This is a large part of my grade for college-level History. I have to write a detailed book critique for<\/a> The assassination of Archduke Franz Ferdinand was the immediate cause of World War I. But the events 1920s and 1930s? Pay particular attention to the role of President Woodrow Wilson both during and How did the reform impulse of antebellum America seek to redefine freedom and equality? . . . . First, Why do you think each person and event is important in shaping American History and defend your 1. Professionalism: Edit grammar and spelling. Turning in a paper with typos is unprofessional and Historical Thinking 3 Questions: Housing and Highways 1. What does the first image (motorway) convey about highway development? Remember to think<\/a> about the year it was created and the nature of roads at the time. 2. What do highway construction images (documents 2-5) convey about the construction of Question 4378 Native Americans and American History<\/p>\n U.S. History to 1870 DIscussion DUE @ 8PM TODAY April 19, 2018. Native Americans have long been This is a 15 page senior paper i\u2019m asking you to write. You will write about John C. Calhoun from his The Civil War Era by James M. McPherson We would like to put your talent to use in our \u201cPolitics\u201d and \u201cEconomics\u201d divisions. The upcoming AHL What did freedom mean to the formerly enslaved laborers emancipated at the end of the Civil War? Discussion, Among historians, there have generally been two main interpretations of the Revolution. How were Sciencists influenced and impacted by Technological change or advanced in U.S. History to 1870 In 1787, a former Continental Army officer named Daniel Shays led an armed Design a teachable lesson for either a sixth-grade or a seventh-grade world history course. Your The Civil War continues to be a powerful story that has never lost its appeal to the general public you are currently facing *what life in the military is like for you at the moment *worries\/concerns Discussion, Class and American Life DUE TODAY, MAY 10, 2018 @ 11:30 PM (EASTERN TIME). IF FOR ANY One of the things we always discuss in my face-to-face classes with regards to the Spanish-American Please ensure to read directions and complete assignment on time and correctly. Due Monday, May 14,
\n\u201cGuns, Germs, and Steel\u201d by Jared Diamond. I have an instruction sheet from my professor which can
\nreveal exactly what he\u2019s expecting out of this. It has to reveal a thesis, and other details. I\u2019m looking for
\nsomeone who can write a good paper for me at a fair price.<\/p>\nQuestion 4373 The assassination of Archduke Franz Ferdinand<\/h1>\n
\nthat led to the Great War go further back into the nineteenth century. As with the Boxer Rebellion of
\n1900, nationalism, imperialism, and militarism all played a part. Analyze how the forces of nationalism,
\nimperialism, and militarism irrevocably led to World War I. Pay particular attention to the rise of Pan-
\nSlavism in Eastern Europe and the corresponding rise of nationalism in German-speaking states. Analyze
\nhow the alliance system contributed to the ultimate outbreak of war. Then analyze the events that drew
\nthe United States into World War I. Clearly discuss why America first remained neutral between1914-
\n1917. What role did ethnicity play in America\u2019s neutrality? Then identify and analyze the specific events
\nthat led to America\u2019s entrance into the war. Evaluate America\u2019s contribution to the war effort and to
\nwhat extent America\u2019s entry contributed to the end of the war. Finally, analyze the events that led to
\nthe defeat of the Treaty of Versailles. What effect did this have on America\u2019s role in the world during the<\/p>\n
\nafter the war, in particular, his efforts to establish the League of Nations. This paper must be four
\ndouble-spaced pages in length (not including the References page) and utilize no less than four
\nacademic quality sources. Margins should be no more than one inch (right and left) and the essay should
\nbe composed in an appropriate font and size. Sources must be documented and cited using APA format.<\/p>\nQuestion 4374 History discussion<\/h1>\n
\nyou must write more than 100 words of your thoughts on the topics presented. Discussions should end
\nwith questions. You\u2019ll also need to provide more historical details to support your answer and address
\nyour reading challenges yourself. (to use \u2018Voices of Freedom: A Documentary History\u2019) Second, you have to write 75 words in two texts. When you give me your works, I will give you two paragraphs to answer.<\/a>
\nThen, you should be comment their\u2019s paragraphs.<\/p>\nQuestion 4375 American History<\/h1>\n
\nanswers: People: Dwight D. Eisenhower Martin Luther King Jr John F Kennedy Barak Obama Willliam
\nLevitt Events: The Great Depression The Berlin Wall Creation of Homeland Security Brown vs Board of
\nEducation of Topeka The Cold War The Marshall Plan<\/p>\nQuestion 4376 Research Paper Peer Review<\/h1>\n
\nembarrassing. By having someone else read the paper, these can be avoided. 2. Argument: Does the
\npaper have a sound thesis and good supporting arguments? Are there any changes you would suggest or
\nquestions you have after reading the paper? 3. Accuracy: Are sources cited, and cited correctly? Are the
\nfacts presented in the paper correctly and accurately presented within the correct context?<\/p>\nQuestion 4377 U.S. Historical thinking questions<\/h1>\n
