HIS 105

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Assignment 1.1: Industrialization After the Civil War Thesis and Outline

Due Week 3 and worth 70 points

After the Civil War, the United States became a much more industrialized society. Between 1865 and 1920, industrialization improved American life in many ways. However, industrialization also created problems for American society. Consider events that took place after the Civil War and discuss ways that industrialization affected the U.S. between 1865 and 1920.

Part 1:

  1. Write a thesis statement that is one to two (1-2) sentences long in which you:
    1. State your thesis on how industrialization after the Civil War influenced U.S. society, economy, and politics. Justify your response.

For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01/

Part 2:

For the next part of this assignment you will create an outline of the main points you want to address in this paper. This outline will serve as the basis for your Assignment 1.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/

  1. Write a one to two (1-2) page outline in which you:
    1. List three (3) major aspects of industrialization between 1865 and 1920.  In your response, consider society, the economy, and politics.
    2. List five (5) specific groups that were affected by industrialization. Provide two (2) examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.)
    3. List five (5) ways that industrialization affected the life of the average working American during this period.
    4. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify and discuss the different ways that the Civil War, Reconstruction, and Industrialization after the Civil War have shaped America’s history.
  • Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
  • Recognize the major turning points in American history since the Civil War.
  • Use technology and information resources to research issues in contemporary U.S. history.
  • Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

M2D2 HIS 352

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Growing Up in Vietnam

 
No unread replies. No replies.

Vietnamese children at Fort Campbell, 1968.This discussion addresses the following outcome:

  • Examine Le Ly Hayslip’s experiences as a young woman in Vietnam and compare and contrast her memoir to other sources about the war (CO#3);

Le Ly Hayslip’s When Heaven and Earth Changed Places is an autobiographical account of one Vietnamese woman’s life in Vietnam during an era of conflict. Though general history texts and official primary documents provide us with a broad narrative of political, economic, and social events associated with the Vietnam Wars, another way to learn about the conflict is through the experiences of one person. Hayslip’s autobiography is a memoir, which makes it a primary source to historians.

For this activity, make sure you have read the first three chapters of the Hayslip text (feel free to continue reading more if you would like). Consider the following questions as you craft a post of at least 250 words:

  • What was/is your general reaction to the first three chapters of When Heaven and Earth Changed Places?
  • In what ways do you believe Hayslip’s memories of her childhood are typical of those growing up in Vietnam during this era? In what ways may they be different?
  • How does Hayslip’s account of events inform your understanding of the difficult choices facing ordinary Vietnamese people during this era?
  • How did American involvement and escalation in Vietnam impact the broader, nonpartisan population of Vietnam?

need help for my project..

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DIRECTIONS FOR ANNOTATED BIBLIOGRAPHY PROJECT

  1. Students will choose FOUR topics from the following research list below:

Askia Muhammad, The Middle Passage, John Newton, Phillis Wheatley, Benjamin Banneker, Crispus Attucks, Toussaint L’Ouverture, The Haitian Revolution for Independence, David Walker, Richard Allen, Paul Cuffe, The America Colonization Society, Nat Turner, Harriet Tubman, The Underground Railroad, Sojourner Truth, William Lloyd Garrison, The Anti-Slavery/Abolitionist Movement, Frederick Douglass, The Dred Scott Decision, Jim Crow and Segregation, Maria W. Stewart, Harriet Beecher Stowe, Uncle Tom’s Cabin, Thomas Jefferson and Sally Hemings, Martin R. Delany, Henry Highland Garnet, The Amistad Mutiny, John Q. Adams and the Amistad Case, The Lincoln-Douglas Debates, John Brown’s Raid, The Emancipation Proclamation, The 54th Massachusetts Regiment, Lincoln and Slavery, Reconstruction, Sharecropping, Ida B. Wells, and Booker T. Washington.

   2.  Find two articles for each topic chosen. In one large paragraph, take topic #1 and (a) summarize each of the two articles; (b) compare the two articles to each other; and (3) give a personal statement as to why this topic is important to African American history and culture in your eyes.

