Category: American history

My essay needs to be about the Powhatan Tribe and how colonizers mistreated them

My essay needs to be about the Powhatan Tribe and how colonizers mistreated them when the English first arrived. The essay needs to showcase how they were mistreated, 
what turned to them losing their land and how it affected their health. It also needs to talk about how they are affected today. I will give more info below. I also need 5 sources from a specific database. Typing in keywords like “Powhatan” will bring a bunch of sources from the website. Direct quotes are required for my essay in MLA format, and the whole essay needs to be in MLA format. A works cited page is also required.
This is the website to acquire 5 sources. https://caccl-glendale.primo.exlibrisgroup.com/discovery/search?vid=01CACCL_GLENDALE:GLENDALE&lang=en   

At least 1200 words per essay question (2400 total) that address the following:

At least 1200 words per essay question (2400 total) that address the following:
Discuss the Civil War, explain why it started, the major battles and the outcome of this war.
What was Reconstruction like and was it successful? Also describe the three constitutional amendments, the 13th,14th and 15th, why were they created and their importance to American History.
*Please use the below link as main source*
https://archive.org/details/americaanarrativehistoryvolume1briefeleventhedition.c2.pdfreflow/page/n489/mode/2up
(Chapters 11-15)

Write a 750-word response to the following prompt:
The idea of “freedom” was cen

Write a 750-word response to the following prompt:
The idea of “freedom” was central to the culture, politics, economics, and society of the United States between 1865 and 1918. Throughout this period, however, the meaning of freedom was constantly debated, contested, and negotiated.
Choose three different individuals/groups that we have discussed in the first third of this course (modules 1-4). Explain how each of them defined, explained, and used the concept of freedom. You should also compare these contrasting views of freedom. What were the points of agreement and disagreement? Could these multiple definitions of freedom coexist, or were they mutually exclusive? What did “freedom” mean for these people? Did freedom for some groups necessarily mean a lack of freedom for others? Why?
Be sure to define the term “freedom” in your answer.
Instructions:
Your answer must quote and cite at least three different documents from the required reading for Modules 1 through 4.
Be as specific as possible, and be sure to use the assigned readings to defend your answer.
Answers that are too short or too long (more than 50 words in either direction) will lose points.
Your answer will be checked for plagiarism using Turn-It-In.
Your answer should be based on material covered in class lectures and in the assigned reading for this course. DO NOT CONSULT OTHER SOURCES. I do not want to know what Google tells you about this topic. All the information you need to answer this question can be found in the assigned reading and in your class notes.
Some tips on formatting and length:
750 words is not much! It’s about three double spaced pages (1” margins, 12 point font).
Be brief, especially in your introductory paragraph. Get right to your argument, don’t waste words describing everything we’ve covered in the course. There’s no need to make sweeping statements like “Since the beginning of U.S. history….”
The prompt asks several different (but closely related) questions. You do not need to answer each and every one of them, but you should try to address most of them (at least in passing) in your essay.
Suggested format:
75 words: Introductory paragraph that ends with a clear thesis statement (that is, your argument and your answer to the question asked in the prompt).
200 words: body paragraph 1, which should contain your first example and a quotation from your first document.
200 words: body paragraph 2, which should contain your second example and a quotation from your second document. A transition paragraph between paragraphs should address the similarities/differences between your first and second example.
200 words: body paragraph 3, which should contain your third example and a quotation from your third document. A transition paragraph between paragraphs should address the similarities/differences between this example and your first two examples.
75 words: a concluding paragraph that compares your three examples and reiterates (not word-for-word!) your thesis from the introduction.
You MUST introduce and contextualize your quotes. We’ve read dozens of documents this term. You must tell your reader what document you’re quoting.
GOOD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right,” black residents of Nashville stated in a petition, “and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.” As these petitioners noted, the work of freedom remained incomplete, even after emancipation.
BAD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right, and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.”
The second example is extraordinarily confusing for your reader. Who are you quoting? Are these your words? Introduce your quotes, and then explain them in your own words.
You should also try to avoid extended quotations. In almost all circumstances, you shouldn’t be quoting more than one or two sentences at a time. When you’re trying to quote a longer passage, intersperse your own words as necessary. When I see paragraph-length citations I start to worry that you’re just trying to fill up space…
Historians use Chicago Manual of Style, Humanities format. Use footnotes, not parenthetical/in-text citations.
Cite the documents from Eric Foner’s Voices of Freedom as follows:
Elizabeth Cady Stanton, “Home Life,” in Eric Foner, ed. Voices of Freedom, Vol. 2, 6th Edition (New York: W.W. Norton, 2020), 14-17.

