History Question

Essay:
Your answer must be written in essay form, that is, in complete sentences with an introduction and a conclusion. Support your arguments with evidence and examples drawn from the lectures.
Some have made the argument that the Civil War was the inevitable result of a nation with two sections moving in such different directions. Discuss the political and events that led to the Civil War in the period from 1787- 1861. Identify at which point you feel that the Civil War became unavoidable and explain why this event was the MOST important.

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History Question

You are to write a 1,250 to 1,500-word paper on the following topic:
In Stamped from the Beginning: The Definitive History of Racist Ideas in America, Ibram Kendi argues that “Racially discriminatory policies have usually sprung from economic, political, and cultural self-interests, self-interests that are constantly changing.” Your paper is to 1) state whether agree or disagree with Kendi’s thesis (above in quotes); 2) support your position by defining and discussing the evolution of antiracism, assimilationism, and segregationism from the Seventeenth to the Twenty-First Century; and (3) extensively utilize Stamped from the Beginning to support your position (i.e. demonstrate that you’ve read the book by drawing from all five sections).
Though this is an analysis of historical events, it is also your interpretation of these events. As such, your paper must include a clearly stated thesis in the introduction and that thesis must be supported in the body of the paper. You may use outside sources to support your argument. However, all sources must be properly cited in the paper.

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WWII discussion Q

1st assignment is a discussion, just answer the question under the prompt, use information from chapter 22 which I provided below. Length does not matter as long as the question is answered clearly.
2nd assignment is an essential question, just answer the question under the prompt, use information from chapter 22 which I provided below. Length does not matter as long as the question is answered.

History Question

Part C
Discuss Women in War against Nazism (examples Georgina Landemare and Sophie Scholl, etc.)
Visit the Imperial War Museum in London https://www.iwm.org.uk/ and specifically the IWM Churchill War Rooms and the sub-link Gerogina Landemare: the Chef who cooked for Winston Churchill: https://www.iwm.org.uk/history/the-chef-who-cooked-for-winston-churchill
and then the National World War II Museum in New Orleans: https://www.nationalww2museum.org and specifically Sophie Scholl and the White Rose https://www.nationalww2museum.org/war/articles/sophie-scholl-and-white-rose
Add one more woman (women) based on your research on the topic, from Europe or the USA (tip: there are some in the two museums above). Please use other links from the IWM and NW2M museums as you engage in your discussion, as well as other relevant sources that address the discussion question.
Women Go to Work in the Factories
In World War II, the major combatants recognized that victory hinged on the ability to increase industrial production. With so many men serving in the armed forces, nations called on women to work in jobs traditionally reserved for men. In this account, Elizabeth Hawes describes her experiences in an American airplane engine plant in 1943.
Now that I’ve worked a few months in a plant—on the graveyard shift too—the only wonder to me is that all the women in the USA aren’t storming the factory gates. I’m convinced that any healthy woman can work in a factory—and like it. My biggest regret is that I had to leave because I’d agreed to do some writing. My biggest ambition is to get back.
It was a great pleasure to me that nobody gave a darn who anyone was…. Of course, there are little discords. The foremen and subforemen are honestly scared to death of us women. When first you arrive they look at you out of the corner of their eyes…. Every woman machinist has to endure sheer torture from her fellow male employees at one point in her career….
The men see that now you think you’re a mechanic. Some honestly don’t believe the Lord ever intended women to be mechanics. Others are infuriated by your presumption that you can do their work…. [The women] are working for money—money to feed their kids, money to keep their homes together—so their sons and husbands can fight….
I want to go back to Wright’s new plant because I think the women who work in war plants, and the men who first help them and then work with them are the luckiest people in the world. There’s equality developing there unlike any I’ve ever seen. Joe was an Italian—Nel, a Negro—Suzy, Irish—there were Germans, Poles, Hungarians, Gentiles, Jews. Slowly you could see there was no difference between any two of us. Gradually everybody was beginning to work as one unit. When you see something like that happening you feel you’re not just doing a job to help win the war. You also have the profound pleasure of seeing the future peace being worked out before your eyes.
from: Elizabeth Hawes, “My Life on the Midnight Shift,” Woman’s Home Companion (August 1943), pp. 24, 27.
Part D
From the Eugenics to the Holocaust – discuss the cumulative radicalization of a deadly idea by the Nazis in the late 1930s and during WWII.
Please visit the special traveling exhibition – Deadly Medicine: Creating the Master Race (which was in New York City a few years ago).
https://www.ushmm.org/exhibition/deadly-medicine/overview/index.php?content=overview_56k (Links to an external site.)Links to an external site. (Links to an external site.) Links to an external site.
Choose two artifacts from the three given periodsto describe the issue and practice (If the link is unstable, you may choose artifacts from the article by Susan Bacharach 0 immediately below); then, utilize and cite in your work relevant sections from your textbook dealing with the period and Nazi practices during WWII (include and cite the source document that’s in the chapter).
A number of these same artifacts are presented and analyzed by the following author – utilize the text with inserted visual material from the article: In the Name of Public Health – Nazi Racial Hygiene by Susan Bachrach in the New England Journal of Medicine, July 29, 2004, 351;5, pp. 417-420.
https://www.ushmm.org/exhibition/deadly-medicine/related/naziracialhygiene.pdf (Links to an external site.)
In your 300-word assignment state clearly the names of artifacts and the title of the source document; in your write up include answers to the: Who, What, When, Where, Why, and How and of course, have at least 4 historical dates for what you are addressing.
Use and cite your textbook as you go, and when you use other sources (textbook, website, video, publication), make sure you use less than 20% of the total words count of your paper, and cite properly your courses. For details check the course syllabus, course materials on plagiarism, and college handbook.
*
As a general overview and intro to the topic, watch: Roots of Nazi Ideology by Yad Vashem (11 min):
Roots of Nazi Ideology (Links to an external site.)
With related online

