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Category: American History (Page 1 of 54)

T​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​his week you learned about the Black Civil Rights Movemen

T​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​his week you learned about the Black Civil Rights Movement, the movements it influenced, and the status of the Rights Revolution left as “unfinished” by the end of the 1960s. Despite the lack of sweeping victories in this decade, each of the human rights movements has evolved over time and persisted today. American society remains stratified today, with hierarchies ordered by race and ethnicity, gender and sexuality, and socio-economic class. As we enter a new era of reckoning, reflect on these movement, how present both similarly and differently today, and how we measure s​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​uccess. Drawing on this week’s readings and lectures, write a 250-350 word post considering the following questions in your response.
What are some ways in which today’s human rights movements resemble what was discussed in these lectures and readings in terms of how they organize or stage demonstrations?
What are some ways in which they are different today?
What would constitute a concrete “victory” in these rights movements? Is it legislation? Economic equality? Cultural representation?
Why is it important to understand the history of human rights struggles​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​?

T​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​he 1960s was enthralled in idealism and assertive upheava

T​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​he 1960s was enthralled in idealism and assertive upheaval of the status quo. The following decade of the 1970s has been referred to by historians as “the unraveling.” Drawing on this unit’s material, write a 250-350 word post considering the below questions in your response.
What social cam​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​paigns of the 1960s were left unfinished or unsuccessful in the 1970s?
How did the economy and American views on politics change in the 1970s?
How were social norms challenged in the 1970s?
Why is it significant that this era of the 1970s is deemed “the unraveling?” Is it an accurate characterization​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​?

Our final partial week shifts a focus onto music in American society. In our lec

Our final partial week shifts a focus onto music in American society. In our lectures we are introduced to the origins of Rock and Roll as a distinct genre and key themes within this cultural institution (youth, race, gender and so forth). We are also introduced to Jazz and its importance as a cultural institution in New Orleans, especially in relation to the struggles the city has faced. We could easily predate these latter twentieth century examinations by looking at the role of music in shaping or commenting on American development. We can see it in the Jolly Flatboatsmen painting. We saw elements of it in our look at Theater, which would have had a huge connection to the concert halls of the nineteenth century. Needless to say, the vastness of the American landscape and the diversity of the peoples who have inhabited these lands has created numerous styles and sounds.
For your final journal entry, use the ideas and themes that emerge from our readings to identify and discuss what role you see music having in American society for you today.
The reading are
Samuel A. Floyd, “Continuity and Discontinuity: The Fifties,” The Power of Black Music: Interpreting Its History from Africa to the United States. Oxford University Press USA, 1995. Pp. 160-182.
Bruce Boyd Raeburn, “‘They’re Tryin’ to Wash Us Away’: New Orleans Musicians Surviving Katrina.” The Journal of American History, Vol. 94, No. 3, (Dec. 2007): 812-819.
NB: It is not an essay but a 500 words answer to the reading so no sources or citation


FILM- https://digitalcampus.swankmp.net/valencia310687/watch/B98AF68B49863FF9?referrer=lms
TEXTBOOK- The American Promise Volume 2 Roark (ISBN 9781319258825)
The purpose of this assignment is to assess how you connect course material to a primary source. What does the film tell us about the era in which it was made? Use SPECIFIC scenes from the film and information from the textbook, Canvas, and lectures to support your assertions. Essays that are mostly film summaries will not receive a passing grade.
Think of this as an extended discussion post. How does what you see in the film confirm/contradict/clarify/complicate what you’ve learned in the course about the 1920s and 1930s?
If you are citing information from the textbook include a parenthetical reference to the page number. Lecture material should be treated as common knowledge (meaning it does not require citation). If you are using a primary source from Canvas or the textbook, put the document title in parentheses at the end of the sentence. No outside sources.
No specific organization is required, but you may include an introduction and conclusion if you’d like. And, for the love of Pete, please don’t hand in a 500 word paragraph. Treat each paragraph as a separate, complete thought. You are welcome to use the last 50 words to offer your personal opinion of the film (this is the only time “I” statements should appear in your paper).
You will only lose points for grammar if the meaning of your sentence is unclear.
Keep in mind that I have seen the film and am familiar with the course material. I’m interested in YOUR analysis and YOUR original ideas. Don’t waste time summarizing facts – this paper is about making connections and supporting them with evidence. Again, outside sources are not allowed in this paper.
Do not waste word count on an introduction or conclusion. I am not looking for the standard 5 paragraph essay. Every paragraph needs to make and support a separate point.
Good luck! If you have any questions, as always, feel free to email me.