Do the same for topics #2–#4 in three additional large paragraphs.

3.  Minimum size for each of the four paragraphs is one-half page.

4.   The articles you select are to come from professional/scholarly journals and periodicals only – not popular magazines and newspapers.

 5.  You are required to use the APA format for this project.

       Be sure to refer to the APA citation instructions available in reference books, Google,

       or other Internet sites.

6.    Paper must be typed and stapled. Use no larger than a 12 font.

7.    Do not attach a cover page: in one line at top of first page, give your name, my name, course number and date.

8.   Do not use double spacing – use either single or 1 and ½ spacing only.

[100 points possible]

 DUE                                   at the start of class.

     No late papers will be accepted at anytime for any reason.

Find Thesis Statement, evidence and Assumptions(if is there)

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Source A. 

 

The Aztecs believed they lived in the age of the Fifth Sun. Four times previously, they wrote, the earth and all the people who lived on it had been destroyed. They predicted their own world would end in earthquakes and hunger. In the Aztec year Thirteen Flint, volcanoes erupted, sickness and hunger spread, wild beasts attacked children, and an eclipse of the sun darkened the sky. Did some priest wonder whether the Fifth Sun was approaching its end? In time, the Aztecs learned that Europeans called the year Thirteen Flint 1492.

 

1. What is the Thesis of Source A? (1pt)

 

2. What list the evidence that is provided? (1pt)

 

3. Weigh the Evidence in Source A (what statements support the thesis the best and why) (2pts)

 

 4. Are there any Assumptions in Source A? (1pt)

 

 

 

Source B.

 

Technological advances and the growing strength of newly powerful national rulers made possible the European explorations of the fifteenth and sixteenth centuries. Each country craved easy access to African and Asian goods—silk, dyes, perfumes, jewels, sugar, gold, and especially spices. Pepper, cloves, cinnamon, and nutmeg were desirable not only for seasoning food but also because they were believed to have medicinal and magical properties. Their allure stemmed largely from their rarity, their extraordinary cost, and their mysterious origins. They passed through so many hands en route to London or Seville that no European knew exactly where they came from. (Nutmeg, for example, grew only on nine tiny islands in the Moluccas, now eastern Indonesia.) Avoiding intermediaries in Venice and Constantinople, and acquiring such valuable products directly, would improve a nation’s balance of trade and its standing relative to other countries, in addition to supplying its wealthy leaders with coveted luxury items.  

 

5. What is the Thesis of Source B? (1pt) 6.

 

 What list the Evidence that is provided? (1pt)

 

 7. Weigh the Evidence in Source B (what statements support the thesis the best and why) (2pts)

 

 8. Are there any Assumptions in Source B? (1pt)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Source C.

 

     Diseases carried west from Europe and Africa had a devastating impact on the Americas. Indians fell victim to microbes that had long infested the other continents and had repeatedly killed hundreds of thousands but had also often left survivors with some measure of immunity. The statistics from these virgin-soil epidemics are staggering. When Columbus landed on Hispaniola in 1492, approximately half a million people resided there. Fifty years later, that island had fewer than two thousand native inhabitants. Within thirty years of the first landfall at Guanahaní, not one Taíno survived in the Bahamas.       Although measles, typhus, influenza, malaria, and other illnesses severely afflicted the native peoples, the greatest killer was smallpox, spread primarily by direct human contact. Overall, historians estimate that the long-term effects of the alien microorganisms could have reduced the precontact American population by as much as 90 percent. The epidemics recurred at twenty- to thirty-year intervals, when bouts often appeared in quick succession, so that weakened survivors of one wave would be felled by a second or third. Large numbers of deaths further disrupted societies already undergoing severe strains caused by colonization, rendering native peoples more vulnerable to droughts, crop failures, and European invaders.

