History Assignment help

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1. Describe how enslavement of Africans by Europeans began. Explain how European slavery was different than African Enslavement.

2. How was it possible for Europeans to enslave millions of Africans?

3. Define Rascism.

4. Describe the conditions of African slaves during the Middle Passage from Africa to the Americas.

5. Why did plantation owners turn to the system of slavery as a labor source and how was it different from indentured servitude.

6. List the first three ‘slave laws’ out of the Virginia colony.

7. What colony and what group in that colony were the first to proclaim that slavery was wrong and what movement did they begin?

8. Who was Crispus Attucks and why was he important for the American Revolution?

9. What 2 men founded the Free African Society and what did they hope to accomplish?

10. What 2 compromises forced the U.S. Constitution to NOT end slavery? History Assignment help.

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American history homework help

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Assignment Expectations: As part of your Research Project, the third assignment requirement expects students to complete a Primary Source Analysis Assignment of TWO primary sources on your chosen topic. For this assignment, you will do a search for two (2) primary sources from an appropriate database that houses primary sources related to your topic (further details below). Once students select two primary sources, they should complete the appropriate Primary Source Analysis Worksheet. Finally, after reading and analyzing your two sources, students will write a 250-word Primary Source Analysis Narrative for each primary source. Once again, for each primary source, students will submit a Primary Source Analysis Worksheet and a 250-word Primary Source Analysis Narrative. Keep reading to find out more about where to find sources for this assignment and what your analysis should include. As always, if you have questions, please feel free to reach out to your instructor.

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But First, What Exactly is a Primary Source? Primary Sources are original records of the political, economic, artistic, scientific, social and intellectual thoughts and achievements of specific historical periods. They are produced by the people who participated in and witnessed the past. Primary sources offer a variety of points of view and perspectives of events, issues, people and places. These original sources were used or created by someone with firsthand experience of an event and these records can be found anywhere – i.e. at home or in government archives. Moving forward, if you still have questions about primary sources, please email me with questions. If you prefer further verification, please feel free to email me the sources that you plan to use. American history homework help.

National Archives: Primary Source Analysis Worksheets – The National Archives has created analysis worksheets to help you work with primary sources. Copies of these worksheets are provided as attachments in the Primary Source Analysis assignment. The worksheets consist of a combination of checklists and short-answer questions that will help you focus on the most important elements of many different types of historical documents. You will need the worksheets to complete the Primary Source Analysis assignment

Where can you find Primary Sources? Where should students look for primary sources?? Well, the UMGC LIBRARY, of course!! Why, you ask? Well, the UMGC library subscribes to many databases that contain such resources and are available to you in full-text and electronic format. Additionally, students can find sources through the Library of Congress, National Archives or University Libraries and Archives.

Here are some helpful links to get started with the research process.

What are Primary Sources??

  • Library of Congress: Teaching with Primary Sources (video and transcript) – definition of primary and secondary sources and why use primary sources  http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=6632
  • Library of Congress: Why Use Primary Sources http://www.loc.gov/teachers/usingprimarysources/whyuse.html

Finding Primary Sources

  • Library of Congress: Finding Primary Sources http://www.loc.gov/teachers/usingprimarysources/finding.html
  • National Archives: Finding Primary Sources http://www.archives.gov/education/research/primary-sources.html
  • About UMGC Library OneSearch https://sites.umgc.edu/library/libhow/onesearch.cfm. American history homework help.
  • UMGC Database Searching Basics https://sites.umgc.edu/library/libhow/searchingbasics.cfm
  • UMGC Research Guide for History: Primary Sources https://libguides.umgc.edu/c.php?g=318018&p=2163050

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How to Cite Primary Sources

  • Library of Congress: Citing Primary Sources – Chicago style http://www.loc.gov/teachers/usingprimarysources/chicago.html

How do I Analyze Primary Sources?

