{"id":770,"date":"2022-05-24T19:49:34","date_gmt":"2022-05-25T02:49:34","guid":{"rendered":"https:\/\/homeworknest.com\/blog\/?p=770"},"modified":"2022-05-25T11:24:49","modified_gmt":"2022-05-25T18:24:49","slug":"need-help-with-your-history-essay-assignment-questions-or-report","status":"publish","type":"post","link":"https:\/\/www.homeworknest.com\/blog\/need-help-with-your-history-essay-assignment-questions-or-report\/","title":{"rendered":"100+ Research Paper Questions and Topics for History Class"},"content":{"rendered":"

\"\"<\/strong><\/p>\n

Compare and contrast the reasons why the Western Roman Empire ended in \u200b476 and the Eastern Roman<\/a> Empire<\/strong><\/p>\n

Use twelve point type and double space. Have a cover page with the title of your review, the course number and section, your name, date submitted, your tutor\u2019s name and the word count. Use Chicago style footnotes. Write an essay<\/a> in formal academic English<\/a> (800-1000 words) on ONE of these topics:<\/p>\n

How did the environments of six Physiographic regions of Canada<\/strong><\/p>\n

Assignment<\/a> Format: All assignment<\/a> are to be in 12 point font with a cover page with an assignment title, your name, course code Hist 112 DE, assignment<\/a> number, word count and tutor\u2019s name (Prof. Howard Hisdal) on the bottom. Use Chicago style footnoting and include a bibliography even if the only book you used was the textbook. Send in assignments as Microsoft Word attachments.<\/p>\n

\"\"Development of racial thinking from Europe to the Americans<\/strong><\/p>\n

Directions: 1. Listen to podcast\/radio show on \u201cThe Invention of Race\u201d at https:\/\/www.wnyc.org\/story\/invention-race\/ A summary of the show is \u201cCompiled by Award-winning producer John Biewen from the \u201cSeeing White\u201d series. The Invention of Race traces the development of racial and racist ideas from the ancient world \u2013 when there was no notion of race \u2013 up to the founding of the United States as, fundamentally, a nation of and for white people.\u201d 2. Create a timeline of the development of racial thinking from Europe to the Americas (up to the founding of the United States). Your timeline should include the date, and a few words on each event\/law\/action\/etc. you chose that played a role in constructing race. Your timeline<\/a> should reflect the evolution of understanding or thinking about race<\/a> over time.<\/p>\n

Lois Banner\u2019s Steel Engraving Lady<\/strong><\/p>\n

Questions: 1. How did society view women in the Romantic period? 2. What were beauty ideals of the Romantic<\/a> era? How did the steel engraving lady play into the concept of Romantic<\/a> beauty ideals? 3. How did the popular clothing and silhouette of this period support society\u2019s views on attaining ideal Romantic era beauty? 4. What were some of the ways women in this period tried to achieve ideal Romantic beauty? 5. Pick a picture from current fashion magazine today, attach it to your assignment book. Can you find any similarities to Romantic beauty ideals as discussed in the reading \u201cSteel Engraving Lady\u201d in the current fashion image that you chose?<\/p>\n

Historical letter<\/a> writing paper<\/a><\/strong><\/p>\n

two pages of letter<\/a> style paper<\/a>. Analyze the primary source documents by Samuel Seabury and Thomas Paine. Imagine that somehow the two had read each other\u2019s works and had the chance to write to each other about independence and government. You will write two letters<\/a>: one from Seabury to Paine and another from Paine to Seabury. What would have been their perspectives on government? What would they have said to each other?<\/p>\n

\"\"Digital Source Analysis<\/strong><\/p>\n

write a short (400-500 word) dialogue between Adam Smith and Karl Marx in which they analyze the opening scenes of the movie. In the dialogue that you write, you should have each theorist draw upon their own writings to answer the following questions: 1. How would each analyze the conditions in the factory and the labor that the Little Tramp performs? 2. How would each explain the interactions between the Little Tramp and his co-workers? 3. How would each explain the \u201cfeeding machine\u201d scene? 4. Why does the main character (the Little Tramp) have a nervous breakdown? 5. What is the remedy? (or, What would bring about a better future for the Little Tramp?) Please note that the dialogue should be written as a dialogue (like in a play). For example Karl Marx: Statement Adam Smith: Response to statement<\/p>\n

History<\/a> of civilization II<\/strong><\/p>\n

    \n
  1. To what extent did the age of European expansion impact the Chinese? Who benefited more from this seaborne interaction? Explain, with examples. 2. Compare and contrast the governmental systems of British and Spanish colonies in the Americas<\/a>. Why were the British colonists of North America more inclined toward independence than their Spanish American counterparts? Explain, with examples.<\/li>\n<\/ol>\n

