Category: History

Your response to the discussion question will be in two parts. Use subheadings t

Your response to the discussion question will be in two parts. Use subheadings to label your answers Part A and Part B. The first section is a common question about the readings that everyone will answer. In the second section, you will select one of six different questions to answer.  
PART A: Based on the readings in Ruse, was there a “Darwinian Revolution,” and how have scholars debated this idea since he first published his book by that title in 1979?
PART B: Select one of the following questions to answer. CLEARLY INDICATE the question you are answering in your thread title. For example, if you are answering the first question type: “Response to Question 1.” I would like to see all the questions answered in as equal numbers as possible.
In what ways does the 19th-century era known as Romanticism compare and contrast with the period of the Enlightenment in the 18th century?
Explain some of the most significant advances in medical science in the 19th century.
Who were some of the scholars that considered evolutionary ideas before Darwin? How did their ideas contrast with his?
Why did Darwin wait so long to publish On the Origin of Species?
What explains the persistent discussion and debate of Darwin’s theory of evolution even though it was first published over 150 years ago? Why hasn’t the debate concluded?
What was the significance of Darwin’s voyage? Do you think that Darwin could have developed his theories of evolution without having taken his five-year ocean voyage? Why or why not?
Use the readings to inform your answer. If one of the questions is not supported by the readings (most are), then you are to use our library to research it. There is to be NO USE OF COMMON WEBSITES in your answer under any circumstances. Scholarly and peer reviewed research only. Visit this link to assist you: https://apus.libanswers.com/faq/2244  

The Mexican-American War: Causes, Characteristics, Consequences, Historical Impa

The Mexican-American War: Causes, Characteristics, Consequences, Historical Impact, and Comparative Analysis Against Pre-Revolution (17th century) Militia.
This assignment measures your mastery of ULOs 2.1, 2.2, 3.1, 3.2, and 4.1. It is a 2-page essay focusing on the Mexican-American War. 
The Mexican-American War fought between 1846 and 1848, was a pivotal event in the history of both Mexico and the United States. This essay requires you to delve into the causes, characteristics (leaders, challenges, strategies, tactics, innovations), consequences, and historical impact of the war, shedding light on the geopolitical, economic, and social factors that led to the conflict. It also explores the war’s aftermath and how it shaped the relationships between the two nations and influenced subsequent events in North America. In addition, a comparison of the (equipment, training, weapons, organization, innovations, etc.) between U.S. soldiers in the Mexican-American War and pre-Revolution colonial militia in the 17th century (1600s) will be required. 
Organize your essay in the following format (feel free to use bolded subtitles to separate your topic paragraphs): 
1. Introduction (4-6 sentences) 
2. Causes of the Mexican-American War 
3. Military strategy, challenges, leadership, and innovations 
4. Consequences and historical impact of the war 
5. Comparative experiences of soldiers in the Mexican-American War, and Pre-Revolution Militia in the 17th century. Be sure to identify the technology and innovations of the military during each war. 
6. Conclusion (Summary) 
7. References The paper must be at least two full pages (not counting the references) and include two or more scholarly references (books or journal articles), at least one of which must be taken from the CSU Online Library. The textbook can serve as one of your references. 
When locating resources for this assignment, you might find the How to Research History Topics video tutorial helpful. Closed-captioning is available once you access the video. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.
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MIDTERM PAPER
100 POINTS
Content: Chapters 1-5
SUBMISSION: Students will submit