 

 

 

 

 

9. What is the Thesis of Source C? (1pt)

 

10. What list the Evidence that is provided? (1pt)

 

 11. Weigh the Evidence in Source C (what statements support the thesis the best and why) (2pts)

 

12. Are there any Assumptions in Source C? (1pt)

 

By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and th

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By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policemen of the world.” Using the Internet and reputable news sources, research two (2) real-life international incidents from the past five (5) years in which:

  • The U.S. used military action abroad.
  • Controversy existed within the American public regarding U.S. involvement.
  • Controversy existed within the country or countries affected by U.S. involvement.

Part 1

  1. Write a thesis statement that is one to two (1-2) sentences long in which you:
    1. State your thesis on the significance of the current role of the US military, as exemplified in the two (2) real-life international incidents that you have researched. Justify your response.

For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at:https://owl.english.purdue.edu/owl/resource/545/01/

Part 2


For the next part of this assignment you will create an outline of the main points you want to address in this paper. This will serve as the basis for your Assignment 2.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at:https://owl.english.purdue.edu/engagement/2/2/55/

  1. Write a one to two (1-2) page outline in which you:
    1. Describe the two (2) international events involving the US military from the past five (5) years you investigated that can be traced back to a foreign policy created after the Civil War.
    2. List three (3) aspects of US history since 1865 that have led to the US’s rise as a world super power policeman.
    3. List three to five (3-5) international incidents since World War II where America has taken on a policing role.
    4. List three to five (3-5) driving forces that fueled international policy decisions involving the international incidents you outlined previously. (Consider treaties, exit strategies, elections, wars, etc.)
    5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other Websites do not qualify as academic resources.

 Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify and discuss the different ways that the Civil War, Reconstruction, and Industrialization after the Civil War have shaped America’s history.
  • Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
  • Recognize the major turning points in American history since the Civil War.
  • Use technology and information resources to research issues in contemporary U.S. history.
  • Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

writting assingment theatre

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Contemporary theatre, both commercial and non-commercial, has seen a huge increase in diversity — diversity among playwrights and their plays, actors, directors, designers and theatre practitioners.  Diverse artists have always shown themselves to be an integral part of theatre and theatre history, but, now in contemporary theatre, they are sometimes referred to “artists of a diverse background” instead of just theatreartists.

These artists come from a selection of groups, cultures and categories including, but not limited by:

·        

·        

§   

§  Gender Specific

§  Native American

§  Hispanic

§  African-American

§  Asian-American

§  Gay and Lesbian

This assignment requires you to

·        

·        

§   

§  select one person (playwright, actor, designer, etc.) from the groups listed above

§  explore, prepare and discuss his or her historical, social and cultural importance to what we call “diverse contemporary theatre” today

Normal guidelines for written assignments should be followed — this assignment should be typed and proofread (3-4 pages in length).  Think originality and creativity – images, graphics, video links, etc. are always encouraged to help tell describe your comparison.  Some additional research may be needed (remember to document your sources in a bibliography).  Early submissions are always accepted.  Please be aware of spelling, punctuation, grammar, capitalization, etc.  This assignment will be graded according to the Written Assignment #3 Rubric (attached).  Any format (Word, PDF, Powerpoint, audio/video) will be accepted, as long as it can be opened.

 

 

 

history

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How did both Southern and Northern racial attitudes shape Reconstruction,? and what effect did Reconstruction have on race relations and the conditions of blacks? Did Reconstruction really address the problems of race?

Differently than you might think. The differences were more based on political parties than geography. Of course the whites in the south were opposed to reconstruction not necessarily because of race, but because of States rights. The north was more focused on domination and control of the South than race. The Republicans up until the early 1900’s were very much for equal rights. The Democrats were opposed. It was President Wilson, a Northern Democrat that segregated the Fed Government work force during his administration and fired a number of blacks. Jim Crow laws did not start appearing in any force until the very late 1800’s. Do the research and get the details. Yes, reconstruction under the Republicans imposed equal rights on the southern states. When the southern Democrats came back in force, they took them away. It is interesting to speculate that if reconstruction had not been “imposed” but came from within each state, the equal rights may have come about much sooner. The “black lash” from reconstruction from the north probably delayed equal rights by decades. Reconstruction did not address the race issue and it certainly did not help bridge the gap. Quite the opposite: the excesses of Reconstruction were probably the prime motivating factor behind later Jim Crow laws. In other words, if Reconstruction had followed the more moderate Lincoln/Johnson line, fewer Jim Crow laws would have passed. The Klan would not have gained its stranglehold on the population of the South.