    Primary Source 2 assignment<\/a> WWI<\/strong><\/p>\n

    Read Article and do three paragraphs on it based on this link https:\/\/worldwar1letters.wordpress.com\/2009\/06\/ no longer than 450 words, but no shorter than 300. P1- Should provide the title of the source, a very brief summary of the text and say what students hope to critique-argue in P2. Students need to provide an argument-thesis driven statement. A summary alone is neither desirable nor enough to thoroughly complete the assignment<\/a>. P2- Should be an analytical paragraph that provides (at least) one example from the text to support the author\u2019s claim\u2026ie. The slave\u2019s story provides insight into the cruelty of the system, \u201cinsert quotation from text here.\u201d Using direct quotations provides clarity and helps to support the author\u2019s claims. P3- Should summarize briefly what was covered in P1 and P2 and also say something about the significance of this document for the study of world history and how it shows global interconnectivity. (How is the world connected?) Do not throw this paragraph away, put as much effort into it as P1 and P2.<\/p>\n

    Iron Jawed Angels<\/strong><\/p>\n

    What to do: In this discussion,<\/a> I would like you to write<\/a> a post that touches on some of the following topics relating to Iron Jawed Angels (below). Make sure to incorporate specific details from the film AND specific details from lecture and readings to help back up your ideas. Anacronism: Can you think of a few examples in the film where the filmmaker took license with history? For example, where did they put in modern details, attitudes, or sensibilities to make the film resonate with a 21st century audience? (Anacronism = something, a word, object or an event, that is mistakenly paced in a time where is does not belong). We are not looking for obscure inaccuracies, just major ones that might be important when critiquing the overall value of the film. The whole story? Do you think that someone watching this movie will get an accurate depiction of how the 19th Amendment was won? Explain to reason for your answer<\/a> with specific details from readings and lecture to show your knowledge . How does \u201cIron Jawed Angels\u201d compare to our textbook and lecture accounts of the road to suffrage (1848-1920)? The merit of the film? What do you think is the greatest merit of the film? Are the anachronisms and limited chosen narrative outweighed by the film\u2019s overall value? Provide specific examples to explain your answer.<\/p>\n

    Film as history. Whether we historians like it or not, many Americans get most of their \u2018history<\/a>\u2019 from Hollywood films (and TV shows). These films may be inaccurate, biased toward modern sensibilities, or politically motivated. Are there dangers or advantages of using popular films to learn history? Provide specific examples to explain your answer. Discussion<\/a> Directions: NOTE: This post needs to be your own work. This means: Resist the temptation to google \u201cIron Jawed Angels + Anachronism.\u201d If you write some obscure details about the inaccuracy of number of stars on the American flag or incorrect door handles being used or how the wrist watches were from the wrong time period, I will be pretty sure that you looked up that information<\/a> online (or else you will need to prove to me how you came to be so knowledgeable in the subject of historic door handles\u2026). Please only use our readings and lectures this week as the basis for your discussion. Do not go online looking for additional information. One of your goals is to demonstrate that you have completed this week\u2019s assigned materials. Also you will have to watch this lecture and give evidences from it. This is the link: https:\/\/www.youtube.com\/watch?v=VBsAeAz0yBQ&feature=youtu.be<\/a><\/p>\n

    \"\"Be Unrealistic and the Best of Will Smith MOTIVATION<\/strong><\/p>\n

    Watch the entire \u201cBE UNREALISTIC\u201d (Ft. Will Smith) video: Be Unrealistic and the Best of Will Smith MOTIVATION \u2013 #MentorMeWill (Links to an external site.) Links to an external site. Be Unrealistic and the Best of Will Smith MOTIVATION \u2013 #MentorMeWill TWO PARAGRAPHS (more 350 words per paragraph) respond to the following questions<\/a> (after watching the entire video). First, notice that Will Smith tells stories about his life, and what lesson he learned from that experience. Second, write a SUMMARY of some of the key points that Will Smith makes in the video. Then, select ONE STATEMENT<\/a> he makes that is the most significant one. Why was it picked and explain. NO HEADER OR FOOTER, NO RESEARCH, IT IS JUST AN OPINION PAPER<\/a>, A SINGLE SHEET.<\/p>\n

    How did industrialization and economic growth affect the social and the natural environments<\/a> of the Western Hemisphere countries<\/strong><\/p>\n

