History

Major Assignment:   For the Major Assignment, you are required to demonstrate your understanding of major East Asian philosophies/schools of thought through the following scenario:   ·       Imagine that the spirits of Mencius/Mengzi, Master Mo/Mozi, and Master Han Fei/Han Feizi have been summoned to Canada today to advise The Honourable Erin O’Toole, the new leader of the Conservative Party of Canada, on the following areas:   o   What personal qualities would enable him to gain the support of the vast majority of Canadians and become the next prime minister of Canada? o   If Mr. O’Toole becomes prime minister, §  What, if anything, should the Canadian government do about people who go against current public health orders (ie. physical distancing, gathering limits, etc.) designed to stop the spread of COVID-19?  Explain why. §  What, if anything, should the Canadian government do about people who hold protests against the government or government policies?  Explain why. §  What, if anything, should the Canadian government do if a Canadian pharmaceutical company successfully develops a vaccine against COVID-19?  Explain why. §  Should the Canadian government become involved in the manufacturing of personal protective equipment (masks, gloves, etc.) and cleaning products in order to make a profit?  Explain why or why not. §  Should the Canadian government increase taxes on people and/or businesses?  Explain why or why not. §  Should Canada continue to support international organizations like the United Nations and the World Health Organization?  Explain why or why not.   In this assignment, you are required to describe the advice that each of the three spirits would give to Mr. O’Toole based on each spirit’s philosophy/school of thought.  You may assume that the spirits of the three philosophers have kept up-to-date on all major events around the world, as well as all major scientific, technological, and medical developments since their lifetime, so they do not need explanations from anyone.   You may structure this assignment in the form of a traditional essay, a dialogue among the three spirits and Mr. O’Toole, or in another form that is approved in advance by the instructor.  Regardless of the format, your assignment needs to be in complete sentences and in Standard English.    You will be expected to use information from the lectures and the assigned readings to complete this assignment.  You do not have to list the lectures and assigned readings in a bibliography because the instructor already knows what these sources are.   You are not required to do any other additional research.  However, if you choose to use other sources, please provide a Chicago-style bibliography of these sources.   Paraphrasing is usually better than using direct quotes.  Paraphrased information from sources other than the lectures should be accompanied by Chicago-style footnotes.   Your assignment is allowed to have a maximum of five direct quotes from the assigned readings and/or additional sources.  Each direct quote needs to be accompanied by quotation marks and a Chicago-style footnote.   Your assignment must be your own work.  You are allowed to seek editorial assistance for spelling and grammatical issues, but all the ideas must originate from you, and the actual writing must be done on your own.   Your assignment should be submitted on eClass as an attachment in .doc, .docx, or .pdf fomat.   Your assignment should also fulfil the following requirements:   ·       Number of pages (not counting cover page or bibliography): MINIMUM 4 U.S. letter sized pages (8.5 x 11 inches), MAXIMUM 7 U.S. letter sized pages o   You are not required to have a cover page, but please make sure that your name and student ID are clearly visible on the first page ·       Margins: MINIMUM 1 inch or 2.54 cm ·       Font size: MINIMUM size 11 ·       Spacing: double   Note: Do not use other bilograph!!!!!! Read the entire document I give you. Thats all the stuff that you can use!  Also, I will give you the marking guide. You need write all the things that required by marking guide.

Read the article Viewpoint: How WW1 changed aviation forever (Links to an external site.) from BBC News that highlights how aviation changed world history through its use and success in World War I. Create a discussion post  identifying two events or developments/advancements (or one of each) presented in the article; in your post describe how they helped expand the use of the airplane for military purposes Article Link: https://www.bbc.com/news/magazine-29612707