 

Of course, this is all speculation, and even with the Lincoln/Johnson type reconstruction, there wouldn’t have been equality for the races. Most Northern abolitionists saw African Americans from a paternalist point of view–slaves and blacks in general were considered children who needed to be protected rather than as peers or fellow citizens.

 

Frederick Douglass stated, “What I ask for the negro is not benevolence, not pity, not sympathy, but simply justice. The American people have always been anxious to know what they shall do with us… I have had but one answer from the beginning. Do nothing with us! Your doing with us has already played the mischief with us. Do nothing with us! If the apples will not remain on the tree of their own strength, if they are worm-eaten at the core, if they are early ripe and disposed to fall, let them fall! … And if the negro cannot stand on his own legs, let him fall also. All I ask is, give him a chance to stand on his own legs! Let him alone! … your interference is doing him positive injury.”

Did Radical Reconstruction delay the justice for the freed slaves as called for by Douglass and might race relations be greatly improved today if Lincoln had lived to pursue his form of reconstruction of the South or reconstitution of the Nation?

 

Consider what you read above. What phrase best completes this sentence and why?

 

Reconstruction was…

 


A. A noble experiment that failed.
B. A vengeful Northern punishment of the South.
C. A weak effort that did not go far enough.
D. The best that could be expected under the circumstances. 

history

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World War II – You should be able to describe:

                -The main goals and strategies of the Allied and Axis powers

                -Organizations, objectives, and policies created after the war (and why)

                -The impact of the war on both the victors and the defeated nations

                -How the war shaped the Chinese Civil War and its eventual outcome

The Cold War – Be familiar with:

                -The origins and nature of the competition between the superpowers

                -The impact of nuclear weapons and missile technology on warfare

                -How the Cold War impacted relations between the superpowers and formerly colonized states

                -How and why the Cold War ended between 1989 and 1991

Decolonization – Be prepared to explain:

                -How communist rule in China developed over time (during and after Mao’s reign)

                -The challenges posed to African and Asian states upon decolonization

                -The development of the conflicts in the Middle East, during and after the Cold War

The Third Millennium – For the exam, be prepared to describe:

                -The major characteristics of strong, weak, and failed states

                -Major issues and developments in the current Middle East

for A plus writer only

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*******This is a re-do of the assignment that was not done properly 

First there you need to include a minimum of four from the Ashford University Library

http://library.ashford.edu/index.aspx

So please re do the paper with more sources from the ashford library and also remember this is just the outline the final paper is longer and will be handed in one week.*****

 

 

This assignment is to be a thorough outline, including components as detailed below, of your Final Paper. 

Your Final Paper is to be a comprehensive research study on one of the following public policy topics:

  • Environmental Concerns
  • Immigration
  • Health Care
  • Primary and Secondary Public Education
  • Social Security
  • Welfare

Your outline of the topic will include:

  1. The scope and nature of the public policy problem.
  2. How the problem came to public and political awareness.
  3. The evolution of related public policy.
  4. Level of government and the actors involved.
  5. The intergovernmental structure and political concerns.
  6. Conflicting public opinion and impact on policy solutions.
  7. The approaches to policy formulation, adoption, and evaluation.
  8. The suggested policy direction (continuation, change or termination) and future impact.

This assignment is to include a title page, introductory paragraph with thesis statement, outline of your major points, summarizing or concluding paragraph, and reference page.  It must be at least four pages in length and include a minimum of five scholarly sources, including a minimum of four from the Ashford University Library. Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. All sources must be properly cited in text, and your paper must include a separate title page and reference page. The Ashford Writing Center is located within the Learning Resources tab, on the left navigation toolbar.