    What major political<\/a> challenges faced the new nations of the Western Hemisphere in the nineteenth century, and how well did they deal with those problems?* How did industrialization and economic growth affect the social and the natural environments<\/a> of the Western Hemisphere countries<\/a>?*<\/p>\n

    How was Rome<\/a> influenced politically, economically and culturally by this contact<\/strong><\/p>\n

    500 word discussion<\/a> I will provide links for the topic Discussion<\/a> topic: Rome was a city. Roman History<\/a> is the story of a city that encompassed the known world. A new world order came into being that lasted for a thousand years. Its main components were: Roman law, Roman ethics, Roman practicality, Roman finance, Roman rule, Roman military strength, Roman science. Seeing it in perspective, Rome as a city conquered other great city-cultures. Choose ONE of the following and respond to it in 500 words<\/a> after opening a new thread in DiscussionRome came into contact, early in her History, with neighboring cultures such as the Etruscans and the Greeks of southern Italy. How was Rome influenced politically, economically and culturally by this contact? Roman writers<\/a> believed that Rome became a world power out of necessity. Since early in her expansion, Rome came to be in a state of perpetual war. Are there modern parallels to be drawn from contemporary powers that dwell in a state of perpetual war? Who gained the most from Rome\u2019s war based economy and war inspired politics? Who gains in today\u2019s states from their war based economy and war inspired politics?<\/p>\n

    \u00a0Two Letters<\/a> from Slaves to Their Former Masters<\/strong><\/p>\n

    ONE paragraph (350 words minimum) based on the information read. MUST start by giving the author, title of document, and when the document was written<\/a> in order to clearly cite the source of information. Who is the author (race, nationality, position)? What is the document<\/a> about (summary)? What does this show about the event and time period? What was learned from reading of this story\/document? MSUT use ONE DIRECT QUOTE from the document. Post TITLE of document<\/a>.<\/p>\n

    \"\"Reaction paper<\/a> history<\/a> 2<\/strong><\/p>\n

    watch these movies and write a reaction paper<\/a>. First paragraph \u2013 Identifications. Second Paragraph \u2013 Analysis. Third Paragraph \u2013 Reaction. For movie analysis, analyze the historical<\/a> accuracy of the film. What did they get right? What did they get wrong? How historically accurate is the film? please see the attached files<\/p>\n

    Analytical Writing Assignment<\/a><\/strong><\/p>\n

    REQUIREMENTS: 12 Font, 350 words, single page, correctly identified the author, title and date of document<\/a>, and information about the author, summary the document accurately, describing the main points that the author is making about the issue at hand, a direct quote from the document that will be provide is a MUST. Accurate details MUST describe the importance of the document relevant to the major issues of the time period..Again, will provide document<\/a> to complete assignment<\/a>.<\/p>\n

    \"\"Winston Churchill, \u201cThe Iron Curtain<\/strong><\/p>\n

    Read EWC Document<\/a> 29.7, Winston Churchill, \u201cThe Iron Curtain,\u201d and write<\/a> a paragraph responding to the prompt at the end. (follow the link in the Canvas Module for Week 12 to access the document) Your response to the prompt should be about a paragraph in length but no longer than a page. It should begin with an introductory sentence that responds directly and completely to the prompt. This sentence establishes your main point (that is, your argument or thesis). In about four to six additional sentences, you should present evidence to support your thesis. Present at least two pieces of concrete evidence<\/a> drawn from Document 29.7. You must cite any material paraphrased from the source document with a simple parenthetical citation. You must enclose any material taken word-for-word from the source document in quotation marks and cite it with a simple parenthetical citation. See the following examples: In this famous speech, British Prime Minister Winston Church warned that the Soviet Union controlled eastern European countries liberated from Nazi Germany after the end of World War II.<\/p>\n

    (EWC 29.7, Winston Churchill<\/a>, \u201cThe Iron Curtain\u201d) In this speech, British Prime Minister Winston Churchill famously warned that \u201can iron curtain has descended across\u201d Europe, and that the Soviet Union exercised an \u201cincreasing measure of control\u201d on the countries behind it. (EWC 29.7, Winston Churchill, \u201cThe Iron Curtain\u201d) Be sure to analyze the evidence you present by explaining why it means what you think it means. Conclude your paragraph by restating your main point (that is, your argument\/thesis\/direct response to the prompt) and perhaps reflecting on the broader significance of the document you\u2019ve read. Type your response in MS Word or any similar word<\/a> processing software. Proofread your essay<\/a> carefully to eliminate errors in grammar, punctuation, and usage. Save the file and then upload it to Canvas. Your work<\/a> will be compared with the turnitin.com<\/a> database to detect plagiarism by searching for similarities with internet sources and\/or the work of other students around the world.<\/p>\n