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African slaves arrived in what would become the United States in 1619, and by the time of American independence from Britain, slavery was practiced throughout the country. By the early 1800s, however, slavery largely disappeared in the North, even as it became more prominent and more entrenched in the South. As the boom in textile manufacturing, both in the Northeast and in Britain, increased the demand for Southern grown cotton, the Southern economy’s dependence on slavery grew ever stronger. At the same time, Southern culture embedded the institution of slavery and a system of racial hierarchy all the more firmly. When Abraham Lincoln was elected president as a Republican, a party that clearly opposed the extension of slavery, many Southerners came to believe that the institution faced immediate existential threat. As a result of Lincoln’s election, South Carolina seceded from the country in December 1860. In the months that followed, growing regional hostility led ten other states to follow. The decision to secede from the union did not come lightly to the political leaders of the states that joined the Confederacy. They were aware that they would most likely be forced to defend their secession through military conflict with an industrially and numerically superior North. Consider the many obstacles that stood in the way of southern independence, and the conviction required to take that step. Think also about the role of slavery in southern life, on a material level as well as a cultural level.

Write an essay (400 words minimum) that explains how Southern political leaders became convinced that the institution of slavery was under attack by the North, and especially by Lincoln and the Republican party. Your essay should explain how the debates over the future of slavery changed in the generation before the Civil War began in 1861. Why was slavery so important to Southern political leaders that they seceded?

Step 1:  Read “Muslim Women After 9/11″ by Ashraf Zahedi” Step 2: Read these articles about gender and Covid-19: 1) Clare Cain

Step 1: 
Read “Muslim Women After 9/11″ by Ashraf Zahedi”

Step 2:
Read these articles about gender and Covid-19:

1) Clare Cain Miller’s “Nearly Half of Men Say They Do Most of the Home Schooling, 3 Percent of Women Agree,” in the New York Times. If you’re having issues accessing the article, you can also download it by clicking here: NY Times article; 2) “Women’s Labor Force Participation Set Back 3 Years Due to Covid-19” in The Hill.