AMH2020 Assignment #5: The Rise of Fascism in the 1930s
During the 1930s, due to

AMH2020 Assignment #5: The Rise of Fascism in the 1930s
During the 1930s, due to economic, military, and political influences, some countries around the globe increasingly moved towards fascist governments in the support of a dictatorship.  In the 1930s, Americans were struggling to contain the harsh effects of the Great Depression.  This was quite a turnaround from the relative prosperity of the 1920s.  But most European countries did not experience the “Roaring Twenties”, but over a decade of challenges and hardships in their economies due to World War I.  When the worldwide Depression hit in the 1930s, this was a tipping point for many European countries.  Populations were willing to put vast amounts of power into a few individuals that promised them a better future.  The first dynamic personality to gain his people’s admiration then create a dictatorship was Benito Mussolini of Italy.  His playbook was used with even greater effect by Adolph Hitter of Germany.
For Part #1 of this assignment go to https://www.youtube.com/watch?v=nbDSaBtr2mU  . 
**You should start this clip at 4:56 and end at 13:48 to answer the questions below.**
1.   In America during the 1930s, what was the name of the most popular photojournalism magazine?
2.  How did most Americans get their news during the 1930s?
3.  What German government agency did Joseph Goebbels run for the Nazi political party?
4.  How did the Nazis get there message out to so many people so quickly and effectively? 
5.  What was the name of the propaganda film that was used to glorify Adolph Hitler?  (Do you think this same tactic can be used today by world political leaders?)
6.  What popular dramatic tactic would Hitler use to rev up his audience?
For Part 2 of this assignment, go to https://www.flickr.com/photos/24293932@N00/1376088539 .  If you would like bigger print, search for “Early Warning Signs of Fascism” to view the list.  Then answer questions #7 and #8 in the form of a solid paragraph each from your research.
7.  Choose any two examples from the list and find how they were used by leaders from either Germany, Italy, or Japan to increase their control (just concentrate on any one country).  Write a solid paragraph on how the leaders used your two choices to gain more power.
8. Choose any two examples from the list and find how they are being used by modern country today (chose any one country).  Write a sold paragraph on how the leader of the country you choose is using the two tactics to increase their power or control over their people.
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AMH2020 Assignment #6 The Cold War
For this lesson we will cover a few Cold War ideas from the late 1950s and the 1960s.  There are literally so many things going on in each decade of the last half of the century, that we do not even get to the 21st century in most live classes.  But themes and events that start or continue during the 1950s have followed us to this very day.  The two of many topics that we could explore for our last two assignment both would unfold over many decades.  The Civil Rights movement and the developments of the Cold War are still with us in terms of history and current events.  These are both vast topics, so this assignment hopefully introduce some new ways to think about the last 50 years. 
As mentioned above this takes place over a 50-year period and still influences our current events and way of thinking to this day.  Most basically put, the Cold War revolves around the mistrust, tensions, and competition between America and its allies and The Soviet Union (U.S.S.R) and its allies.  The U.S.S.R government wanted an expansion of Communism while the United States government wanted the opposite.  Even though the two superpowers avoided an all-out war between them, “hot-spots” erupted all around the globe while the U.S. and the U.S.S.R supported opposite sides.
Answer the following questions from this link.

(2 minutes)
1)  What state was Richard Nixon from?
2) Was Nixon in the best health just prior to the 1st debate?
3)  Who did the radio audience think won this debate?
4)  What do you believe to have made the ultimate difference in the 1960 presidential debate?
Both Kennedy and Nixon were considered “hawks”.  This means that they did not shy away from confrontations if it furthered American interests.  Both men would use television effectively to get their points across to the American public.  Kennedy was elected in 1960, while Nixon would be elected in 1968 and 1972.   As you can see, television plays a major role in the 1960s.  It was extremely influential in selling products.  After 1960, it would beinstrumental in selling political ideas.
The following video clip begins by taking a look and the influence of the automobile on the 1950s. Then it will concentrate on the super-power’s competition going on between the U.S.A. and the U.S.S.R in what is known as the “Space Race”.  (On a personal note, my grandfather worked for a company called Western Electric, which would late become AT&T.  He would fly to White Sands Missile Base because his company worked on technology related to the missiles.  Also, our family moved to Florida in the early 1970s because my father worked for a contractor in the aerospace industry.  The Kennedy Space Center brought countless people to the area for employment.)   
Answer the following questions from this link.
https://www.youtube.com/watch?v=b_D4fWogbZM  (start at 29:35 and end at 44:30) 
5)  Did these car examples look fuel efficient?
6)  By the late 1950s, the size of General Motors budget equaled the size of what country?
7)  What hotel chain was created to serve roadside travelers?
8)  What was the largest public works program in our history?
9)  How did President Eisenhower justify such a huge expense?
10)  Did America assist in the Hungarian Revolution against its communist government?
11)  How many years did it take the Soviet Union (U.S.S.R.) to develop an atomic bomb?
12)  Why was rocket technology seen as such an important issue at that time?
13)  What was the name of the 1st successful satellite launched into space?
14)  What was the controversy that involved it television show “Twenty One”?
15) What do you think of the following quote, “Don’t believe everything you read on the internet.”- Thomas Jefferson