\nhighways. What sort of impact may they have had on local communities? Compare these images to the
\nfirst document. 3. Why was highway development seen as so important after World War II? In what
\nways could highways facilitate the growth of suburbs and new commercial development 4. What tactics
\nwere used to forestall minorities from moving into white neighborhoods and the new suburbs? To what
\ndegree were non-whites able to move away from older and segregated neighborhoods? 5. Who, and in
\nwhat ways, did most highway development benefit? Can you make any connections regarding housing
\ndevelopment, road construction, and exclusionary housing policies?<\/p>\n
\nconceptualized as somehow existing outside the margins of the United States History even though they
\npopulated North America centuries before the arrival of colonial settlers and had developed extremely
\nsophisticated and complex societies. Please answer the following question in 1 page or less, and include
\ntwo references. How does the history of Native Americans challenge or complicate our understanding of
\nU.S. history, especially in light of the contradictions between the nation\u2019s democratic values and the
\nlong history of Native American persecution? Please only accept the project if you can complete it on
\ntime. Feel free to message me with any questions.<\/p>\nQuestion 4379 The life of John C. Calhoun<\/h1>\n
\nearly years on the plantaion to recieving education from Yale university. Talk about the struggles he
\nwent through to recieve his education and what did he do with his education after Yale University. This
\npaper must be typed in your opinion and kinda talk about John C. Calhoun\u2019s life as if it were a story. You
\ncan add important quotations from the primary and secondary sources I have provided to support your
\nopinion.<\/p>\nQuestion 4380 Battle Cry of Freedom:<\/h1>\n
\nThe book review needs to be one to two pages, single spaced, 12 point Times New Roman, 1\u201d margins. It
\nneeds to have the book\u2019s full citation at the top, hit the high points of the book in a synopsis, a
\ndiscussion of the author\u2019s thesis, the book\u2019s strengths and weaknesses with evidence from the book
\n(e.g.: evidence that supports the author\u2019s thesis or evidence that does not back up the thesis; Is the
\nwork clear and convincing? Why or why not? How did it change, challenge, or go against your general
\nunderstanding of the subject?)<\/p>\nQuestion 4381 Politics and Economics<\/h1>\n
\nissue will centerpiece the Great Depression. We would like for you to write a piece that requires a bit of
\ncreativity on your part regarding the viewpoint and voice. Act as if you are an AHL political
\ncorrespondent in 1932 on the eve of the presidential election. Author a piece that presents the reader
\nwith the two competing visions concerning the role and responsibilities of government in addressing this
\ndevastating economic depression presented by the Republican incumbent and the Democratic
\nchallenger. Remember you are a journalist covering the election of 1932. When informing your audience
\nof positions, attitudes, strategies etc, be sure to specifically state when and where a candidate
\npresented this information. Report what voters would be and should be considering before casting their
\nballot. Be sure to base your commentary off of the events\/resources (Master Journalist Resources) that
\nvoters considered when going to the polls. Be sure to comprehensively address all concepts outlined in
\nthe editor\u2019s instructions. Demonstrate an understanding of the material, time period, and assignment
\ngoals. This assignment will also be graded on the writer\u2019s ability to construct an article that
\ndemonstrates a commitment to the assignments style (voice, political article written during 1932
\nconcerning upcoming election)<\/p>\nQuestion 4382 History discussion<\/h1>\n
\nHow did they express their new found freedom? . . . First, you must write more than 100 words of your
\nthoughts on the topics presented. Discussions should end with questions. You\u2019ll also need to provide
\nmore historical details to support your answer and address your reading challenges yourself. (to use
\n\u2018Voices of Freedom: A Documentary History\u2019) Second, you have to write 75 words in two texts. When
\nyou give me your works, I will give you two paragraphs to answer. Then, you should be comment their\u2019s
\nparagraphs.<\/p>\nQuestion 4383 Analyzing the American Revolution<\/h1>\n
\nThe first, as espoused by scholars like Gordon Wood, argues that the revolution is \u201cthe most important
\nevent in American history.\u201d In their view, the Revolution was a watershed moment that completely
\ntransformed American society. Meanwhile, scholars like Bernard Bailyn have argued that the ideological
\norigins of the revolution were actually based on much older ideas, and the American Revolution thus
\ndidn\u2019t herald in a new era nor was it a transformative moment. Please write at least one paragraph
\nexplaining which interpretation of the Revolution you find more convincing. Provide support\/evidence
\nfor your choice. Due today May 3, 2018 @ 11:00 PM (eastern time).<\/p>\nQuestion 4384<\/h1>\n
\nknowledge
\nNo writing required as I already did in my weekly post. Need help in Organizing it in to 8 pages. My
\ngroup is Scientists. Attached is my weekly post. You can just copy and past but use transitions and
\norganize them to match one thing to talk about as required from Instructor requirement below.