For this essay, you have to log into cengage mindtap, and my log in is crg240@txstate.edu and go to my courses and click the history book. Please do not plagiarism. The sources are at the bottom under resources to utilize. There are also instructions under the resources to utilize that is in black. In the early 19th century, religious revival swept through the young republic. (My context statement to help student put the prompt in the proper time frame) The Second Great Awakening infused its ethics and ideas into the broader culture and our political discourse. (Note that this isn’t a question but a statement of fact. Again this is a key to help you on the right path.) Discuss the ways in which new denominations of the SGA contributed to a rise in reform and activism. (Action #1-Identify and describe at least 2-3 denominations that you think contributed to REFORM efforts) In what ways were the reform movements an extension of the democratic impulses of the nineteenth century? (Action #2- Note how the Reform efforts reflected democratic principles—equality, liberty?) Your essay needs to identify at least 3 reform efforts as discussed in your assigned readings along with explaining how the ideas and beliefs of both movements contributed to our national character, i.e., what values emerged as important or significant? (Action 3#-When discussing Action 1 and 2 make sure your examples are drawn from at least 3 different reform groups.)   Resources to Utilize Lesson Seven, Part Three: Issues of Class and Gender Lesson Eight, Part One, The Democratization of American Politics Lesson Eight. Part Three: The Second Great Awakening Lesson Eight, Part Four: The Benevolent Empire PSD: Declaration of Rights and Sentiments Thesis Statements for both essays must be in BOLD (-5 pts for each infraction) Single Space WITHIN a paragraph (-5 pts) Double Space BETWEEN paragraphs (-5 pts) Margins =1 inch all around (-5 pts) No Direct Quotations from Primary Source Documents in Primary Source Analysis Essays (-5 pts per infraction) Min. of 3/Max of 5 Direct Quotations from any assigned source in Secondary Source Analysis Essays. (-5 pts for each infraction) Direct Quotations must be 8 words or less in length

Length = 3-5 pages. It is the student’s responsibility (and judgment) to provide an appropriate amount of content to support and develop the thesis statement.   Outcome=* practice close and critical reading of primary sources. Recognize the relationship between a document and its historical context, and apply this to the analysis. Craft a clear and concise argument that expresses a unique stance on the value/meaning of the source material. Formatting =Times New Roman 12pt font. Double Spaced. Page numbers in top right of page. CMS style footnotes and bibliography for ALL assignments. (does not count for paper length). Select the document first    Samuel de Champlain, “The Foundation of Quebec, 1608,” in The Library of Original Sources, Vol. V. Oliver J. Thatcher, Ed. Milwaukee: University Research Extension Co., 1907. Via Modern History Sourcebook, https://sourcebooks.fordham.edu/mod/1608champlain.asp Organize paper: ·       Introduction: The article you are reviewing and the subject explored in the article. o   THESIS STATEMENT: the thesis should be the last sentence of the first paragraph. It must clearly state your position (what is your answer to the question?) and explain why this is your position. ·       Body Paragraphs: What are the most important ideas you need to explain for the reader to understand your argument (why you have taken your position). Use citations to show where the reader can find the evidence that supports your position. o   TIP: keep quotations to a minimum; use paraphrasing throughout, and only quote where the SPECIFIC wording of the author is REQUIRED to make your point. Make sure to CITE paraphrasing. ·       Conclusion: ? Say something big. FOCUS QUESTION: Answer this in your thesis statement ·       Why is this document a valuable source for adding complexity to our understanding of important themes in Canadian history? ·       Consider specifically how the document can help us understand the European perspective on the colonization of North America. Look for racial, economic, political and religious motivations, for example.