    \"\"Analytical Assignment<\/a><\/strong><\/p>\n

    12 Font, 350 words<\/a>, single page, writing pertains to the document that will be provided, which will require author\u2019s name, title of document, and when the document was written in order to clearly cite the source of information. Who is the author (race, nationality, position)? What was the document<\/a> about (summary)? What does this show about the event and time period? What was learned from the document? MUST use a direct quote from the document<\/a>. DRAFT needed 2 days prior to due date. No research or citations needed.<\/p>\n

    Reaction paper<\/a> \/ HIS \/ movies<\/strong><\/p>\n

    watch these movies and write a reaction paper<\/a>. First paragraph \u2013 Identifications. Second Paragraph \u2013 Analysis. Third Paragraph \u2013 Reaction. For movie analysis, analyze the historical accuracy of the film. What did they get right? What did they get wrong? How historically accurate is the film? please see the attached files<\/p>\n

    Reaction paper<\/a><\/strong><\/p>\n

    watch these movies and write a reaction paper. First paragraph \u2013 Identifications. Second Paragraph \u2013 Analysis. Third Paragraph \u2013 Reaction. For movie analysis, analyze the historical accuracy of the film. What did they get right? What did they get wrong? How historically accurate is the film? please see the attached files<\/p>\n

    \"\"James Davidson, Courtesans and Fishcakes.<\/strong><\/p>\n

    Intro: \u00d8 Introduce the author \u00d8 Introduce the book (Title, What is it about?) .\u00d8 State author\u2019s thesis and summarize content\/arguments. III. Body: \u00d8 Each paragraph should address different parts of the book or different arguments presented in the book. \u00d8 This may also be in the form of arguments made about different time periods or stages within a time period. \u00d8 Use key parts of the book (quotations\/paraphrasing) to demonstrate how the author supports his or her thesis. \u00d8 You may add your assessment (analysis\/view on the author\u2019s arguments) within each paragraph or in separate paragraphs \u00d8 Make sure to evaluate the author\u2019s arguments in terms of whether or not they are convincing, well researched, and logical. If the author\u2019s work could contribute to the public\u2019s understanding of the topic you may comment on that as well.<\/p>\n

    \u00d8 If you choose to disagree with the author you should do so strictly on academic grounds\u2013i.e. use a reason-based argument to counter her or his argument. IV. Conclusion \u00d8 Evaluation of the author\u2019s success or failure to substantiate his or her thesis with evidence and argumentation \u00d8 Evaluation of the book\u2019s contribution to history, the public\u2019s knowledge of the subject, \u201creadability\u201d and style. Format: *Review should be 4-5 pages double-spaced; stapled at the top left hand corner at a 45-degree angle *Font 12, Times New Roman *One-inch margins on both sides *You may use Chicago, APA, or MLA style for footnotes or endnotes (Ask in the library if you don\u2019t know what to do) *Do not enclose your paper in any type of folder *Make sure to save copies of your paper<\/a> in multiple locations.<\/p>\n

    \"\"Portfolio Reflection<\/strong><\/p>\n

    In this module, we\u2019ve learned a great deal about the value of history, how learning from the past may help provide definition to our present world perspective and how studying<\/a> and learning from our ancient ancestors can potentially contribute in shaping our own future. Throughout this course<\/a>, we have examined various civilizations and in each one we\u2019ve learned about a myriad of aspects that helped influence our ancestors\u2019 capacity to act responsibly and determine their roles or abilities to contribute to society. For this reflection, you will answer the question<\/a>: \u201cWhat can I, as an historian of the ancient world, learn and apply from the history<\/a> of my ancient ancestors to my own role in contributing to and acting responsibly for the betterment of society?\u201d In order to answer this question<\/a> effectively for your reflection you must: Pick one common theme\/criteria topic (from the list below) that you think significantly influenced an individual from the ancient world to act responsibly and contribute towards society. o Technology o Politics\/Bureaucracy o Law\/Ethics o Arts\/Sciences o Economy\/Business o Education o Military\/Police o Religion\/Morals & Traditions Explain how at least one specific example<\/a> (one individual) from at least three different civilizations covered throughout this course supports your selected theme\/criteria.<\/p>\n