sources that need to be used (pick 3):
Read Textbook Chapter 2 – Early Globaliza

sources that need to be used (pick 3):
Read Textbook Chapter 2 – Early Globalization
https://openstax.org/details/books/us-history
Read Primary Source Reader:

Richard Hakluyt Makes the Case for English Colonization, 1584

John Winthrop Dreams of a City on a Hill, 1630

John Lawson Encounters Native Americans, 1709

Questions that need to be answered:
What is the Atlantic World?
How does the concept of the Columbian Exchange help to define the history of the Early Modern Era (1500-1800)?
How do modern societies remember the violence perpetrated upon Native Americans in the 1500s and 1600s?

ASSIGNMENT: You have learned that the historian’s craft involves using evidence

ASSIGNMENT: You have learned that the historian’s craft involves using evidence from the past to learn and write about what happened. This evidence comes in the form of primary sources, or first-hand accounts or artifacts from the time period that the historian is writing about or studying. These sources provide the foundation for any historical narrative. Throughout this course, we have introduced you to the skill of Analyzing Primary Sourcesand to numerous primary sources that professional historians have used to develop a narrative of U.S. history. Now, you will have the opportunity to practice the historian’s craft by reading and analyzing two primary sources yourself.
Keep in mind that the same skills you use to read and analyze historical sources can also be applied to current sources of information, such as newspaper articles, social media posts, television reports, and commercial advertisements. By practicing these skills now, you will not only develop your ability to perform historical research and think like a historian, you will also become a more skilled consumer of information in general. 
To complete this assignment, download the submission template below. You will return the completed template as your Touchstone submission.
Touchstone 4: Analyzing Primary Sources Template
Touchstone 4: Analyzing Primary Sources Sample
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Step 1: Choose Two Primary Sources
Review the U.S. History I Touchstone Primary Sources List and select two primary sources from the list for your assignment. The primary sources you choose should come from different time periods. Submissions that analyze primary sources that are not on the provided list will be returned ungraded.
Step 2: Read and Analyze Each Source
Read and analyze each source by following the instructions outlined below. Record your responses in the Touchstone 4: Analyzing Primary Sources Template.
Part 1: Meet the Primary Source
What type of primary source is this? 
Types could include a letter, speech, court transcript, legislation, diary entry, photograph, artifact, map, broadside, circular, political cartoon, artwork, etc.
Provide a brief description of something you notice about the source, as if you were explaining to someone who can’t see it.
For example, you might describe its physical appearance, its formal title (if it has one), its type of language, its size or length, or anything else in particular that stands out to you.
Part 2: Observe its Parts
Who wrote it or created it? Was it one person, or was it a group, like an organization? 
When was it written or otherwise created?
What are two things you know about the personal background or beliefs of the person or group who created it? 
Was the source meant to be public or private? If public, who do you think was the intended audience? 
HINT
You may need to use the internet to help you research these questions.
Part 3: Interpret its Meaning: Historical Context
Describe two other things that were happening at the time the source was created.
Careful! In some cases, this could be different from the time the source describes or portrays. 
How does that context (or background information) help you understand why it was created?
HINT
If needed, revisit the U.S. History I tutorials. The four time periods in the Primary Source List correspond to the four Units of the course. Navigate to the most relevant course unit and explore tutorials. Then find information to relate each primary source to its specific historical context.
Part 4: Interpret its Meaning: Main Point and Purpose
What is the main idea or point of the source? Use specific evidence from the source itself to support your answer.
Why do you think this primary source was made? Provide evidence from your prior responses to support your answer.
For example, was its purpose simply to inform? To persuade? To sensationalize? Or something else? 
Part 5: Use it as Historical Evidence
What are two historical questions this source could help you to answer? 
What are two pieces of information the source presents that you should “fact check” (verify as true) by checking other primary or secondary sources?
This primary source shows one perspective on this event or topic. What are two other perspectives you should get to better understand this event or topic, and why?
Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
❒ Did you select two primary sources from the Touchstone 4: Primary Source List?
❒ Did you select sources from different time periods?
❒ Did you complete all sections of the template for both sources?
❒ Did you review the grading rubric and compare it to your responses?
❒ Did you review the sample to see an example of a completed assignment?
❒ Did you proofread your work for proper grammar, punctuation, spelling, and capitalization?