  • Library of Congress: Analyzing a Primary Source (video and transcript) http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=6633

Please do not hesitate to reach out to me with questions about finding appropriate primary sources for your research. Do not use resources from history.org, Britannica.com, online encyclopedias or similar tertiary sources. While these tertiary sources are useful for general knowledge, they are not primary sources. Should students use one or more of these sites, then they will not receive credit and the instructor will ask you to redo this assignment.

Assignment Directions: After selecting, reading and analyzing your primary source(s), please make sure that both analyses follow the format below and includes the following information. Please note, students must submit a Primary Source Analysis Worksheet for each source AND a Primary Source Analysis Narrative for each source. If possible, please save all of your work in one PDF or Word document file to submit to your instructor for review. American history homework help.

  • Complete a Primary Source Analysis Worksheet for each primary source. Please make sure to elaborate with your answers. The more information, the better!
  • Format: Each Primary Source Analysis Narrative should be typed in a word document, with 1-inch margins, double spaced, and include no less than 250 words.
  • Bibliography: At the top of each Primary Source Analysis Narrative, students should provide a complete bibliographic entry. This complete bibliographic entry should include a formal citation, including the URL and your date of access. How should you cite your primary source?? Check out the link below.
    • Library of Congress: Citing Primary Sources – Chicago Style http://www.loc.gov/teachers/usingprimarysources/chicago.html
  • Analysis and Content: Each Primary Source Analysis Narrative should include a detailed summary of source– in your own words. Ultimately, this should be written within the first two paragraphs of your analysis and should:
    • Identify the type of source, author, when and where the source was produced, and any unique quality or characteristics
    • Summary of source
    • Strengths and Weaknesses of source; any unanswered questions
    • What the source indicates about the time period it was produced and how the source defined, influenced and/or shaped history within the time frame of the course and possibly on a global scale.
  • Each primary source should explain how the article pertains to your research
    • Ideally this information would be stated at the end of your analysis
    • It is important that students share more than a simple sentence in this analysis. I would like to see a paragraph dedicated to this portion of the assignment.

Submitting Your Work: Students can submit their work under the Primary Source Assignment directions. Click on this assignment, scroll to the bottom of the page where you see “Add Attachments,” and then attach assignment here. Students can also submit this assignment through the Assignment tab. Students will also see the rubric attached to this assignment. Please make sure to review the rubric before submitting your final draft. American history homework help.

 

History homework help

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This week we will focus on Black organizations and their role in the Civil Rights Movement.

1. In the content go to the Crisis Magazine (Link in the content) and click on the archives section of the magazine. This will bring you to electronic versions of the magazine from the Civil Rights Era. Choose one of the editions during this time and identify one article to read and provide a summary for the article. Please provide a link to the edition that you choose. (Example of a link to an edition in April 1950-https://books.google.com/books?id=qVcEAAAAMBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

2. Describe the Great Migration and what were African Americans hoping to find during the migration? Did they find it? Was there a benefit to this move? History homework help.

Dr. Frehiwot

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History homework help

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Instructions

Part One: Identifications (10 points each; 200 points total)

This section requires you to write short answers to each identification question. There are 20 identification questions worth 10 points each for 200 points total. Each answer must address who, what, when, where, and why in the identification.

Each answer should be no more than one paragraph in length (4-5 sentences or 100-150 words), double-spaced with 1-inch margins using 12 point Arial, Calibri, or Times New Roman font. You are not required to include citations. Each answer must:

  • Identify the individual named, author, event, and other key individuals and groups (2 points)
  • Discuss what the identification term or name is about (2 points)
  • Describe when it occurred (2 points)
  • Describe where it occurred (2 points)
  • Explain why the individual, group, or event is significant for understanding African American Studies (2 points)

Listed below are twenty identification terms you will need to answer in Part One of the exam. You must answer all twenty terms to receive full credit. DO NOT copy and paste language from classroom resources or any other source. This is an act of plagiarism and is a violation of the academic integrity pledge you signed in Week 1.