    (So, your essay will talk about 3 different people \u2013 each from a different civilization that we discussed.) Support each of your examples with evidence from the articles in the M13 learning module about why we study history. In total, you must reference at least three of the articles in the learning activities, Support each of your examples with evidence from the module where we discussed their civilization (So, you will reference at least 3 learning modules in your paper<\/a>.) Connect how understanding the history of your ancient ancestors in the context of your selected theme\/ criteria has influenced your sense of responsibility and contributing role towards the betterment of society. In other words, what have you learned from their experiences that can help you act more responsibly today? Lastly, make sure you provide proper internal citations and a properly formatted bibliography This is going into your portfolio so be sure to make sure that you have fixed all grammatical and formatting issues before submission. For your bibliography<\/a>, it does NOT have to be annotated. The only sources you\u2019ll be using will be from your readings, so you MUST include internal citations and a full, properly MLA formatted bibliography with your paper<\/a>, but you don\u2019t need to annotated the sources in your bib. Your paper must be 2-3 pages in length (NOT including your bibliography<\/a>) and follow MLA guidelines (double-spaced, 12pt. Times New Roman font, one-inch margins).<\/p>\n

    \"\"Applicant Cover Letter<\/strong><\/p>\n

    To Apply: Applicants will need to submit a one-page cover letter<\/a> (single-spaced) describing their motives and intent for applying for this position and interning at Pitt Community College (parent company for the newspaper). This letter should: 1) Indicate the applicant\u2019s views concerning the value of studying history and the past. Does this internship (this course<\/a>) have any value beyond fulfilling an educational requirement? Cover letters<\/a> should also highlight any personal attributes, interests, and personal experiences that qualify the applicant for this position. 2) Demonstrate the applicant\u2019s understanding of primary and secondary historical sources, the differences between these sources, and their ability to apply these sources critically to the past in order to create analytic interpretations of the past. 3) To show a final understanding of primary and secondary sources and your ability to perform as a historical journalist, conclude your cover letter<\/a> by explaining the type of sources (primary\/secondary) you will be creating for your readers when authoring news stories for AHL.<\/p>\n

    Is American History Learner a primary or secondary source? We will be looking specifically at the thoughtfulness to your answer of this question when evaluating applications. Be sure to review the syllabus and Internet Course Tutorial before forming your position on this question. You\u2019ll need to have a good handle on what the course is trying to achieve to best answer this question. Submitting Application Applications<\/a> should be uploaded through the Applicant Cover Letter link in the Summer Internship Module. Please make sure to submit applications by the due date indicated in Applicant Cover Letter link<\/a>. Upon submission, intern applicants will be required to participate in a survey related to AHL as a source. (MANDATORY) Ensuring Success: Applicants\u2019 cover letters will be assessed on three criteria. First, cover letters need to comprehensively fulfill cover letter requirements outlined above in the \u201cTo Apply<\/a>\u201d section. Second, submissions will be assessed based on the effective use of provided materials in preparing your application. The meat of your analysis should be based on the \u201cWhat is History and How Do We Practice It?\u201d lesson<\/a>. (We\u2019ll be looking to see who shows a strong understanding of the materials provided.) Third, cover letters must be composed and submitted in a standardized and professional cover letter format<\/a> stipulated in the examples provided in the \u201cApplicant Resources\u201d section of the module.<\/p>\n

    \"\"Thomas Nast Obituary<\/strong><\/p>\n

    Obituary Format and Objectives: Formatting: Obituaries need to be a minimum of one page, double-spaced and written in size 12 Times New Roman font. American History Learner is committed to journalistic integrity and accuracy. Journalists will need to note any sources that were used in completing this assignment. Objectives: Brief description of the individual\u2019s age, location, and cause of death. Basic description of the individual\u2019s major professional\/personal achievements. What should this person be most remembered (legacy) for historically? Obituary needs to place this discussion of the individual in a historic context by describing some of the premier social, political, economic, or cultural events defining the period the individual lived. Integration of primary and secondary sources in your historical analysis. At American History<\/a> Learner our focus is on historical and journalistic integrity. Obituaries need not glamorize or patronize individuals. Your obituary needs to be professional, unbiased, and note both accomplishments and offer valid criticisms when necessary. Provide an appropriate and creative title for this piece. Our research department has compiled some basic resources you may be interested in consulting when writing your first assignment.<\/p>\n