MIDTERM PAPER
100 POINTS
Content: Chapters 1-5
SUBMISSION: Students will submit their completed assignments via Canvas.  Note, plagiarism detection software will be enabled.  Be sure that your submission is original and adheres to Turabian/Chicago formatting.  Turabian is the designated formatting for the historical discipline. A link for Turabian style formatting can be found under modules, week 2: Handouts.  In brief, your papers should contain footnotes documenting sources as well as a comprehensive bibliography at the paper’s end.      
INSTRUCTIONS: For your midterm assignment, students will write a historical perspective essay that offers an analytical survey of women’s experiences in early US history.  
Students may choose one of the following perspectives to analyze:   
1.     An Iroquois woman during the era of colonization (1600s)
2.     An English immigrant to Virginia; arrived on an indenture (1600s/1700s)
3.     Loyalist (pro-British) during the Revolutionary War 
4.     Slave woman (post War of Independence)
5.     Textile worker (early 19th century)
6.     Reformer (antebellum)
7.     Camp follower (American Civil War)
Based on your selection, asses the era in question from the indicated perspective. Listed below are some criteria you might consider in your assessment.  
·      Historical context.  Development of context is important for understanding an event of historic consequence. Think of context as setting the stage.  Historian Jules Benjamin defines historical context as, “the complex environment in which a historical topic is embedded.  The historical context includes social, political, cultural, economic, and other factors” (Benjamin 2016).
·      Consider social shaping forces of your selected era, for instance, legal standing.  Are you governed by laws of coverture?  In other words, are you a married woman, or are you a single woman operating under feme sole? Legal standing is one influence, but there are certainly other social shaping forces you might consider including the church, dominant economic activity of your selected region, and ideology- the Cult of Domesticity, for instance.   
·      Division of labor: what work responsibilities do you have?  Paid or unpaid? Are your labor expectations in alignment with social expectations of womanhood?  
·      Political realities of the era.  In the era of Revolution, for example, the unfolding political landscape (boycotts and the homespun movement) impacts women’s lives dramatically.  
·      Impact of class (socioeconomic standing).  Often times, class is one of the largest determinants of an individual’s experience.  Class dictated women’s relation to labor.  In other words, wealthy woman could hire help where as poor women are not granted an immunity to physical labor outside and within the home.  Consider the labor obligations of slave women. 
·      Impact of geographic region.  Geography plays an imperative role with the narrative of the past.  The northern English colonies, for example, evolved into an entirely different region than the cultivating regions of the Chesapeake.  These differences also extended into the social landscape as labor considerations offered different experiences. 
·      Realities and demands of motherhood/family/home life.   Keep in mind that most women will not have the benefit of electrification or running water in their homes until the late 19th century (depending on social class and physical location).  
·      Observations of others.  Part of your perspective can include the observation of others.  If, for instance, you are assessing the position of Loyalist women during the Revolutionary era your analysis can be improved by reflecting on the Patriot (pro-Independence) forces as well.  
The midterm paper can be written from a first-person perspective, but it does not have to be.  I will leave that up to individual students to determine. Keep in mind this is a history course, not creative writing.  Attention to historical detail and subsequent analysis will be evaluated.  Clearly, women’s experiences throughout American history have varied across regional, social, and economic lines.  The experiences of women are shaped by a variety of national developments including immigration, war, and policy.  
In summary, this is a research paper.  It is meant to answer the question, “what was the female experience?”  
MECHANICS: Your essay must incorporate a minimum of 2 primary sources from Through Women’s Eyes.  Primary sources are found at the end of each chapter as well as embedded within the chapters themselves (small salmon colored textboxes).[1]  Students are encouraged to incorporate supplemental materials that have been posted on Canvas as well (documentaries, scholarly websites, etc.).  Source material must be cited appropriately.  Footnotes as well as a comprehensive bibliography are needed.  
Midterm papers are to be 3-4 pages in length, Times New Roman 12 pt. font, and double spaced.
[1] Primary source: first hand evidence- published or unpublished, written or non-written- that comes directly from a historical actor such as a person or organization.  

Primary source for use in analysis:
transcript from Doña Maria’s story found in

Primary source for use in analysis:
transcript from Doña Maria’s story found in Daniel James. Doña Maria’s Story: Life, History, Memory, and Political Identity. Durham: Duke University Press, 2001) pgs.
In a primary source analysis the goal is to understand not just what a document says but also why it says it. To do this well you need to understand how a document was created, the background of the person who wrote it, and the motivations of the author to create it. This is not always straightforward. You need to use context clues in the text and in the known historical record to help build a history of the document as well its author. After you have broken down those details then you can re-read the content of the document in new ways. Silences can become as important as statements in this process. For all primary source assignments you will conduct a basic primary source breakdown before answering questions about the content of the documents. 
*In the following steps you should use well edited language and footnote citations to indicate any outside sources used to analyze these primary sources. As a reminder a footnote is needed whenever you quote another source, use facts or data from a source that are not common knowledge, or paraphrase another author’s ideas. 
Step 1: Primary Source Breakdown
For step one address the following questions in 2-3 well constructed paragraph(s) detailing the historical context of the document and its author:
When was this document written? What is the most important political, social, cultural, or economic history surrounding the creation of the document? What do you need to know from the unit to better understand this piece of writing? 
Who was the author of this document? What was this individual’s social, cultural, political, and/or economic position within society?
What biases/limitations/or choices does the author make in the document that limit or skew the content of the source?
Step 2: Primary Source Reading
For step two you need to address the following questions regarding the content of the document(s) in 2-3 well written paragraphs:
What are at least 2 principle purposes/uses/or main points in this document? One can be relatively obvious and the second may be more obscure or unintended by the author.
How does this document build on/change/or challenge the history covered in the rest of this unit? 
What would be the best use for this document in terms of analysis? Is this a document that would allow you to conduct economic, political, social, cultural, or some combination of these four types of analysis?  Be specific about the types of analysis and the evidence that you would use from this document. 