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The twenty identification terms are drawn from Weeks 1-4 of the AASP 201 classroom resources. Please use your class readings first to answer the terms before resorting to outside sources. History homework help.

1. Jim Crow

2. Segregation

3. Trans-Atlantic Slave Trade

4. Frederick Douglass

5. William Green

6. Ida B. Wells

7. Tuskegee University

8. Black Studies

9. 40 Acres and a Mule

10. KKK

11. Lynching

12.  1619

13. Henry Louis Gates Jr.

14. Life of a Slave Girl

15. Civil War

16. Reconstruction

17. White Supremacists

18. NAACP

19. Niagara Movement

20. Harlem Renaissance

Part Two: Essay (100 points)

You are required to answer one of three essay questions described below. The essay portion must be 4-5 pages in length, double-spaced, numbered, include 1 inch margins, use 12 point Arial, Calibri, or Times New Roman font.

Your essay must include a Works Cited page. The citation style of the Works Cited page may be either Chicago, APA, or MLA. The selected citations must be appropriate to the exam topic and the citations must support the assertions made in the exam.

Your essay will include three main parts—the Thesis/Introduction, Argument, and Conclusion.

The Introduction section should clearly state the thesis within the first 1-2 paragraphs. The thesis must be relevant and appropriate to the argument and demonstrate an accurate and complete understanding of the question. This section should make it clear which question you are answering, but it should do more than restate the question by offering a brief response and it should be free of grammar and spelling errors. History homework help.

The Argument section (3-4 pages) should incorporate pertinent details from the assigned readings but you may also use outside readings. The section must provide relevant historical evidence to support the thesis and the key claims made in the argument as needed. It should maintain focus and avoid sidetracking. It should present your answer to the question clearly and concisely in an organized manner and it should be free of grammar and spelling errors.

The Conclusion section should be in the last part of your essay exam within the last 1-2 paragraphs. It should briefly restate the thesis and summarize the main points of the argument. It should also demonstrate insight and understanding regarding the question asked and it should be free of grammar and spelling errors.

A scoring rubric for the essay portion is included below. Please answer one of the following essay questions:

1. Examine the impact that slavery had on the lives of enslaved women in America?

2. Interrogate the role of the Harlem Renaissance (1919-1940) on the freedom struggles in America and around the world?

3. Booker T. Washington believed that practical education was the route to freedom for Black/African people in America. Do you agree or disagree with this assertion?  History homework help.

History homework help

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  1. What cultural and political changes introduced during the Ashikaga period had a long-lasting effect on Japanese history and civilization?
  2. By what measures did Oda Nobunaga, Toyotomi Hideyoshi, and Tokugawa Ieyasu manage to unify the realm, and what were the limits to their achievement of unification?
  3. In what ways, and to what extent (if at all) did the role and the ambitions of the samurai change from the time just prior to the establishment of Tokugawa rule, through the early decades of the Tokugawa era in the 17th century.  How, if at all, did the samurai role and ambitions or self-understanding then change through 18th and 19th centuries?
  4. How did Japanese culture change during the Tokugawa period? What was the importance of Confucianism to the culture of Japan? History homework help.

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History homework help

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I need Six Paragraph for each. around 600 words for each Discussion.

Forum 3 is due in 15 hours and Forum 4 by Monday

Attached Reading is for Discussion 4

Forum 3:

(Also visit: http://norml.org/) Why do you think marijuana is such a popular drug? What are some of the alleged benefits of using marijuana? What are some of the risks and negative effects associated with marijuana? What are the main reasons why some individuals and organizations propose marijuana decriminalization? Explain whether or not you think that marijuana should be decriminalized or legalized, and why.

Forum 4:

Why is corruption so important for gangs and cartels? What unique problems do corrupt law enforcement officials pose? Why is corruption more severe in Mexico than in the U.S.? How would/could you control corruption within a law enforcement agency or government when billions of dollars are available? Discuss the impact of corruption on the U.S. side of border. History homework help.