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2013 Your final paper will be a case study of how a single
\ngroup (men, women, scientists, philosophers, leaders, etc.) over the course of history (from ancient time
\nthrough the 20th century) were influenced by the changes in technology or advances in knowledge. In
\nother words, you will trace the story of your chosen group over time, illustrating how they were
\ninfluenced and impacted by technological changes or advances in knowledge.In 8-10 pages (not
\nincluding the title page and bibliography) write a succinct, grammatically correct, well supported paper
\nthat begins with a strong thesis statement (your principal argument) and traces the changes that
\noccurred to your chosen group over time. You may include the content from your weekly posts but you
\nMAY NOT cut and paste your posts into the paper. Synthesize them into descriptive paragraphs. Make
\nsure you use strong transitions; sentences that carry one thought into the next and show a connection
\nor correlation. I am not looking for a litany of disjointed statements that simply list changes your chosen
\ngroup experienced but rather a narrative that traces the evolution of your group over time. Be sure to
\ndiscuss the technologies or advances in knowledge that most impacted them and perhaps how those
\nsame changes acted differently on other groups. Your paper must be formatted in Chicago Turabian
\nformat, include a cover page and bibliography, and use footnotes.
\nQuestion 4385 Shay\u2019s Rebellion<\/p>\n
\nrebellion in Massachusetts against the newly formed American republic. Men from several western
\ncounties, many of them Revolutionary war veterans from leading families, violently opposed the high
\ntaxes levied by the legislature to pay war debts. It was an ironic turn of events. In the 1760s, the British \u2013
\nlooking for ways to pay their debt for the Seven Years War \u2013 decided to tax the colonists to increase
\nBritish revenue. As we know, this led to the American Revolution. In the 1780s, the colonists were now
\nin control of their own government, and \u2013 looking for ways to pay their debt from the American
\nrevolution and the new republic \u2013 settled on taxing the colonists. Colonists in western counties argued
\nthat they weren\u2019t represented in the eastern-dominated legislature, and they rebelled. Shays rebellion
\nwould end relatively quickly, but what is interesting is that they viewed the new American government<\/a>
\nin the same light as the old British one. They called it \u201ctyrannical,\u201d and claimed \u201cwhenever any
\nencroachments are made either upon the liberties or properties of the people, if redress cannot be had
\nwithout, it is virtue in them to disturb government.\u201d In this blog post, address this history in at least 2
\nparagraphs in your response to the following prompt: Was the Revolution truly a revolution, or simply a
\nshift of power from one ruling class to another? Address Shay\u2019s Rebellion and relevant evidence.
\nArticulate a specific position (perspective, thesis\/hypothesis) imaginatively, taking into account the
\ncomplexities of an issue. Fully integrate alternate, divergent, or contradictory perspectives or ideas.