The topic of European interaction with, and conquest of, the Americas is an important one. The two documents included in this exercise cannot possibly do the topic justice. However, they do offer a glimpse into the attitudes and experiences of both the Spanish and the indigenous people of Mexico at the time of the “collision of their cultures.” DOCUMENTS Document 1 is the Spanish ‘Requerimiento.’ This Law of Requirement, composed by officials of the Spanish monarchy, was read under ceremonial fanfare wherever Spanish ships landed on American shores. Document 2 is an excerpt from a compilation of oral histories that tell of the conquest of what is now Mexico, from the perspective of the Aztecs themselves. This second document poses many challenges to modern historians. The history of Mexico was passed along from one generation to the next through oral traditions, along with artwork from the period (reproduced in the document). An anthropologist from the mid-twentieth century set these histories to paper. Consequently, the written account, an important source for historians, was created hundreds of years after the original event, which makes historical analysis and interpretation more difficult. INSTRUCTIONS 1) Read Chapter 1 of the textbook 2) Read Document 1, The Spanish Requerimiento of 1510. 3) Read Document 2, Excerpts from The Broken Spears, : The Aztec account Account of the Conquest of Mexico. 4) Answer the questions that appear after the documents and submit your responses in their accepted format in the inbox below by the due date. You should expect each response to be at least 1-2 paragraphs in length. Be sure to label your responses.Your work should consist about 80-90% of your own words. A maximum of 20% similarity score will be accepted and anything above that number will be graded down. Your answers must be complete, unique and in your own words. Do not quote, unless absolutely necessary, since most quoted material can be paraphrased in your own words. Cite all work that you consult at the end of your reply. Skip paper identifiers like date, name, title. Only label your answers. No need to write out the questions. See attachments foe Doc1 & Doc2 Questions to Answer: Document 1: Describe what document 1 is saying. What is the purpose of this document and why do you think it is important for history students to read? Document 2: What is the purpose of Document 2? What can a history student gather from the analysis in Document 2?

How much did Mississippi change because of World War II? Please provide plenty of details about the numerous changes that took place in the state during the war.

Answer the following question in 3-4 paragraphs for each one more details attached in the file: Civil liberties are protected by the Bill of Rights. Identify the five liberties protected by the First Amendment. Discuss religious freedom in particular. Explain how the Supreme Court has interpreted the two religious freedom clauses and what religious freedom means in practice. Among the civil liberties that the First Amendment protects is a free press. Explain why the founding generation specified a protection for newspapers and journalists. Additionally, discuss the protections that the press possess as a result of the First Amendment as interpreted by the Supreme Court.