    See Module 2 Resources. Notes on Success: Management will be looking closely at your first piece for American History Learner. We will assess the effectiveness of your obituary based on some of the following criteria: historical accuracy, meeting of obituary goals, demonstration of understanding of historical significance and context of the individual, style and grammar, commitment\/genuineness\/inventiveness, and originality and journalistic integrity. While you have a series of provided readings on Nast that will serve as the research basis of your assignment<\/a>, it is a good idea to first read the general historical concepts in your textbook that this assignment is built upon. The following portions of your textbook are all historically relevant to this study: Here\u2019s a list of the readings that would be a helpful backdrop when considering the historical context of Thomas Nast. Reconstruction: Chapter 16 Introduction and parts 16.1, 16.3 Industrialization and Urbanization: Chapter 18 Introduction and 18.3 Chapter 19 Introduction and parts 19.1, 19.3, and 19.4 Needless to say, American History Learner is committed to academic and journalistic integrity. Any violation of our parent company, Pitt CC\u2019s academic integrity and plagiarism policy, will result in automatic termination. See your employee handbook and Internet Course Tutorial for a more specific elaboration of AHL\u2019s standards. Please provide an appropriate, creative title with your submission<\/a>.<\/p>\n

    Critical Race<\/a> Theory<\/strong><\/p>\n

    Critical responses must identify the main objectives\/points of the articles\/videos. What do the authors<\/a> commonly agree upon and\/or state as their central focus? How are these articles and videos \u201cspeaking\u201d to one another or, are divergent ideas presented? Additionally, students must analyze central points made by authors to develop their own thesis<\/a> and construct their own claims.<\/p>\n

    \"\"\u00a0How vital was slavery to the Atlantic economy in the eighteenth century<\/strong><\/p>\n

      \n
    1. How vital was slavery to the Atlantic economy in the eighteenth century? Provide specific evidence<\/a> from the textbook to support your response. The author podcast is also a good resource. http:\/\/www.wwnorton.com\/college\/history\/give-me-liberty3-brief\/ch\/04\/podcast.aspx (due 6\/6\/19) 5.Discuss the ways in which both supporters and opponents of independence used the concepts of \u2018freedom\u2019 and \u2018slavery\u2019 during the American Revolution. Be sure to consider the perspectives of both free and enslaved peoples. Chapter 5 Podcast http:\/\/www.wwnorton.com\/college\/history\/give-me-liberty3-brief\/ch\/05\/podcast.aspx (due 6\/7\/19) 6.Read the documents located on pages 248 and 249. In one essay address the questions at the end of page 249. Chapter 6 author podcast http:\/\/www.wwnorton.com\/college\/history\/give-me-liberty3-brief\/ch\/06\/podcast.aspx (due 6\/10\/19)<\/li>\n<\/ol>\n

      Explain Hume, Kant, Blyden and Crummell\u2019s negative views of African\/Black people<\/strong><\/p>\n

      Do not use the internet or web resources<\/a> to respond to this discussion board question(s). Use Yefru\u2019s work and the readings on eLearn to participate in this discussion. Be sure that you review the discussion<\/a> board requirements on your syllabus for full credit. Be original in your thinking as well. So, as you are composing your posts, be sure to write your post in your own words, your own voice, while placing quotations around a sentence or two that you may lift from the text to support your opinion. But remember that your opinion<\/a> is taken from your clear and concise understanding of the critical ideas from the readings. #1. Explain Hume, Kant, Blyden and Crummell\u2019s negative views of African\/Black people. How are their ideas similar or different to one another? Be sure to know that Kant and Hume were white philosophers and Blyden and Crummell were African Americans who lived during the 1800s; evidence the sources from eLearn. However, all responses must be written in your OWN words. #2. Why is Dr. Yefru having this conversation about Hume, Kant. Blyden and Crummell in his introductory chapter? Sit with this question a bit. This is an introductory course to the discipline<\/a> of Africana studies where we promote African-centered critical thinking (which we will discuss next week.) Why is this discussion important for Yefru? What does Yefru think about the ideas of Hume, Kant, Blyden and Crummell?<\/p>\n

      \"\"Miss education of the negro<\/strong><\/p>\n

      NOTE: YOU HAVE TO USE THE Mis-education of the Negro<\/a> AND THREE OUTSIDE READINGS OF YOUR CHOICE FROM THOSE ASSIGNED<\/a> IN CLASS TO COMPOSE YOUR PRECISE. KEYS TO COMPOSING A HIGH QUALITY PRECIS (1) Please identify a common theme covered in the book and the articles (race, gender or class etc). (2) Upon identifying this theme which is present in the works, organize your information to address the questions associated with the assignment in paragraph form (see the syllabus). Your discussion<\/a> will first start with the book and through the common theme incorporate the outside readings. (3) Proofread your essay and make sure it follows the formatting guidelines and cites the relevant materials in the proper way. PLEASE FIND THE CHICAGO STYLE GUIDE ATTACHED TO THIS MESSAGE WHICH SPECIFICALLY APPLIES TO YOUR BIBLIOGRAPHY AND FOOTNOTES. ***Also, an example paper<\/a> is attached.***<\/p>\n