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History Assignment Help

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 Your task in this assignment is to compare “first generation” and “second generation” feminist arts in the United States in a formal essay that thoroughly summarizes how each understood gendered id

Purpose: The purpose of this Formal Essay writing assignment is to clearly summarize, synthesize and reflect on important information concerning feminist arts in the United States that you have encountered in lectures, discussions and special topic readings and discussions. The specific skills that you will practice and develop are:
• Organized and thorough notetaking of lecture and reading content
• Clear, concise and well-organized writing that synthesizes and summarizes course content from lectures and reading assignments
• Employing interdisciplinary methods of visual analysis
• Analyzing relationships between art and its social, cultural, political, historical and/or spiritual contexts
• Reflecting upon art employed as an instrument for social change
• Citing sources properly
Acquiring and developing these skills will contribute to your success both in this course and beyond, particularly in an ever-increasingly visually saturated world. History Assignment Help.

Knowledge: This assignment will also help you to become familiar with the following important content knowledge in this course and the discipline of Art History:
• Social, cultural, political, historical and/or spiritual contexts of art
• How aspects of feminism impacted the visual arts in the United States
• How visually oriented artistic practices are developed and modified to promote socio-political change
• The stakes involved in visual representation, particularly in term of identity politics.

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Task: Your task in this assignment is to compare “first generation” and “second generation” feminist arts in the United States in a formal essay that thoroughly summarizes how each understood gendered identity (or “subjectivity”), their respective social goals, and characteristic artistic approaches/strategies. To do this, we would like you to choose two artists from the “first generation” (Schneemann, Edelson, Mendieta, Chicago, or an example from Womanhouse) and one artist from the “second generation” (Kruger or Sherman). Then, chose one work for each your chosen artists (3 works total) as your main examples.
• Take thorough, organized notes of lectures and special topic reading assignments.
• Select the 3 artists and 3 works of art that you will employ as the main examples for your essay. Here, your selection should be made in consideration of which artists/examples will allow you to best show the depth of your knowledge of the subject.
• Write an outline, “map” and/or re-organize and synthesize your notes related to these works as the starting point or guide for writing your Formal Essay. It is entirely appropriate for you to adapt previous writing assignments for this essay.
• Write a thorough, well-organized essay that summarizes the content areas assessed in the rubric for this Formal Essay (see Canvas). History Assignment Help.
• Your essay should have an introduction that summarizes the socio-historical context women faced at the time, how each “generation” understood gendered identity, and leads to a thesis that clearly articulates each movement’s main goals.
• The body of your essay should thoroughly analyze your chosen examples and relate them to the overall goals of each movement. In other words, this analysis of your examples should support and enrich your thesis statement.
• Your conclusion should summarize the main points of your essay and include a thoughtful reflection on your informed views of the impact each “generation,” including the successes as well as shortcomings of each.

Criteria for Success: You will be successful in this assignment if your essay 1) is well-organized and thoroughly summarizes the main goals of these “generations” feminist arts in the United States through a thorough analysis of your chosen examples; 2) provides a thoughtful and informed reflection on their successes and shortcomings; 3) properly cites sources. Excellent work most often differs from adequate work due to levels content inclusion, thorough connection made between students’ specific examples and the overall goals of the movement, and the organization students’ writing.

Format: 5-8 pages (excluding title page and bibliography), double-spaced, 1” margins, 12pt Times New Roman font. Upload to Canvas as a Word .doc or PDF file. History Assignment Help.

Citations should follow the Chicago Manual of Style and include a bibliography. See the tutorial and supporting materials on Canvas.

Rubric

AH 270 Formal Essay #1–initial draft (1)

AH 270 Formal Essay #1–initial draft (1)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeContent of Essay in relation to “first generation” feminist arts in the U.S.

This category of assessment includes such content as:
a) socio-cultural context
b) how gendered identity was commonly conceived
c) common goals
d) common artistic strategies (such as collaboration, performance, “craft” materials, etc.)
25.0 pts

Essay thoroughly summarizes lectures and readings concerning the key characteristics and goals of the “first generation” of feminist arts in the U.S.