Students will identify, describe and tell the story of a major Act of the US Con

Students will identify, describe and tell the story of a major Act of the US Congress (excluding Amendments of
the US Constitution and treaties) proposed or passed before the beginning of this century, ie before the year 2000.
The following is a required outline of the paper which must be followed. Please note that it is not meant that each
segment of the outline constitute a paragraph. Use as many paragraphs as necessary per segment.
-Read chapter 11 of the text and consult other credible sources about how Congress makes laws
-Briefly state how a bill becomes law or not, emphasizing the role of Congress.
-If it were up to you, what would the process for how a bill becomes law look like?
-Identify a major Act of the US Congress in history before this century.
-Describe the major Act of the US Congress that you have identified.
-Tell its story.
*Who/what proposed the law? (Individuals, Interest Groups, Organizations etc)
*What was it designed to do? What are/were the issues involved?
*How did the proposal fare in the Congress?
.Did it pass one chamber but not the other? What were the arguments for and against the proposal?
.What were the votes for and against the proposal? Give a sense of the debate in Congress/Media.
.Did the proposal pass both chambers of Congress but was vetoed by the President?
*How did the proposal fare with the President?
.Did the President support/sign it into law or oppose/veto the proposal? What was/were his reason/s?
*How did it fare with the Courts?
.Did the proposal become law but was overturned by the Courts? What did the Court/s say in the main?
-Issue a report card on the proposal. If it passed, or not, what impact has it had or how has it not been missed? Is
the proponents or the opponents of the proposal that have been vindicated?
-Are you glad the proposal passed, if it did, or glad it did not, if it did not? Say why or why not.
-What did you learn while writing the paper? What questions do you have about the process?
Internet Assignment Requirements
Students must use at least two (2) internet sources and must document direct quotes or paraphrased
information that are/is included in the papers in the Modern Language Association (MLA) style. For information
about the MLA style or how to cite internet sources, consult the ACC Learning Resource Service’s MLA
Documentation Guide at http://library.austincc.edu/help/MLA/. DO NOT USE HEADERS.
The paper must be at least 3 whole pages in length counting neither the cover page (name, course & class time)
nor the works cited page, both of which are required. It must have one-inch margins (top, bottom, left, and right)
and must utilize the Times New Roman font size 12 ONLY. Papers must be double-spaced.

Roosevelt called his program to reform the nation’s economy during the Great Dep

Roosevelt called his program to reform the nation’s economy during the Great Depression the New Deal. Not only did it bring about major reforms, and introduce tougher regulation of big business, it also set a precedent for greatly expanded federal government involvement in the economy and society. Some of the programs that were initiated had a lasting impact while others were struck down by the Supreme Court. Just as the depression impacted people differently, so did the reforms that were passed during the New Deal.
In order to prepare you must complete the following readings:
Transcript of Roosevelt’s 1936 radio address discussing the New Deal https://www.archives.gov/milestone-documents/list
Utilize at least one of the linked sources provided in this assignment to support your discussion.
Identify and incorporate at least one additional outside source to support your discussion. In addition to the textbook, you may use any material outside of the textbook that is recommended in the Additional Reading section at the end of each chapter.
Additional Sources
Debating the Past-
WPA: The African-American Mosaic www.loc.gov/exhibits/african/afam012.html
The New Deal for African Americans http://www2.vcdh.virginia.edu/afam/reflector/historicald.html
The New Deal and the Negro: A look at Facts https://socialwelfare.library.vcu.edu/eras/great-depression/the-new-deal-and-the-negro/
Will the New Deal be a Square Deal for the Negro? https://history.hanover.edu/courses/excerpts/336thomas.html
New Deal Network http://historymatters.gmu.edu/d/506
Great Myths of the Great Depression https://www.mackinac.org/SP1998-01
Women and the Great Depression https://www.history.com/news/working-women-great-depression
Eyewitness to History: The Great Depression http://www.eyewitnesstohistory.com/snprelief1.htm
Library of Congress: Race Relations in the 1930s and 1940s https://www.loc.gov/classroom-materials/united-states-history-primary-source-timeline/great-depression-and-world-war-ii-1929-1945/race-relations-in-1930s-and-1940s/
Utah’s Paiute Indians during the Great Depression https://prezi.com/vk3mtenbcivm/the-great-depression-in-utah/
John Collier-Native Americans and the Great Depression https://modelbfwproject.wordpress.com/2012/11/05/john-collier-native-americans/
Onda Latina: Mexican Americans During the Great Depression-audio program http://www.laits.utexas.edu/onda_latina/program?sernum=000536937&term=
Digital History: Mexican Repatriation during the Great Depression http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=3&psid=3699
Write a well-organized essay, a minimum of 700 words (but not limited to), including supporting details from the documents/textbook/other sources, in which you analyze and discuss the material that has been assigned by addressing the following question:
Analyze and discuss how women, blacks, Hispanics, and Native Americans, were impacted by the Depression and New Deal. As part of your analysis and discussion, you must address the long-term legacies of the New Deal and major historical assessments that have been made of it, and if you agree or disagree with these assessments.
Use Microsoft WORD to write the essays. The acceptable submission file types are .doc, .docx, and .rtf.
Prepare the assignment as a Word Document, double-spaced, and using a standard font of 12 points.
Paragraphs in an essay are not numbered. Any questions that are associated with an assigned reading are there to serve as a guide for your discussion.
Your discussion should incorporate all of the information from the documents and or textbook, and outside sources as one essay.
Students are required to research and incorporate into their discussions additional sources that relate to the content. Recommendations can be found at the end of the textbook chapter in Additional Reading.
All statements must be supported and all sources must be identified and cited, and included in your reference list. This also applies to the textbook.

