History

Read the “Declaration of Independence of the Democratic Republic of Vietnam (1945)” and using a minimum of 200 words (not including quotations) respond to the following questions. Make sure to reference specific passages from the document and/or textbook to support your discussion:  Just as the American Declaration of Independence listed grievances against the King of England, what grievances does this document list against the French?  How did the Japanese occupation of Vietnam complicate Vietnamese attitudes toward the French? Why do the Vietnamese anticipate a favorable reaction from the international community, in particular the United States, toward their declaration of independence?  Why do you suppose the Truman Administration was not supportive of this declaration?

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 Do not quote, unless absolutely necessary, since most quoted material can be paraphrased in your own words.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?

Instructions Short Answer Questions #2 You are to choose ONE question from part A and ONE question from part B to answer. Your answers should be in complete sentences and be between two to three paragraphs. You may only use information provided to you from your textbook or a reading in the module. Please use proper citation, and upload the document as a Microsoft Word attachment. Plagiarism policy: In the case of plagiarism, there will be no rewrites. At a minimum, you will receive a “0” for the assignment and a referral to the Dean. Please refer to the Short Answer Questions Rubric to understand how you may earn full credit for this assignment. Part A: 1-For “The Hand of G-d” in the League of Nations: President Woodrow Wilson Presents the Treaty of Paris to the Senate: Who was the author of the document? Provide a short biography of the author (be sure to provide a citation for the source used). See the citation guide embedded in the Course Content Browser for examples. What evidence in the document helps you know why it was written? Quote from the document. What three things are found in the document which tells you about life in the United States at the time it was written? Quote from the document. 2-After reading, “Losing the Business: The Donners Recall the Great Depression,” in your own words, explain what this family went through and felt during this economic crisis. What does Mr. Donner attribute to his “holding on too long?” How does Mrs. Donner feel about her husband’s new line of work? How does he feel about the WPA? 3-Answer the following question after watching the video on “The Scottsboro Boys:” How might the socio-economic background of both the accusers and the defendants have helped shape the events of the case? Explain why the location of the alleged crime helped cause the judge to doubt the women’s testimony. If you were advising the defendants, would you take the jury’s potential prejudices into account in selecting a lawyer and a funding source, or would that only reinforce the prejudices you are attempting to fight? Part B: 1-Explain the various roles women played during the era, from social reformer to feminist to suffragette. How did various women define freedom? Make sure to include specifics and examples in your answer. 2-The stock market crash signaled the beginning of the Great Depression, yet the causes of the Depression had been planted well before 1929. Explain what brought on the Great Depression and why Hoover was not able to properly address the crisis. 3-How did the New Deal change the role of the American government? Be specific in your answer, using reforms to prove your points.

What was the Columbian Exchange and what impact did it have on Europe and the Americas?  Be specific and provide examples.

Read:   Mayes April J. and Jayaram Kiran C. TRANSNATIONAL HISPANIOLA. New Directions in Haitian and Dominican Studies. Edited by. University of Florida Press Gainesville. 2018 Chapter 2 &3  Read: Nelson, William Javier The Crisis of Liberalism in the Dominican Republic, 1865-1 1882? Revista de Historia de América, No. 104 (Jul. – Dec., 1987), pp. 19-29 Read Horne, Gerald: Chapter Title: Annex Hispaniola and Deport U.S. Negroes There? 1870–1871. Book Title: Confronting Black Jacobins. ?Book Subtitle: The U.S., the Haitian Revolution, and the Origins of the Dominican Republic Read: Eller Anne. Chapter Title: Dominican Civil War, Slavery, and Spanish Annexation, 1844–1865. Book Title: American Civil Wars Book Subtitle: The United States, Latin America, Europe, and the Crisis of the 1860s Answer this question If you had to describe this period to someone who was not familiar with Dominican history, what would you say?

Who was Hannibal? In which Punic War was he so outstanding against the Romans and what was it that made him special? Write a one-page paper on the ingenious strategies of Hannibal and his armies.

Think back to the Declaration of Independence and the writing of the Constitution. Compare the meaning the founding fathers gave to “freedom” with the meaning proslavery advocates of the Old South gave to the word. What changed?

Since the Progressive Era the United States government has increased national regulation of the American economy.  To justify this, national leaders often stress the need for government authority to balance wealth and promote stability.  Using specific examples discuss how government institutions have responded to various economic and moral issues over the past 100 years.  Do you believe government regulation is needed to prevent class conflict?  Please focus your answer 1917 to the present?  *hint – are all men/women created equal in America?

Discuss how the civil rights movement gained momentum in the 1950s

Question: How did the red scare influence American life? SOURCES – (ONLY USE THESE) (DO NO USE INTERNET SOURCES) http://www.americanyawp.com/text/25-the-cold-war/ http://www.americanyawp.com/reader/25-the-cold-war/ Instructions: Within 700-words you will need to answer the following question. You will be assessed on how well you answer the question according to the following rubric. Rubric: Thesis: Make a thesis or claim that responds to the prompt. The thesis or claim must be historically defensible and establish a line of reasoning. (0-1 pt) Context: Provide context relevant to the prompt by describing a broader historical development or process. (0-1 pts) Evidence: Use at least three pieces of evidence from the textbook, lecture, or primary sources to support an argument in response to the prompt; one must come from the primary sources. (0-3 pts) Sourcing: Explain how the context or situation of one of the primary sources is relevant to an argument. This could address the relevance of the document’s point of view, purpose, historical situation, and/or audience. (0-1 pt) Complex Understanding: Demonstrate a nuanced understanding of an argument that responds to the prompt by using evidence to corroborate, qualify, or modify the argument. (0-1pt)