, drinking practices do vary greatly. This is due to the tribe's tolerance for anti- social behavior and the lifestyle of the reservation. Northern reservations have a much higher rate of incidence than the southern reservations. Men have double the rate of women of both alcoholism and alcohol-related deaths. American Indians do struggle with a high prevalence of alcohol abuse. That saddens me. So much of their struggles are as a result of our ancestor's actions. This idea of what is happening today, in so many ways, has a direct connection to our past. Personal note: Everything about this chapter was enlightening. I have always been a poor student of the American Indians. I do not know where I will find it but, I want to enjoy dinner at a Native American restaurant. Thank you for opening my eyes via the book and videos of their foods. Reference Beauvais, Fred. (1998). American Indians and Alcohol. Alcohol Health and Research World. National Institute of Health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6761887/See Answer
Q12: THE AMERICAN REVOLUTION Strengths of the Colonies • Strong leader in Familiar with the Guerrilla warfare tactics Colonial Weaknesses • Little • Few • Very small, weak Lexington & Concord alliance • Small towns outside • Starts the meet Redcoats in a very brief skirmish • Known as the " 22 Bunker Hill • British • Very high but costly for British inspire Americans Washington Crosses the Delaware • Surprise Attack on Battle of Trenton و 1776 • After • Surprises secret crossing into mercenaries hired by the British Major, inspirational victory for the Battle of Saratoga • Two battles in in Fall of The 2nd was a decisive • Major • Inspired France to agree to Valley Forge • Washington has his army camp in • Over Surviving soldiers emerge in spring Yorktown in the war during winter of 1777 during brutal, freezing winter arrives for support in September of 1781 • Lord Cornwallis surrenders to the wins the warSee Answer
Q13: Define Regionalism then discuss two of the following stories as examples of Regionalism: "The Revolt of Mother" and "Story of Hour" by Mary E Wilkins Freeman. What gives them a sense of place? How are the communities described? Also consider the central characters in the stories. How do they deal with the place and the time that they live in? 200 wordsSee Answer
Q14: GOOGLE DRIVE THE EARLY REPUBLIC DIGITAL INTERACTIVE NOTEBOOK Type Your Name Here Student Name Instructions This Digital Interactive Notebook is designed to help you better understand the Early Republic period in American History. It includes pages on vocabulary terms, people, and key events of this period. On each page you will see blue text boxes where you can type responses. Simply click in the box and begin typing to provide your response. You can also add your own text boxes by clicking on the text box icon (T You also will need to add images to various pages. You can do this by clicking on the "Image" icon ( ☑) or by going to "Insert > Image" in the menu. Each text box can also be resized using the borders so that each fits on your pages. STUDENTS HISTORY The Early Republic Illustrated Vocabulary Directions: Research each vocabulary term below and type your own definition in the 2nd column. Then look for an image that best symbolizes it and insert it in the 3rd column. Vocabulary Definition Image The Cabinet Whiskey Rebellion XYZ Affair Louisiana Purchase Monroe Doctrine Star Spangled Banner Uncle Sam Washington's Cabinet Directions: While the current presidential cabinet includes 16 members, George Washington's original cabinet included just four. Washington established the cabinet as the president's most trusted advisors. Write each Cabinet Position Title and who Washington chose for that position then paste in their pictures. Finally, describe the purpose of that Cabinet position and what it did. Washington's Cabinet of Advisors Title Office Holder Title Office Holder Type the purpose & description of cabinet position here. Type the purpose & description of cabinet position here. Title Office Holder Title Office Holder Type the purpose & description of cabinet position here. Type the purpose & description of cabinet position here. Comparing Federalists & Democratic Republicans Directions: Beginning in about 1796, political life changed as two political parties came to dominate politics and many Americans aligned with one or the other. These two parties adopted names that reflected their values. They were the Federalists and Democratic - Republicans. After learning about each, complete the Venn Diagram below comparing the key beliefs of the two. Then connect this to how it impacts America today. Federalists Democratic- Republicans Both Type your responses here. Type your responses here. Type your responses here. Connect to Today How did the development of the 2-party system impact American