Respond to one (1) of the three (3) discussion topics listed below. Your topic r

Respond to one (1) of the three (3) discussion topics listed below. Your topic response must be original (your words and your ideas), and you must write at least 300 words about the topic you choose.
This assignment will provide an understanding of the evolution of rights of various groups in addition to the role of the courts in the process.
(1) Discuss the modern day women′s movement beginning in the 1960s-1970s and the re-emergence in 2017. Comment about issues such as: how has affirmative action helped women in the economic sphere, or what challenges have women faced on the political sphere, or why are health and reproductive issues essential for women in those 2 spheres?
(2) What does the idea of ′separation of church and state′ mean for the development of our country? Has the idea helped or hurt religion in our country. The courts banned the teaching of the theory of creation by intelligent design in public school biology class, determining the theory is based on religion and not science. Can the argument be reversed?
(3) Civil Liberties violations – Safe Streets – Safe Cites. Are all treated fairly? Congress is debating the George Floyd Justice Act. One topic in debate is ′qualified immunity′. Lawfare explains in the article by Nathaniel Sobel, ″What is Qualified Immunity, & What Does It Have to do with Police Reform?″Links to an external site.
Include MLA citations for any web sites you use.
Please choose whichever one you are comfortable with.

Purpose and Learning Outcome: It is important to study Reconstruction because it

Purpose and Learning Outcome: It is important to study Reconstruction because it raised many of the fundamental questions of freedom and democracy that we see called from during the American Revolution and, even, our society today. Studying Reconstruction also allows us to better critically analyze our world today to help create a United States that shares power with all people. This assignment achieves the course learning outcome of demonstrating knowledge of the people and major events that shaped United States history after 1877 through our analysis of specific characteristics important to understanding the history of Reconstruction as it unfolded throughout the United States. This outcome will be achieved through conducting outside research and a discussion.
Learning Objective: After conducting outside research, students will be able to differentiate and discuss the era of Reconstruction through composing a summary of individually assigned governmental legislation or programs important to understanding the period.
Directions
-Each of you are assigned a legislation or governmental program important to the period of Reconstruction. You will need to complete outside research for this assignment. The goal of having you complete outside research is to practice how historians begin their research. While we tend to use scholarly database sources and books for our secondary source research, you will use what is considered popular scholarly sources for your outside research. When completing outside research, make sure that the source you consult has a .gov, .edu, or .org ending (it can not be Wikipedia or a .com ending). You must cite whatever source you use for this assignment.
-After you finish researching your assigned legislation or governmental program, answer the following questions: Provide a summary of your legislation or government program as it relates to the era of Reconstruction following the conclusion of the Civil War. Then, reflect on your analysis of the historical narrative of your assigned legislation or governmental program. In your educated opinion, why is it important to understand the era of Reconstruction? Write a minimum of 15 sentences for this entire response. Remember, this minimum does not include the use of quotations; it is of your own writing. I encourage you to go over this sentence limit, though! Lastly, use citations and quotations from your source throughout your initial post.
-You must post your initial post before viewing your classmates’ responses. Each of your three responses must be to classmate’s that do not have the same assignment as you. When you respond, you are expected to respond to three classmates’ initial posts by the specified “due by” date that is specified on the prompt. You do not need to include in-text citations for your responses to your classmates, if you do not want to. It is important to note that you are not critiquing the grammar or formatting of your classmates’ responses. You should be adding to a classroom conversation on the historical content for the specific Discussion Assignment. Therefore, your responses should be insightful. Any responses such as “Great post!” or “I agree!”, or similar in nature, do not count as a response. You should write a minimum of four quality sentences following the guidelines just explained for each of your responses to your classmates. I encourage you to respond over this sentence limit, though!
-Follow the rubric in the “Welcome to HISTO114” module to understand how to format, cite your sources, etc for discussion assignments.
-I allow use of ChatGPT or other AI programs but it should not be the basis of your research. If you want to use those programs, you can but you need to back up your search with two reputable sources that are either a database source, book, or end with a .gov, .edu, or .org (do not use Wikipedia or any Wiki-like sources) domain ending. This would be on top of any required sources or outside research.
and this is the 1. Discussion Assignment Submissions: These submissions contain two parts and are worth a total of 25 points. In the first part, the directions ask you to respond to the prompt and its associated questions. The directions will also specify how many sentences minimum you should write as well as include quotations and in-text citations from the source(s) used to complete the prompt. In-text citations use parentheses and are used multiple times within a single response. It is important to remember that in-text citations are not a bibliographic citation at the end of your submission. You should use in-text citations anytime you reference, paraphrase and/or quote a source.
In order to see everyone’s responses, you should post your initial post first. Then, when it is time for you to respond to your classmates’, the directions will specify how many of your classmates you should respond to. Please, try to post your initial post and your responses to your classmates’ by the specified “due by” date located at the bottom of the prompt. Please know, your responses to your classmates are not critiquing the grammar or formatting. Instead, discussion responses should aim to be about the historical content and create an analytical classroom conversation. Therefore, aim for your responses to be both insightful in regards to the content as well as respectful. Any responses such as “Great post!” or “I agree!”, or similar in nature, while supportive, would not count as a response. Please, write a minimum of four quality sentences for each of your responses to your classmates. I encourage you to respond over this sentence limit, though!
Each discussion assignment submission has a specified “due by” date both written on the prompt as well as within Blackboard, in addition to being at the end of the syllabus and on the assignment schedule that is available for you to access throughout the entirety of our class in the “Welcome to HISTO1140!” module.
Important Info