Part 1 (should be 1page) After completing the chapter 25, you can go ahead and respond to this Discussion Board.The link to this free textbook is https://openstax.org/details/books/us-history?Book%20details   (Links to an external site.)   Your answers must be complete, unique and in your own words. Do not quote, unless absolutely necessary, since most quoted material can be paraphrased in your own words. Cite all work that you consult at the end of your reply.  Discus s the reasons the stock market crashed? What was life like for Americans during this time? How did Hoover respond to the crisis? Discuss the hardships that the Dist Bowl brought? How did Americans react and managed? Assess Hoover’s legacy on the eve of the New Deal. Good or bad? Pick one. part 2 (should be 2 pages) INTRODUCTION Most people understand that during the Great Depression there was a lot of unemployment and a lot of suffering in America. They also know that a stock market crash was somehow involved. But long before the infamous stock market crash of 1929, the American farmer was struggling. Technology made it possible to sow and harvest more with fewer man-hours, and this had two very important consequences. One is that farm laborers lost their jobs while smaller operations had the opportunity to maximize their profits – until so many individual farmers had the same idea that the market became oversaturated. In a cruel irony, the fact that so many Americans could not afford to feed their families during the Great Depression was caused by the fact that farmers grew too much food! This Primary Source Exercise is designed to provide some understanding of how that situation came about and how President Roosevelt and his administration sought to solve the problem of farmers not being able to make a living due to extremely low commodity prices. DOCUMENTS Document 1 is oral history from Mr. LeRoy Hankel of Nebraska, as he tells of his experience of being a farmer during the Great Depression. Documents 2 is a collection of photographs of farmers slaughtering commodity livestock during the Great Depression. INSTRUCTIONS 1) Read Chapter 25 in its entirety. The link to this free textbook is https://openstax.org/details/books/us-history?Book%20details  2) Watch the interview or read Document 1 and observe the photographs in Document 2. 3) The traditional one full single-spaced page or two full double-spaced pages is required for this primary source assignment. Your work should consist about 80-90% of your own words. A maximum of 20% similarity score will be accepted and anything above that number will be graded down. Your answers must be complete, unique and in your own words. Do not quote, unless absolutely necessary, since most quoted material can be paraphrased in your own words. Cite all work that you consult at the end of your reply. Skip paper identifiers like date, name, title. Only label your answers. No need to write out the questions. Document 1 LeRoy Hankel, “Falling Prices after the Crash,” interviewed for Living History Farm by Bill Ganzel, 2003. “I was quite young at that time, but I still remember the crash. The Depression actually started in ’29. That’s when that stock market and everything went. Then everything dropped. Corn, I seen on the board in Hampton – that’s where we lived at that time when it started – nine-cents a bushel. But very little of it was sold at nine, most of it was sold at 10- and 11[-cents]. And everything just went all to pieces. Eggs was 10-cents a dozen. And your wheat, I really don’t know just what the wheat did, dropped to. My memory tells me somewhere around 70-cents. It went down to about 70-cents a bushel… It just dropped to nothing. We had, I believe Dad had over 100 acres of corn and it all went for around 10-cents a bushel. Land prices dropped down from 200-250 dollars an acre. It was getting down to $40. And nobody, nobody sold and nobody bought. There was nothing going on at all. And, everything just went all to pieces.” Find the complete interview with video at this website, Wessels Living History Farm in York, Nebraska http://www.livinghistoryfarm.org/farminginthe30s/movies/hankel_money_04.html (Links to an external site.) Source: Written by Bill Ganzel of the Ganzel Group. First written and published in 2003. “Wessels Living History Farm” website, designed to provide learners an in-depth look at farming in the 1920s and beyond. The site can be found at . Bill Ganzel served as executive producer, writer, designer and editor of the site, particularly the 1930s and 1940s sections of it. Document 2 Burial of Government Purchased and Condemned Livestock (photograph), 1934, and A Slaughtered Pig (photograph), ca. 1933 Source – Pigs eating on a farm – Library of Congress Source: A Slaughtered Pig – FDR Library A Slaughtered Pig (ca. 1933). President Franklin Delano Roosevelt’s Agricultural Adjustment Act of 1933 reduced hogs and other food in order to increase agricultural prices. The program was a success, but the idea of slaughtering livestock when there were so many who were hungry drew criticism. The AAA (1933) was ruled unconstitutional by the Supreme Court in 1937. A new Agricultural Adjustment Act was then passed in 1938. QUESTIONS TO ANSWER 1. What is the Agricultural Act of 1933, and what was the purpose of it? 2. According to Mr. Hankell, what is the evidence of falling commodity prices? Be sure to quote where necessary and also to write a paragraph or more. 3. What is happening in the pictures that make up Document 2? Describe the images and contextualize them historically, meaning that you should mention what they are representing and why in a paragraph or more. 4. Why do you think the government didn’t just arrange to have excess food commodities shipped to places where people didn’t have enough to eat during the Great Depression? 5. Do you agree with the logic behind the Agricultural Adjustment Act (1933)? In other words, if you were a farmer, would you have been able to either plow under your cotton or destroy your livestock? Why or why not?

The topic of the research paper is “Is fast developing technology good or bad for people’s psychological state?” but it is a group project so I am only supposed to write 3.5 pages and I am writing on the history of technology.

For this essay, you will need to read “The Kentucky Resolutions” and “South Carolina Exposition and Protest”. In your essay, you should: 1. Write an introduction outlining the basic argument of state powers versus national powers. You may want to turn to the Constitution itself to find material.  2. Write a brief summary of why each document was written. What is the historical context of the documents? You will probably want a paragraph for each document. 3. Write a paragraph of what the two documents have in common.  4. Write a paragraph of what the difference in the two documents is. How does the “South Carolina Exposition and Protest” differ in its argument from the “Kentucky Resolution”? 5. Write a conclusion that answers whether or not a state should have the ability to nullify a national law, and if so, under what circumstances? If not, why not? This last paragraph will be your opinion, but remember do not use “I” in any form. State your opinion as if it were fact.  The sources: “The Kentucky Resolutions” and “South Carolina Exposition and Protest”.