politics? What do you feel are the positive and negative aspects of it as they relate to our government today? Early Events & Dilemmas Directions: During the first few years of the United States, the country experienced several issues that threatened the country. Three of these were the Whiskey Rebellion, XYZ Affair, and the passing of the Alien and Sedition Acts. Complete the graphic organizer below by pasting a picture to represent each dilemma then 1) explain the dilemma, 2) how it was resolved, and 3) its effect on the young United States. The Whiskey Rebellion The XYZ Affair The Alien & Sedition Acts Type your response to #1 here. Type your response to #1 here. Type your response to #1 here. Type your response to #2 here. Type your response to #2 here. Type your response to #2 here. Type your response to #3 here. Type your response to #3 here. Type your response to #3 here.See Answer
Q15: Document A: Lewis Hine Source: Lewis Hine, National Child Labor Committee Report, 1911. The boys working in the breaker are bent double, with little chance to relax; the air at times is dense with coal-dust, which penetrates so far into the passages of the lungs that for long periods after the boy leaves the breaker, he continues to cough up the black coal dust. Fingers are calloused and cut by the coal and slate, the noise and monotony are deadening.... While I was in the region, two breaker boys of 15 years ... fell or were carried by the coal down into the car below. One was badly burned and the other smothered to death. This was the Lee Breaker at Chauncy, Pennsylvania, January 6th, 1911. The boy who was killed was Dennis McKee. Note: Breaker boys were often located just outside the mine next to a machine (called a breaker) where they sorted and separated the coal from slate rock. View of Ewen Breaker, Pennsylvania Coal Company Photograph Questions: 1. What was a breaker boy? 2. How old were the two boys who were injured and killed at the Lee Breaker? 3. What is the main idea of the Lewis Hine report? 4. How does the photograph help support the report's descriptions? Document B: Upton Sinclair Source: Upton Sinclair, The Jungle, Viking Press, 1905. Note: The Jungle was a novel that described the conditions in the Chicago meat-packing industry. There was never the least attention paid to what was cut up for sausage.... There would be meat that had tumbled out on the floor, in the dirt and sawdust, where the workers had tramped and spit.... There would be meat stored in great piles in rooms; and the water from leaky roofs would drip over it, and thousands of rats would race about on it. It was too dark in these storage places to see well, but a man could run his hand over these piles of meat and sweep off handfuls of the dried dung of rats. These rats were nuisances, and the packers would put poisoned bread out for them; they would die, and then rats, bread and meat would go into the hoppers together. This was no fairy story and no joke; the meat would be shoveled into carts, and the man who did the shoveling would not trouble to lift out a rat even if he saw one.... Questions: 1. What does Upton Sinclair claim about the meat-packing industry? 2. If you were alive in 1906, and had just read this book, what might you decide to do to change the situation? Document C: Jacob Riis "How the Other Half Lives" This image shows an Italian immigrant and her baby sitting in their windowless one- room tenement. The room contains all their possessions, including a rolled-up mattress and a pallet (to her right) that likely served as their bed. Title: Italian Mother and Her Baby in Jersey Street Location: New York City Date: 1888-1889 This passage is from Riis's influential book, How the Other Half Lives. The section is excerpted from a chapter that discusses Italian immigrants and their living conditions. The Italian comes in at the bottom, and in the generation that came over the sea he stays there. In the slums he is welcomed as a tenant who "makes less trouble" than the contentious Irishman or the order-loving German, that is to say: is content to live in a pig-sty and submits to robbery at the hands of the rent-collector without murmur. . . . Ordinarily he is easily enough governed by authority-always excepting Sunday, when he settles down to a game of cards and lets loose all his bad passions. Like the Chinese, the Italian is a born gambler. His soul is in the game from the moment the cards are on the table, and very frequently his knife is in it too before the game is ended. Source: How the Other Half Lives by Jacob Riis, 1890. Questions: 1. What does the photograph suggest about what life was like in New York in the late 19th century? 