\nAssignment DUE Saturday, May 5, 2018 @ 10:00 PM (Eastern Time).<\/p>\nQuestion 4386 History Lesson Plan<\/h1>\n
\nteachable lesson should include a detailed outline and it must be arranged accordingly. Needs to be
\ncollege level writing along with at least 10 pages, and should be a lesson plan using Simon Bolivar, his
\naccomplishments and dream for Latin America (Gran Colombia), and his disappointment with Gran
\nColombia. Attached are the essay that goes with the lesson plan, the guidelines for the lesson plan and<\/a>
\nan example of what is expected on the lesson plan.<\/p>\nQuestion 4387<\/h1>\n
\nThe Lessons of Unit IV present the build-up, explosion, and aftermath of an event that most would rank
\nas among the most consequential in American History. The Civil War continues to be a powerful story
\nthat has never lost its appeal to the general public. Go to any American bookstore today and there will
\nbe a section devoted entirely to the Civil War, with World War II being the only other topic receiving as
\nmuch attention. For this discussion post, I want you to write two letters that reflect what you have
\nlearned about how the Civil War affected the lives of civilians and soldiers. Letter 1: write from the
\nperspective of a Union or Confederate Soldier to a civilian family member back home Letter 2: write the
\nsoldier a response to Letter 1 as the family member Both letters must include the following: Names of
\nwriter\/receiver Date(s) letters are being written some identifying characteristics of the people writing
\nthe letters (ages, sex, personality, information to give me an idea of who you are or who you are writing)
\nthe relationship between the writer and receiver The individual letters should include the following:
\nSoldier Letter (#1): *describe where you are and\/or have been *battles fought in *problems\/hardships<\/p>\n
\n*reasons why you are fighting this war *beliefs about the war *what you hope happens after the war is
\nover *personal future plans after the war Civilian Letter (#2): *where do you live *what is happening in
\nterms of the war where you live *describe what daily life is like for you while the war is going on
\n*hardships\/problems *worries\/concerns *beliefs about the war *what you hope happens after the war
\nis over *personal future plans after the war
\nQuestion 4388 Dr. Malcolm Frierson\u2019s novel, A Place in the World
\n1 Dr. Malcolm Frierson\u2019s novel, A Place in the World. 2 Compare and contrast the world views of Dr.
\nKwame Baako and Abena (Evelyn Bradley). How do their views pertain to the histories of slavery, the<\/a>
\nAfrican diaspora and African Americans? In what ways do the places of Baltimore, Ghana and Georgia
\nshape their views? How and why did they adopt Kofi? After their divorce, how did Kwame and Evelyn
\nchange? What efforts do they take to raise or influence Kofi? What were some of Kofi\u2019s challenges?
\nFinally, analyze what happened to Kofi in the end<\/p>\nQuestion 4389 Class and American Life<\/h1>\n
\nREASON YOU FEEL YOU CANNOT COMPLETE THE ASSIGNMENT ON TIME PLEASE DO NOT PLACE A BID.
\nTHANK YOU! One of the most significant political debates during the presidency of Andrew Jackson
\nconcerned re-chartering the Bank of the United States. In his veto of the bank\u2019s charter, Jackson railed
\nagainst monied interests in American politics. After analyzing Jackson\u2019s Veto Message (Links to an
\nexternal site, http:\/\/www.americanyawp.com\/reader\/democracy-in-america\/andrew-jacksons-veto-
\nmessage-against-re-chartering-the-bank-of-the-united-states-1832\/). IN A FEW PARAGRAPHS, Discussthe role of class in early American history. Was class a major factor in early American life and politics?<\/a><\/p>\nQuestion 4390 How the war began<\/h1>\n
\nWar is how the war began. The explosion of the battleship Maine was the catalyst for the US going to
\nwar in Spain and thus acquiring an empire. However, while Spain was blamed for the explosion of the
\nship, it was not actually at fault. My question to you all is whether it matters? Do the reasons for going
\nfor war actually matter or do the ends justify the means? Most people do not question nowadays how
\nwe have Puerto Rico, or Guam, or the leasing of Guantanamo Bay in Cuba, yet these changes were the<\/a>
\nresult of the Spanish-American War. More men died of fever and disease than the actual war itself, and
\nthe US then found itself in a guerilla-style insurrection war in the Philippines. Again, do the ends justify
\nthe means? Or if the reasons for war are obfuscated, is the war in and of itself unjustified? I realize this
\nis a complicated question. I am asking you to answer the very best you can. Remember, if you are
\nlooking to do well you want to demonstrate you have read and understood the text. (Davidson, pages
\n431-438)<\/p>\nQuestion 4391 Attack Ads of the Antebellum Era<\/h1>\n
\n2018 @ 9:00 AM (Eastern Time). The assignment is a Blog Post no longer than one page. One of the
\nmain focuses of this week\u2019s readings was the development of political parties and political life and
\ndiscourse of the Early Republic and Antebellum era, which is roughly the period from 1789 to 1860.