 22.0 pts

Essay summarizes lectures and readings concerning the key characteristics and goals of the “first generation” of feminist arts in the U.S., but could minor additions/expansion

 19.0 pts

Essay partially summarizes lectures and readings concerning the key characteristics and goals of the “first generation” of feminist arts in the U.S.

 15.0 pts

Essay inadequately and/or innaccurately summarizes lectures and readings concerning the key characteristics and goals of the “first generation” of feminist arts in the U.S.
25.0 pts
This criterion is linked to a Learning OutcomeContent of Essay in relation to “second generation” feminist arts in the U.S.

This category of assessment includes such content as:
a) socio-cultural context
b) how gendered identity was commonly conceived
c) common goals
d) common artistic strategies such as collage, appropriation, deconstruction of stereotypes and cultural conventions, etc.
30.0 pts

Essay thoroughly summarizes lectures and readings concerning the key characteristics and goals of the “second generation” of feminist arts in the U.S.

 27.0 pts

Essay summarizes lectures and readings concerning the key characteristics and goals of the “second generation” of feminist arts in the U.S., but could use minor additions/expansion

 24.0 pts

Essay partially summarizes lectures and readings concerning the key characteristics and goals of the “second generation” of feminist arts in the U.S.

 20.0 pts

Essay inadequately summarizes lectures and readings concerning the key characteristics and goals of the “second generation” of feminist arts in the U.S.

 15.0 pts

Essay inadequately summarizes lectures and readings concerning the key characteristics and goals of the “second generation” of feminist arts in the U.S. and contains multiple misconceptions
30.0 pts
This criterion is linked to a Learning OutcomeExplanation of “de-centered” subjectivity (particularly the use of Lacan’s ideas)
10.0 pts

The essay thoroughly explains “de-centered” subjectivity and its use by the artist

 8.0 pts

The essay explains “de-centered” subjectivity and its use by the artist, but could use more specifics/expansion

 6.0 pts

The essay partially explains “de-centered” subjectivity and its use by the artist

 4.0 pts

The essay inadequately explains “de-centered” subjectivity and its use by the artist

 0.0 pts

No serious attempt to explain de-centered subjectivity is apparent in the essay
10.0 pts
This criterion is linked to a Learning OutcomeIntroductory paragraph
10.0 pts

This paragraph guides the reader by introducing the contexts, articulating the main issues, and leading to a thesis that clearly states each movement’s conception of gendered identity and the artistic strategies consequently adopted

 8.0 pts

Minor editing could improve the introductory paragraph so that it better introduces the contexts, articulates the main issues, and leads to a thesis that clearly states each movement’s conception of gendered identity and the artistic strategies consequently adopted

 6.0 pts

Moderate reworking could improve the introductory paragraph so that it better introduces the contexts, articulates the main issues, and leads to a thesis that clearly states each movement’s conception of gendered identity and the artistic strategies consequently adopted

 4.0 pts

Major reworking is needed to improve the introductory paragraph so that it better introduces the contexts, articulates the main issues, and leads to a thesis that clearly states each movement’s conception of gendered identity and the artistic strategies consequently adopted
10.0 pts
This criterion is linked to a Learning OutcomeBody paragraphs and examples
10.0 pts

Appropriate examples were chosen, and each paragraph clearly supports the thesis of the essay

 8.5 pts

Appropriate examples may not have been chosen, and/or each paragraph does not clearly support the thesis of the essay

 7.5 pts

Appropriate examples may not have been chosen, and/or much more attention to how each paragraph supports the thesis of the essay is needed

 6.0 pts

Appropriate examples may not have been chosen, and much more attention to how each paragraph supports the thesis of the essay is needed

 0.0 pts

No Marks
10.0 pts
This criterion is linked to a Learning OutcomeConclusion
10.0 pts