2. What were the conditions like in New York city tenements according to these documents? Document D: Lincoln Steffens "The Shame of Cities" New advances in printing technology during the 1890s made magazines and other publications inexpensive to print. Magazines became available to a broader middle-class audience. Lincoln Steffens was well known for writing magazine articles about child labor, prisons, religion and political machines The typical American citizen is a business man. The spirit of business is profit, not patriotism; individual gain, not national prosperity. "My business is sacred," says the business man in his heart. "Whatever helps my business, is good; it must be. Whatever hurts it, is wrong; it must be. A bribe is bad, that is, it is a bad thing to take; but it is not so bad to give one, not if it is necessary to my business." And it's all a moral weakness. Oh, we are good-on Sunday, and we are "fearfully patriotic" on the Fourth of July. But the bribe we pay to the janitor is the little brother of the bribe passed to the councilman to sell a city street, and the father of the deal made by the president of the railroad, who agrees to use air-brakes only if he is given stock in the air-brake company. We are responsible, not our leaders, since we follow them. We let them divert our loyalty from the United States to some "party"; we let them boss the party and turn our democracies into autocracies. We cheat our government and we let our leaders loot it, and we let them bribe our sovereignty from us. We are content to let them pass bad laws, giving away public property in exchange for money. Vocabulary Divert- redirect, change Autocracy-rule by one person Sovereignty-independence Source: Excerpt from a book by muckraker Lincoln Steffens, The Shame of Cities, published in 1904. Questions: 1. What is Lincoln Steffens trying to convince the reader of? 2. What is his main argument about political machines? Document E: W.E.B. DuBois The most influential critique of Booker T. Washington's ideas came in 1903 when W.E.B. Du Bois published The Souls of Black Folk. The following is an excerpt from the book. Mr. Washington asks that black people give up, at least for the present, three things— First, political power; Second, insistence on civil rights; Third, higher education of Negro youth and concentrate all their energies on industrial education, the accumulation of wealth, and the conciliation of the South. . . What has been the return? ... 1 2 3 4 5 1. The disfranchisement of the Negro. 6 2. The legal creation of a distinct status of civil inferiority for the Negro. 7 8 9 10 11 12 13 14 15 16 17 18 3. The steady withdrawal of aid from institutions for the higher training of the Negro. These movements are not . . . direct results of Mr. Washington's teachings; but his propaganda has, without a shadow of doubt, helped their speedier accomplishment. Is it possible... that [African Americans] can make economic progress if they are deprived of political rights and allowed only the most meager chance for developing their exceptional men? . . . [The] answer. . . is an emphatic No. . . . So far as Mr. Washington apologizes for injustice, . . . does not value the privilege and duty of voting, ... and opposes the higher training and ambition of our brighter minds, we must firmly oppose them. . . . We must strive for the rights . . . which the sons of the Fathers would fain forget: "We hold these truths to be self-evident: That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness." Source: W. E. B. Du Bois, The Souls of Black Folk (Chicago, 1903). Vocabulary conciliation: appeasement, an act to keep peace disfranchisement: being kept from the right to vote fain: gladly Questions: 1. (Close reading) Read lines 1-9. Based on this passage, what is Du Bois's main critique of Washington's approach to civil rights and education?See Answer
Q16: GOOGLE DRIVE US CONSTITUTION DIGITAL INTERACTIVE NOTEBOOK Type Your Name Here Student Name Instructions This Digital Interactive Notebook is designed to help you better understand America's Constitution and the Philadelphia Convention. It includes pages on vocabulary terms, people, and key events of this period. On each page you will see blue text boxes where you can type responses. Simply click in the box and begin typing to provide your response. You can also add your own text boxes by clicking on the text box icon (T You also will need to add images to various pages. You can do this by clicking on the "Image" icon ( ☑) or by going to "Insert > Image" in the menu. Each text box can also be resized using the borders so that each fits on your pages. STUDENTS HISTORY Constitution Illustrated Vocabulary Directions: Research each vocabulary term below and type your own definition in the 2nd column. Then look for an image that best symbolizes it and insert it in the 3rd column. Vocabulary Definition Image Articles of Confederation Great Compromise Virginia Plan New Jersey Plan Checks & Balances The Branches of Government The Bill of Rights The