\nReason.tv has made \u201cmodern\u201d attack ads by using direct quotes from John Adams and Thomas
\nJefferson. In public comments, political rivals frequently attacked not only their opponents credibility
\nand policies, but their racial heritage, their manliness, their religious principles, and even their wives and
\nfamilies. After watching the link \u201cAttack Ads in the Antebellum Era, In their Own Words\u201d address the
\nfollowing prompt: What is the primary political legacy of the Early Republic and Antebellum era on
\ncontemporary American life? And in what ways are American political campaigns today different from
\nthat era, and in what ways are they similar? https:\/\/www.youtube.com\/watch?v=Y_zTN4BXvYI
\nQuestion 4392 Civil Rights: Then and Now
\nIn the 1960s, the civil rights movement was at its height. Congress passed the Civil Rights Act and Voting
\nRights Act in 1964 and 1965, which first outlawed segregation in public places and dismantled laws that
\npreviously had prevented people from voting based on their race. Basically, these two laws finally
\nbuffered the 14th and 15th amendments, both of which were passed during Reconstruction. This
\ninformation is covered in Chapter 29 in further detail. The United States was not the only place
\nexperiencing a civil rights movement. South Africa, Northern Ireland, India, etc. are just a few places
\ngoing through the same thing. During graduate school, I lived in Northern Ireland for a semester. It is a
\nprovince of the United Kingdom that for many years sustained a long-term conflict between the majority
\nProtestant population and the minority Catholic populace. Catholics often complained that they were
\ndiscriminated against in jobs, education, housing, and unfairly targeted by police. Does that sound
\nfamiliar to Americans? It should. Stick with me here, because I have a point, but I need to explain a few
\nthings to get there. This conflict between Catholics and Protestants went on for years. Conflict is a nice
\nword for war, because that is essentially what it was. For the better part of 30 years, 3,000 people were
\nkilled (in a place that is the size a few Chicago suburbs put together, so it\u2019s a significant number) and
\ngenerations were affected by violence. In the 1990s, though, most of the groups on both sides (not all)
\nsought peace and a comprehensive peace agreement was agreed upon by a huge landslide vote. Part of
\nthe peace agreement addressed a long-standing grievance about Catholics not trusting the police force
\nthat was overwhelmingly (95%) Protestant. Catholics simply did not join. In the years that followed the
\nagreement, the police force, which had been highly militarized during the conflict (understandably so)
\nbegan to appear less militarized and more like a community type of police, and heavily recruited
\nCatholics and other minorities to join the force. Since then the force is much more reflective of the <\/a>populace. It must be noted that not everyone sits around and sings kumbaya now.\u00a0\u00a0However,
\nsometimes you have to fake it till you make it, and real progress has been made. (My master\u2019s thesis
\nwas on this conflict so I am writing simply from memory and knowledge of events.) So here is the bridge:
\nClearly in this country we are experiencing a similar gulf between minority citizens and police.
\nDepending on the color of your skin, the neighborhood you live in, your socio-economic status, our
\nperception of law enforcement seems to vary based on our differed experiences. While our police forces
\ntend to be more diverse than that of Northern Ireland, they are still not always reflective of the neighborhoods they patrol. (Please note I am not necessarily arguing that they must be; I am simply
\nstating what exists.) In this discussion board, therefore, I would like you to engage in an exchange of
\ndialogue about race, policing and community relations. What are the demographics of your local
\ntown\/neighborhood? (I am not asking you to look at the census, but just simply comment on what you
\nsee.) Would you describe your community as diverse, and along with that, I suppose you need to
\ndescribe what you perceive as diversity. What is the socio-economic status (if you feel comfortable
\ntalking about it) of your community? Furthermore, discuss your perception of police in your
\nneighborhood and in general. How would you characterize your interactions with police in your local
\ncommunity? How much do you think those interactions have affected how you view the issues of law
\nenforcement and community relations in a wider context? President Obama, on his way out of office,
\nopined that we are not as divided as we appear. Do you agree with this statement? Or has the progress
\nsince the 1960s been more superficial in nature and we remain deeply segregated and racially divided? I
\nwould like for us to engage in dialogue on this topic in a way that allows us to share our viewpoints,
\nwhatever they may be. This is controversial in nature, but these are the very topics deserving discussion,
\nand if we cannot do it in an academic setting, then where and when can we? I am very much looking
\nforward to reading your responses.<\/p>\nQuestion 4393<\/h1>\n