      What were the goals of the major parties in Reconstruction<\/strong><\/p>\n

      Part I: Short Answer<\/a> Answer EACH in a paragraph (or two) per question. 1. What were the goals of the major parties in Reconstruction? What problems made reconstruction so difficult? 2. What were the main forms of white resistance to the efforts of reconstructionists? What were the black codes? What effect did they have? 3. What were the various meanings of freedom that emerged after emancipation among freed blacks? How was this resisted by white southerners? 4. What was involved in the \u201credeeming\u201d of the South? How and why did this occur? Why did white supremacy become the foundation of southern politics in the 1870\u2019s? 5. What were the main ways Indians resisted attempts to annihilate them (and their culture)? 6. Explain \u201cSocial Darwinism\u201d and \u201claissez-faire\u201d economics (particularly as they related to the \u201cGilded Age\u201d). 7. Identify the following and explain how each acquired his fortune (both in terms of industry and tactics): Jay Gould, Andrew Carnegie, and John D. Rockefeller. 8. What role did the federal government play in the growth and profitability of the railroads (including in response to strikes)? 9. What were the various positions people took on the currency (or \u201cfree silver\u201d) debate(s) in the Gilded Age and why did they take these various positions? 10. Explain \u201cbossism.\u201d What were it\u2019s advantages and disadvantages?<\/p>\n

      11. Explain the spoils system. How did it eventually end and why did its demise lead to the increase in the influence of business in politics? 12. Why was there an increase in lynchings at the end of the 19th century? 13. Explain the role of women in politics in the last decades of the nineteenth century. What causes did they endorse, what obstacles did they face, and what role did the \u201ccult of domesticity\u201d play in their tactics\/power? 14. Compare the roles played in policy and public life by the Republican and Democratic parties during Reconstruction and during the Gilded Age. What causes did they support and what kinds of voters and support did each attract during each of these periods? 15. Explain the nature of migration and immigration during the last half of the 19th-century. 16. Explain the goals and programs of both the Farmers Alliance and the People\u2019s Party (Populist Party). 17. What were the main issues motivating the labor unions during the Gilded Age, how did they try to achieve them, and why were they unsuccessful? 18. Identify each of the following and explain why they were important: Homestead lockout, Cripple Creek miners\u2019 strike, Pullman boycott, and Coxey\u2019s army. 19. Identify and explain each of the following: Monroe Doctrine, Open Door policy, and yellow journalism. 20. How did the U.S. come to control Cuba, the Philippines, Puerto Rico, and Guam?<\/p>\n

      21. Why, and in what ways, did the situation of Black Americans<\/a> actually worsen during the Progressive Era? Explain the case of Plessy v. Ferguson. 22. Explain the contrasting views of Booker T. Washington and W.E.B. Dubois. 23. Explain the ideology of the Progressives, both in terms of the \u201csocial gospel\u201d and in terms of their understanding of Darwinism. (Illustrate with examples of actions they undertook.) 24. Compare<\/a> the following: anarchists, socialists, and progressives. 25. Explain Roosevelt\u2019s \u201csquare deal\u201d and describe his actions as both reformer and conservationist. 26. How did Wilsons\u2019 progressivism differ from Roosevelt\u2019s? How did Wilson\u2019s progressive agenda change during his presidency? 27. Explain Wilson\u2019s notion of \u201cnational determination\u201d and explain why it was problematic. 28. Explain how and why dissent was suppressed during World War I and comment on its possible effects. 29. In what sense, and why, had American culture drastically changed after World War I? 30. Describe and explain the \u201cGreat Migrations\u201d of Black Americans and Mexicans during the early 20th century.<\/p>\n

      31. What were the causes of the economic crisis (1928-1932) that led to the Great Depression? Part II: Essay<\/a> Answer these in seperate essays of 4-6 paragraphs. A. Develop an essay<\/a> in which you explain the nature of the struggle between labor and management\/ownership in U.S. history from the Civil War to 1932. In arguing for your interpretation choose three important examples from the history of this period to support your claims. B. Develop an essay<\/a> in which you explain the nature of the struggle for women\u2019s rights during this period (1865-1932). In arguing for your interpretation choose three important examples from the history of this period to support your claims. C. In what sense might we consider the United States an imperialist country during the post-Civil War era up to the end of Word War I? In arguing for your interpretation choose three important examples<\/a> from the history of this period to support your claims.<\/p>\n