Articles of Confederation Directions: After declaring independence from Great Britain, America's first government was established by the Articles of Confederation. After analyzing the Articles and its weaknesses, select what you think are its 3 biggest weaknesses. Explain why you think the authors included them or their reasoning and then why you think it proved to be a major weakness. Component Reason for Inclusion Why it was a Weakness Explain why you think the Weakness #1 authors included this Explain why this was a weakness here.... component here. Explain why you think the authors included this Weakness #2 component here. Explain why this was a weakness here.... Explain why you think the Weakness #3 authors included this component here. Explain why this was a weakness here.... The Philadelphia Convention Directions: The Constitutional Convention of 1787 took place in Philadelphia and originally was held to revise the Articles of Confederation. It was quickly decided, however, that a totally new government was needed. After reading about the Convention and its delegates, complete the graphic organizer below on key delegates and compromises of the Convention. ? President of the Convention His contributions included.... ? Father of the Constitution His contributions included.... ? Connecticut Compromiser His contributions included.... Virginia Plan Explain this plan here.... New Jersey Plan Explain this plan here.... Important Compromises Explain the compromises that helped shape the Constitution here.... Article 1 of the Constitution Directions: Analyze Article 1 (also here) of America's Constitution. Match each explanation to the correct section of Article 1 by dragging and dropping it into the correct place. Then, provide your own brief explanation of what Article 1 is all about. Section 5 Section 4 Section 3 Section 2 Section 1 d Section 10 Section 9 Section 8 My Explanation Describe here... Section 7 Section 6 Th cla fro in ne le b Ao a po Α 01 pa pi f A SSee Answer
Q17: 5/30/24, 6:54 AM HIS 200 Writing Plan Progress Check 3 Guidelines and Rubric Overview Assignment Information your later Throughout Modules Three and Four, you have continued to work on your Project 1: Writing Plan assignment, which you will formally submit for completion at the end of Module Four of the course. This progress check assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making and to ensure you are on the right track for submission. Prompt Module Three: Communicating Historical Ideas has considered how historians communicate their message to a specific audience. Return to your submission for Progress Check 2 and identify an audience that would be interested in your event and an answer to your historical research question. Keep that audience in mind as you write your initial thesis statement as part of this assignment. You will also describe primary and secondary sources you could use to research your historical event. Specifically, in this assignment, you will submit the following elements of your Project 1: Writing Plan for review by your instructor: In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 2) in the webtext, you completed the following element: I. Describe the historical event that you selected. Why is this event significant? II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your event? What was your thought process when you were searching for sources? How did you make choices? III. Describe at least two primary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: How do these sources relate to your secondary sources? What do they add to your understanding of the event? What makes them appropriate and relevant for investigating your event? In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 3) in the webtext, you worked toward the following element: IV. Based on your review of primary and secondary sources, develop a research question related to the historical event you selected. In other words, what would you like to know more about? V. Create a thesis statement based on your research question. Your thesis should be clear, specific, and arguable, and state a claim about your historical event. As you create your thesis, keep in mind an audience that would be interested in your historical event and research question. Please note that many of the elements within this assignment directly align to elements in the Project 1 Guidelines and Rubric. You will need to add finishing touches to this progress check submission to prepare your final writing plan for submission in Module Four. What to Submit The Writing Plan Progress Check 3 must be submitted as a 1-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Follow the formatting of the example included in Module Three: Communicating Historical Ideas, learning block 3-4 (page 3) in the webtext and include identifying information (name, course