The conclusion summarizes the main points of the essay and includes a thoughtful reflection on the student’s informed views of the impact of the movement, including its successes as well as shortcomings

 6.0 pts

The conclusion partially summarizes the main points of the essay and/or includes a cursory reflection on the student’s informed views of the impact of the movement, including its successes as well as shortcomings

 4.0 pts

The conclusion does not summarize the main points of the essay and/or does not include a thoughtful reflection on the student’s informed views of the impact of the movement, including its successes as well as shortcomings
10.0 pts
This criterion is linked to a Learning OutcomeCitations/Bibliography
5.0 pts

The citations and bibliography are properly formatted according to the Chicago Manual of Style and need no attention

 3.0 pts

Some citations and/or the bibliography are improperly formatted according to the Chicago Manual of Style and need attention

 2.0 pts

Many citations and/or the bibliography are improperly formatted according to the Chicago Manual of Style and need attention

 0.0 pts

No citations and/or bibliography are present, or need serious work so that they conform to the Chicago Manual of Style
5.0 pts

History Homework Help

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After reading the assigned readings for this module and completing the module content, answer the following questions in short paragraph form (4-5 sentences).

Answers must be in students’ own words. Any answers copied from the Internet will be assigned the grade of zero. Repeat offenses will result in disciplinary action.

  1. Compare the concerns of the Know Nothings with the agenda of Boss William Tweed’s political machine in relation to immigrants.
  2.  Identify where the Scandinavian immigrants came from and explain their settlement patterns in the United States. reviewew the following reading links:   http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/scandinavian.html

https://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1418

https://highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=1537. History Homework Help.

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History homework help

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Required Resources Read/review the following resources for this activity:

  • Link (website): Narrated PowerPoint Tutorial
  • Minimum of 8 scholarly resources (These are from the Week 4 Annotated Bibliography. Conduct additional research as needed.)

Introduction For this project, select a person whom you believe had significant influence (positive or negative) on a movement for social, economic, and/or political change in the 20th and 21st centuries. Explore and address the following in your project:

  • Summarize the person’s ideas.
  • How did the ideas or changes affect the establishment and status quo?
  • What was the context in which this person proposed ideas/change?
  • How did the government or the people respond to the ideas/change?
  • What sort of following or support did he/she have?
  • How have the ideas/actions of the person influenced contemporary cultures and ideas? History homework help.

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For the final presentation, make sure to go beyond the surface information and go into depth about the person you are researching.Here is a brief breakdown of the project so that you can plan your time in the course:WeekTaskWeek 3Topic SelectionWeek 5Annotated BibliographyWeek 6ScriptWeek 8PresentationInstructions The final step in the course project is to develop the presentation with audio narration.

  • You may use PowerPoint or another method (mp4 file) approved by your instructor.
  • Deliver the presentation in a professional and engaging manner.
  • Include parenthetical in-text citations support observations made in the presentation. Make sure to read the citations when recording your narration. Do not read the references slide. History homework help.

Presentation Requirements

  • Length: 4-6 minutes narrated presentation
  • Slide length: 5-8 slides (not including title slide, conclusion slide, or references slide)
  • Title slide
  • Conclusion slide
  • References slide (minimum of 8 scholarly sources cited in APA format; not narrated)

Grading The activity is will be graded using the W8 Course Project Grading Rubric.  History homework help.

American history homework help

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I have four sources included. 4-6 pages. The argument should be one that is opposed to the 22nd amendment (limiting presidents to 2 terms).

A bibliographic review consists of a comparative and analytical  review of several different articles recently published in academic  journals that all revolve around a common theme.  The reviewer is  seeking to explain the diverse perspectives and the extent to which the  author’s conclusions are predicated to the specific factual evidence  that is cited.  Start by a correct bibliographic citation in accordance  with the University of Chicago standards for each separate  publication.   What should follow next is the reviewer’s evaluation of  the academic training and prior publications of each individual author. American history homework help.

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