      \"\"The limits of power<\/strong><\/p>\n

      This is a book review on The Limits of Power: The End of American Exceptionalism<\/a>. Here is the instructions by my teacher: II. Intro: \u00d8 Introduce the author \u00d8 Introduce the book (Title, What is it about?). \u00d8 State author\u2019s thesis and summarize content\/arguments. III. Body: \u00d8 Each paragraph should address different parts of the book<\/a> or different arguments presented in the book. \u00d8 This may also be in the form of arguments made about different time periods or stages within a time period. \u00d8 Use key parts of the book (quotations\/paraphrasing) to demonstrate how the author supports his or her thesis. \u00d8 You may add your assessment<\/a> (analysis\/view on the author\u2019s arguments) within each paragraph or in separate paragraphs \u00d8 Make sure to evaluate the author\u2019s arguments in terms of whether or not they are convincing, well researched, and logical. If the author\u2019s work could contribute to the public\u2019s understanding of the topic you may comment on that as well. \u00d8 If you choose to disagree with the author you should do so strictly on academic grounds\u2013i.e. use a reason-based argument to counter her or his argument. IV. Conclusion \u00d8 Evaluation of the author\u2019s success<\/a> or failure to substantiate his or her thesis with evidence and argumentation \u00d8 Evaluation of book\u2019s contribution to history, the public\u2019s knowledge of the subject, \u201creadability\u201d and style. Format: *Review should be 5 pages double-spaced; stapled at the top left hand corner at a 45-degree angle *Font 12, Times New Roman *One-inch margins on both sides *You may use Chicago, APA, or MLA style for footnotes or endnotes (Ask in the library if you don\u2019t know what to do) *Do not enclose your paper<\/a> in any type of folder *Make sure to save copies of your paper in multiple locations Biographical Sketch: Andrew J. Bacevich, Sr. (born 1947 in Normal, Illinois) is a professor of international relations at Boston University and a retired career officer in the United States Army.<\/p>\n

      He is a former director of Boston University\u2019s Center for International Relations (from 1998 to 2005), and author of several books, including American Empire: The Realities and Consequences of US Diplomacy (2002), The New American Militarism: How Americans are Seduced by War (2005) and The Limits of Power: The End of American Exceptionalism (2008).<\/a> He has been \u201ca persistent, vocal critic of the US occupation of Iraq, calling the conflict a catastrophic failure.\u201d[1] In March 2007, he described George W. Bush\u2019s endorsement of such \u201cpreventive wars\u201d as \u201cimmoral, illicit, and imprudent.\u201d[1][2] His son, also an Army officer, died fighting in the Iraq War in May 2007.[1]<\/p>\n

      \"\"The Impact of Globalization on Conflict<\/strong><\/p>\n

      Think about the previous examination of China. For this project, your job is to write the content for a new page of this course titled India and Globalization. After reading your page, other students should be able to do the following: Identify positive effects of globalization on India Identify negative effects of globalization on India Compare modern U.S. relations with India to relations with China Your pages should include commentary with your thoughts on the following question: Why does the U.S. have a better chance of maintaining long-term strong relations with India than it does with China? Include a picture with a caption to go on your page. You may find images using the Google image search function with key words<\/a> such as: India, Globalization<\/a>, industry, economy, and trade Include a list of four more websites or articles that you read to support the information on your page. (You should not include the websites below.) Use the The CIA Country Factbook to review data about India\u2019s people and its economy, and then use the rest of the links to examine globalization\u2019s effects on India. BBC News: Is globalisation<\/a> a force for good in India? Economy Watch: Globalization<\/a> in India Effects of Globalization on Indian Industry Use a search engine to find more information about globalization\u2019s effect on India by searching with the following key words: \u201cglobalization<\/a>, India, trade, economy, media, effect\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

      Compare and contrast the reasons why the Western Roman Empire ended in \u200b476 and the Eastern Roman Empire Use twelve point type and double space. Have a cover page with the title of your review, the course number and section, your name, date submitted, your tutor\u2019s name and the word count. Use Chicago style footnotes. … Continue reading 100+ Research Paper Questions and Topics for History Class<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[4],"tags":[60,84,43,12,14,39,261,26],"class_list":["post-770","post","type-post","status-publish","format-standard","hentry","category-questions-and-answers","tag-ace-my-homework","tag-best-online-website-to-hire-someone-to-do-my-essay-2019","tag-best-website-for-college-asignments-help","tag-business-homework-help","tag-cheap-assignments-help","tag-get-homework-help-from-homeworknest-for-acemyhomework","tag-history-assignment-help","tag-write-my-essay"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t