code and title, assignment title, name of university, and date) as well as section headings (preliminary writing plan, sources, thesis statement) as appropriate. Criteria Historical Event Secondary Sources Writing Plan Progress Check 3 Rubric Proficient (100%) Describes selected historical event and its significance Describes at least two relevant and appropriate secondary sources that could be used to research the historical event Needs Improvement (75%) Describes selected historical event and its significance, but with gaps in detail or clarity Describes at least two secondary sources that could be used to research the historical event, but with gaps in appropriateness, relevance, or detail Not Evident (0%) Value Does not describe selected historical event and its significance 5 Does not describe at least two secondary sources that could be used to research the historical event 20 file:///C:/Users/Atul/AppData/Local/Temp/Rar$EX00.536/rubrics/Writing Plan Progress Check 3 Guidelines and Rubric.html 12 1/2 5/30/24, 6:54 AM Criteria Primary Sources Research Question Thesis Articulation of Response Proficient (100%) Describes at least two relevant and appropriate primary sources that could be used to research the historical event Develops research question related to the selected historical event based on review of primary and secondary sources Develops a thesis statement related to the research question Submission has no major errors related to citations, grammar, spelling, syntax, or organization Assignment Information Needs Improvement (75%) Describes at least two primary sources that could be used to research the historical event, but with gaps in appropriateness, relevance, or detail Develops research question related to the selected historical event, but question is not based on review of primary and secondary sources Develops a thesis statement, but thesis is not related to the research question Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Not Evident (0%) Value Does not describe at least two primary sources that could be used to research the historical event 20 Does not develop research question related to the selected historical event 20 Does not develop a thesis statement Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 25 10 Total: 100% 2/2 file:///C:/Users/Atul/AppData/Local/Temp/Rar$EX00.536/rubrics/Writing Plan Progress Check 3 Guidelines and Rubric.html/n Module Three: Communicating Historical Ideas | Learning Block 3-4: Thesis Statements In your historical analysis essay, you will not only be asking a research question, but you will attempt to answer it and argue your position with the help of historical evidence. Your thesis statement will provide an outline for your argument, and it will work as a guide for anyone reading your essay. Your thesis statement should be clear, specific, arguable, and defensible from the sources that you have available to use in your research. It will give direction to the rest of your essay. The more practice you have creating thesis statements, the better you will be at forming coherent arguments in your writing. This is a crucial component of communicating historical ideas. You will practice writing sample thesis statements as well your thesis statement in this learning block. Although you will submit a working thesis to your instructor for feedback, you will have the opportunity to revise your thesis before submitting the final draft of your historical analysis essay in Module Eight, Learning Block 8-4. Learning Objectives In this learning block, you will: Explore the relationship between your research question and your thesis statement Practice crafting thesis statements Discuss your thesis statement with your classmates Submit your working thesis statement and choice of sources to your instructor for approval What to Submit The Writing Plan Progress Check 3 must be submitted as a 1-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Follow the formatting of the example included in Module Three: Communicating Historical Ideas, learning block 3-4 (page 3) in the webtext and include identifying information (name, course code and title, assignment title, name of university, and date) as well as section headings (preliminary writing plan, sources, thesis statement) as appropriate.See Answer