Please answer these questions based on The Age of Reason. 4.1. In what year was

Please answer these questions based on The Age of Reason.
4.1. In what year was “The Age of Reason” published?
4.2. What is the religious view embraced by Thomas Paine?
4.3. What does Paine find troubling about the concept of Revelation?
4.4. Why does Paine not believe the Bible to be the ‘word of God?
4.5. What does Paine believe should be the proper relationship between religion and science?
4.6. List three contradictions that Paine finds in the Bible?
4.7. Where does Paine believe it is possible to find the truth about God?
4.8. How does Part 2 of “The Age of Reason” differ from Part 1?
4.9. How does he respond to the critique that he was extra hard on Christianity during Part 1 only because he did not have a Bible to consult while he was writing?
4.10. What role did Paine play in the American Revolution?
4.11. What were some of his most famous books?
4.12. How did “The Age of Reason” change popular attitudes toward him?

o​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​r your second primary source analysis you will be focusin

o​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​r your second primary source analysis you will be focusing on President Andrew Jackson’s Message to Congress on Indian Removal. In his December 6, 1830 address he called for the relocation of eastern Native American tribes to land west of the Mississippi River, in order to open new land for settlement by citizens of the United States.
Your essay should do the following:
Place the document within its larger historical context using the textbook and lecture notes as your guide
Identify the major points, purposes, and intended audiences of the document
Determine what specific themes and issues from the covered material are represented in the document and explain their connections
Use the document as primary evidence to make at least two historical conclusions
Have a clear and focused thesis which reflects the conclusions you intend to explain
Your essay must be a minimum of two complete double-spaced pages with 12-point, Times New Roman font. It should be written in a comprehensive format with an introduction, thesis st​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​atement, specific examples (this does not mean large quotes from the text), citations, and a conclusion. It should not include any outside sources other than lecture notes and textbook without prior approval.
The idea here is to engage with the primary source provided, and to keep it at the center of your analysis. Students sometimes want to write a grand narrative about the events and people involved. That is not a good strategy. You should show your reader specifically how the document connects to the larger history it is a part of.
This document is a primary source. Treat it the same way you would any contemporary source you come across. We do not take news stories, personal accounts, or political speeches at face value. This document needs the same kind of investigation, scrutiny, and evaluation.
The best essays are ones with a strong thesis statement that includes historical conclusions, and uses clear evidence and historical context from the document and covered material to prove them​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​.

I have attached 5 pdf’s for Anti-Slavery, as well as 6 pdf’s for Pro-Slavery. Th

I have attached 5 pdf’s for Anti-Slavery, as well as 6 pdf’s for Pro-Slavery. The Anti-Slavery documents are the following: Declaration of Sentiments, Frederick Douglass, Lincoln, Brent, & Walker.
The Pro-Slavery documents are the rest. I have also attached the instructions that should be followed along with this assignment. PLEASE be sure you read through the whole instructions, and if any questions do not hesitate to ask!! ALSO please be sure to use 2 documents from both the Anti and Pro slavery attachments provided.

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