Instructions:
Jorge Sosa, this essay is comprised of two components. The essay m

Instructions:
Jorge Sosa, this essay is comprised of two components. The essay must be at least 1000 words overall. Please include a works cited page as well. 
Part One:
Begin by completing the following political ideology quizzes: 
Advocates for Self Government a libertarian website: www.theadvocates.org/quizLinks to an external site.
Pew Research Center for People & the Press: www.people-press.org/typlogy/quizLinks to an external site.
Next, analyze the results. Do you believe that these quizzes accurately measured your ideological leanings to the right or the left? Why or why not?
Part Two:
Some people argue that there are no significant differences between the two major parties.  Backing up your perspective with appropriate sources, what are the major differences and similarities in the views of the Democratic and Republican parties (e.g., this review of party platforms, 1856-2016 www.washingtonpost.com/graphics/politics/2016-election/conventions/party-platform-evolution/Links to an external site.)?  What are the primary areas of difference between contemporary Democrats and Republicans? How are the two parties similar? What are the consequences of these patterns for voters and election outcomes?  For policy outcomes?
Instructions for Writing Your Essay:
All essays must be written using proper English grammar, punctuation, and spelling. Points will be deducted for grammatical, punctuation, syntax, capitalization, etc. errors. Essays are automatically submitted to Turnitin. Work that Turnitin identifies as having more than a 10% rate of similarity (plagiarism) after quoted material and small matches (10 words or less) are excluded will not be read and will receive a grade of 0.
Submitting Your Assignment and Turnitin
The Turnitin Assignment is in Canvas. You do NOT have to go to Turnitin to submit your paper. Turnitin is plagiarism-checking software. It checks to see if your work is original. I have set the Turnitin Assignment so you can submit your paper as many times as you want until the due date. That will allow you to check your plagiarism score and see where your work is not original. You can then rephrase that section and put it into your own words. The expectation in this course is that your paper scores no more than 10% in plagiarism (90% original work). You will be able to resubmit your paper as many times as you need to in order to get it right until the Due Date (see the link below to a video showing you how to resubmit). You will NOT be able to resubmit after the Due Date. Note that it takes 24 hours to see your new plagiarism score after resubmission. No more than 2 or 3 quotes in the entire paper, please.
Avoiding Plagiarism
You must be careful not to copy someone else’s ideas and not to copy and paste ideas from the sources you find. Copying and pasting from someone else’s work are considered plagiarism. You may use other people’s ideas, but you have to put them in your own words and reference the source. Putting things in your own words is called “paraphrasing.” And you must put the reference right after the idea. Needless to say, submitting plagiarized papers, including those copied from one of the Web sites that have “free” papers or even papers you can buy, will result in a penalty. That penalty in this course is that your grade will be reduced by the percentage of plagiarism over 10%. In other words, the less plagiarism, the higher your score is likely to be; the more plagiarism, the lower your score will be. The paper is worth 10% of your grade in this course. Don’t risk it!
MLA Style and References
One thing you will need to do in college is to learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research, locate, and use one reputable source from the literature on the topic of stress and stress-related illnesses. The “literature” is composed of studies that have been conducted in a scholarly way to support ideas. Scholarly sources can be found in journals or on some Web sites, especially those that come from .edu domains (.edu is short for “educational” Web sites) or .gov domains (.gov are government sites). The College Libraries have dozens of good journals you can use. You will be using the College Library for this paper. You may do the research in person or use the Web to access our library. See your librarian for more information on finding credible sources.
The title of the source should follow the author’s name. Depending upon the type of source, it should be listed in italics or quotation marks. 
MLA Tutorial
There are multiple tutorials and other training sources on MLA style at the OWL – Purdue University Writing LabLinks to an external site.. You do NOT have to buy the MLA Manual to do this paper.