Q18: You are required to read and analyze at least 2 primary source documents using sources available at http://www.digitalhistory.uh.eduLinks to an external site.. This assignment is worth 50 points and will consist of a 2-3 page (typed, double-spaced, Times New Roman, 12 point font, 1 inch margins) paper. STEP ONE: Instructions To access the primary source documents go to http://www.digitalhistory.uh.eduLinks to an external site. and select "Pre-Civil War Era" found in the left column. On the next page, click on the "Documents" tab found along the top of the page. You will now have access to a wide array of primary source documents to choose from. You are required to read and write about at least two documents per assignment but if you wish to read more documents to give you more to write about or do comparisons with you are more than welcome to do so. STEP TWO: After reading the documents, begin your analysis by identifying who, what, when, where, and why (as best as can be determined), not to mention the crucial "so what". You can also use the textbook and class notes to help you get the historical context so you can start making connections between the documents and the larger historical period. What you are trying to establish in your analysis is the meaning and relevance of the documents and what it says about our past. STEP THREE: Following your preliminary analysis of the documents, you are ready to begin writing. Start by providing a brief (1-2 paragraphs) summary of the documents and then establish the historical context. Then branch out and discuss the meaning of the documents and what commentary they are making about the historical period in question. Such discussion can include any bias in the author's presentation, what audience the documents are aimed at, what the author is hoping to accomplish, any significant phrases or concepts that you find revealing, and your own opinions about the documents and how it helps to illustrate America's history.See Answer
Q19: WASHINGTON FAREWELL ADDRESS ASSIGNMENT INSTRUCTIONS OVERVIEW For this assignment, you will analyze the major points of George Washington's "Farewell Address” and consider the contemporary government along with the following questions: Were the warnings and exhortations followed in the days since Washington's presidency? What items did Washington feel of utmost importance as he left office? Including differing points of view is preferred and encouraged. INSTRUCTIONS Follow the below instructions to compose your assignment: Length of assignment- 2–3 pages. o Make sure to include a bibliography page if you use sources. GOVT 200 This assignment also includes particulars for the title page: o Must include a title page (not counted in total page number) that contains: A title, ■ ■ Your name, Your section (ex: GOVT 200-S02), Your instructor's name, and The date the assignment is due (all single-spaced in the footer of the cover page). o No page number is necessary for the cover page or for the first page in the body of the paper. Format of assignment - APA Acceptable sources – Scholarly articles published within the last five years, the Bible, online articles given as assignments, and any other pertinent source that helps the student answer the assignment prompt. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.See Answer
Q20: laurelsprin x https://lss.agilixbuzz.com/student/198482036/activity/25310_resource verified email address. Please open settings to verify your communication detalls. 05.04 Understanding 20th Century Poetry <> EnglishLv1 B-Hudak, Lori/Module 05: Understanding Poetry 7 cloudy Private K-1X 1900 1910 Algebra 2 x L Algebra 2 x 1920 laurelspric X 1930 Economic x Writing Tx Timeline of Early 20th Century American Literature Example 1905-OHenry's short story "The Gift of the Mag contains many Biblical allusions, or references to the Bible. In the 20th century, a writers style and tone were often influenced by the King James Bible Q Search 4 New version available! (3.0.382) Free Stock X Complete the Timeline of Early 20th Century American Literature by adding ONE literary title (short story, novel, or poem) and ONE influential event for that literary title for each of the decades listed. You will also need to explain how the two pieces are connected. You should be able to complete this as you read through the lesson, filling in events on your timeline, however you may also use outside sources if you would oke L&LD: DELL Art in Wo X laurels X Get it now English 1 Algebra 2 x A 12 English 3 X 30 + B Setti Christi Mame 4 Jump to: intel CORE 05.04 Understanding 20th Century Poetry <> English 3.0L V1 B-Hudak, Lori / Module 05: Understanding Poetry 49 F Mostly cloudy 1910 1920 1930 Review Grading Rubric Print Save Search +++ 4 New version available! (3.0.382) DELL Get it now Lesson For this lesson, you will learn about the historical, cultural and literary influences on American literature in the early 20th century. As you read through the pages in this lesson, be sure to take good notes as you will need them in order to complete your timeline activity. Assignment For the assessment, you will complete a timeline of early 20th century American Literature. Sneak a peek at the assignment Objectives After completing this lesson, you will be able to demonstrate knowledge of early 20th century American literature.See Answer

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