The order was placed through a short procedure (customer skipped some order details).
Please clarify some paper details before starting to work on the order.

Type of paper and subject
Number of sources and formatting style
Type of service (writing, rewriting, etc)

’m borrowing a lecture from a different course, meaning you don’t need to view t

’m borrowing a lecture from a different course, meaning you don’t need to view the whole thing. It is recommended you begin about 9 minutes and 40 seconds in with part one, and that you only watch the first 30 minutes of part two. As usual, after viewing the lecture, you should respond to the questions in the attached worksheet in the discussion forum created for that purpose. Your responses should elaborate somewhat on them (i.e., each response should be at least a paragraph or so in length). I attached the YouTube videos. please answer the questions that you view in the lecture videos.

Link to textbook http://www.americanyawp.com/
No citations 
Journal #1 Instructi

Link to textbook http://www.americanyawp.com/
No citations 
Journal #1 Instructions
In this course, you will complete a series of History Journal entries, which you will submit twice during the term. Refer to the Assignments and Course Schedule on Syllabus Page 2 for due dates.
Journal #1
In this first journal activity, you may write about any topic(s) of your choice, but it is best to use the textbook to study.
For this activity, topics should address content covered in Chapters 16 – 23 in the textbook. 
It is expected that, at a minimum, you are reading the assigned textbook chapters.
You are encouraged to read collateral historical writings on topics covered in the textbook.
This activity will consist of 10 separate journal entries; you will have a total of 20 entries by the end of the course.
!!!!! Please submit all ten entries at once and all in in one file!!!!  DO NOT submit one at a time nor as multiple files or as a zip file.  This makes it easier for you to submit and for me to grade. 
Each separate entry should:
contain a minimum of 120 words.
consist of a summary, paraphrase, and synthesis of material you are reading/studying in this course.
be written in your own words – do not quote the work of others verbatim.
discuss the subject matter that you are studying – do not simply agree/disagree.
Your study involves, first and foremost, learning the nation’s past; doing so requires a review of previously published studies, so you are encouraged to conduct research using outside resources, but be sure to draft your journal entries in your own words.
Direct quotations should not be used; citations are not necessary.
Do not copy/paste information from any source.
No citations

The computer will give you ONE of these short essay questions when you open your

The computer will give you ONE of these short essay questions when you open your quiz.  Answer in it at least four good sentences.  Provide a short quote or a page number to receive any credit for your answer:
1.  Who was the Tom Moore referenced in the song that is quoted right before the beginning of the book?  What character in the novel most resembles him?  Why?  
2.  Give the names of two colleges or universities that are mentioned in the novel.  For one of these examples, describe the role it plays in the story.  
The novel is Bluebird, Bluebird  by Attica Locke

For my college US History class:
Read the brief article on Mill Girls at Lowell,

For my college US History class:
Read the brief article on Mill Girls at Lowell, MA.
https://www.nps.gov/lowe/learn/photosmultimedia/mill_girls.htm
Then, choose three rules for mill girls in the pdf provided.
Based on the three rules you chose, write a letter home as though you are a mill girl during this period. Describe your life in the mills system to a family member who has never been to Lowell. Be sure to incorporate references to the rules you chose in your letter home. Consider how these rules impact you as a mill girl.
This is a creative writing assignment. Your submission should show the realities of mill girl life and be contextualized in the period of our class studies. However, this is not an academic submission, so a personal voice should apparent. You are a mill girl writing a letter.
Submission should be 300 words in length.