Your outline should be organized as follows:

 

  1. Title page (one page)
  2. Introduction with thesis statement
  3. Outline of topic
  4. Concluding paragraph
  5. Reference page (one page)

Consider the question below

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Center Piece to Nazi Racial Legislation- Complete Questions to Consider- upload and submit answers

The Centerpiece of Nazi Racial Legislation: The Nuremberg Laws 
(1935)
Nazi German Government 

Introduction 
The guiding ideology of the Nazi movement was provided, of course, by Adolf Hitler (1889-1945) and outlined in his Mein Kampf (a hybrid memoir and political manifesto that he dictated in prison following the failed attempt to overthrow the Bavarian state government in 1924). In addition to his virulent hatred of the Versailles settlement, Hitler emphasized two main tenets: lebensraum (living space) and racial purity. His fixation on racial purity derived from his early introduction to social Darwinism and anti-Semitism in Vienna before World War I. Hitler believed that the racially superior Germanic race was being polluted by intermarriage with non-Germans, by definition inferior, especially Jews. Moreover, the “inferior races” were reproducing at a higher rate than were the Germans. This is the genesis of his determination not only to annihilate the Jews (and others) but also to increase the size of the racially pure German population. The Jews were particularly targeted by Hitler and the Nazis with if not positive support at least passive acceptance by a substantial portion of the German population. Throughout the 1920s, gangs of Nazis (“Brown Shirts”) frequently and viciously attacked Jews, both in their person and their property. Once the Nazis were in power, attacks on Jews became more legalistic: Jews were excluded from government jobs and licensed professions (law, medicine, etc.), and ultimately stripped of their German citizenship. The Nuremberg Laws, which defined who a Jew was, were a major step on the path to the Final Solution, as Hitler’s plan to eradicate European Jewry was known. The Holocaust that ensued claimed the lives of six million Jews. 

Questions to Consider

  • In these laws, how do the Nazis define who a Jew is? Why? 
  • How do the Nazis intend to purify German blood? 
  • How does this legislation conform to Hitler’s racial theories? How does it conform to social Darwinism?

Source 

Article 5

  1. A Jew is anyone who descended from at least three grandparents who were racially full Jews. Article 2, par. 2, second sentence will apply.
  2. A Jew is also one who descended from two full Jewish parents, if: (a) he belonged to the Jewish religious community at the time this law was issued, or who joined the community later; (b) he was married to a Jewish person, at the time the law was issued, or married one subsequently; (c) he is the offspring from a marriage with a Jew, in the sense of Section 1, which was contracted after the Law for the Protection of German Blood and German Honor became effective; (d) he is the offspring of an extramarital relationship, with a Jew, according to Section 1, and will be born out of wedlock after July 31, 1936.

Law for the Protection of German Blood and German Honor of 15 September 1935 

Thoroughly convinced by the knowledge that the purity of German blood is essential for the further existence of the German people and animated by the inflexible will to safe-guard the German nation for the entire future, the Reichstag has resolved upon the following law unanimously, which is promulgated herewith: 

Section 1

  1. Marriages between Jews and nationals of German or kindred blood are forbidden. Marriages concluded in defiance of this law are void, even if, for the purpose of evading this law, they are concluded abroad…

Section 2 Relation[s] outside marriage between Jews and nationals of German or kindred blood are forbidden. 

Section 3 Jews will not be permitted to employ female nationals of German or kindred blood in their household. 

Section 4

  1. Jews are forbidden to hoist the Reich and national flag and to present the colors of the Reich…

Section 5

  1. A person who acts contrary to the prohibition of section 1 will be punished with hard labor.
  2. A person who acts contrary to the prohibition of section 2 will be punished with imprisonment or with hard labor.
  3. A person who acts contrary to the provisions of sections 3 or 4 will be punished with imprisonment up to a year and with a fine or with one of these penalties…

Source: U.S. Chief of Counsel for the Prosecution of Axis Criminality, Nazi Conspiracy and Aggression (Washington, D.C.: U.S. Government Printing Office, 1946), vol. 4, doc. no. 1417-PS, 8-10; vol. 4, doc. no. 2000-PS, 636-638.