Step 3:
Participate in the discussion forum about the reading by Thursday at 11:59 and post two replies by Sunday at 11:59 pm

Discussion questions:
Take notes in response to these discussion questions as you do the reading this week.

In ways has the “War on Terrorism” affected Muslim American women, and how do you think people should intervene when they see a Muslim woman being harassed?

How might anti-immigrant rhetoric in the last few years involve promoting stereotypes of immigrants that mask the real lives of actual immigrants, including immigrant women?

What’s your response to the articles about women and Covid-19? What do you think we should do as a society to ensure that women are not disproportionately harmed by the pandemic?

Bonus Material:
The main thing I wanted to recommend to you this week is an episode from story-telling podcast The Moth (click!) about trans-racial adoption. It’s one of the best things I’ve heard — interesting politically, but also very moving. It raises important questions about what it means for white people to adopt children of color.

I also recommend you watch Knock Down the House, a documentary on Netflix about four women who ran for political office in 2018. If you watch this, and write up two pages, double-spaced (mix of summary and analysis/commentary) you can get extra credit. 

History Question

part A
Discuss the correlation and causation between economic meltdown, environmental degradation, and human migration in 1929-1930.
Compare with similar issues today, regionally, and globally.
Watch “The Great Depression, Dust Bowl, and California Migration” (9 min 27 sec), and do listen to the period songs at the end…: https://www.youtube.com/watch?v=kpd-7KsbIhM
Farming During the Great Depression (4 min 22 sec): https://youtu.be/vkjzE4i1WEI
FDR and the Dust Bowl by FDR Library (4 min 16 sec): https://www.youtube.com/watch?v=LRAbOAim8U8
Part B
What were the Roaring ’20s? What were they not? Give two examples for each statement.
Engage in the discussion, add an image from the internet to illustrate your point in one of your posts, and cite the source of your image, e.g. PBS has a collection of images, so when you include an image, you can cite their web link: https://www.pbs.org/wgbh/americanexperience/features/crash-roaring-20s/ You may use some other source for your image to be included in post 1 or post 2.
View: Teen Life in the 1920s: Further Back in Time for Dinner by ABC TV (4 min 11 sec): https://youtu.be/e7pieebcSSw
View: The Roaring Twenties by Lindsey Holiday (17 min 33 sec): https://youtu.be/JULKN9Wofrs

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History Question

The word “op-ed” stands for the phrase “opposite the editorial page.” That’s where newspapers frequently put them. It is a short opinion piece, most commonly about the news of the day but occasionally about the joys of Spring, the true meaning of Christmas, why everyone needs a dog, and the like. Here are three sample op-eds I have written:
https://www.usnews.com/news/best-countries/articles/2021-05-17/israel-is-having-its-own-black-lives-matter-moment
https://www.salon.com/2019/10/12/turkish-attack-on-syria-endangers-a-remarkable-democratic-experiment-by-the-kurds_partner/
https://www.nzherald.co.nz/world/news/article.cfm?c_id=2

“A Day in the Life of Renaissance” writing story

Purpose
Learners will create a story from the point of view of a historical figure to demonstrate their knowledge and comprehension of a historical period/era/event
Details
(1) Choose a time period and region that pertains to the course.
Example: Renaissance Italy.
(2) Choose three examples of people within that time period and region from different classes or stations in life (These can be composite characters or actual historical figures).
Examples: slave, serf, peasant, merchant, philosopher, temple priest/priestess, clergy member, aristocrat, monarch, etc.
(3) Use at least 10 sources, both primary and secondary, to research what their daily lives were like (at least 5 of the 10 sources must be primary ones). Here are some tips:
Look for personal details like …
When they woke up and went to sleep
Their personal hygiene practices
What they wore
What, when, and how much they ate
What kinds of work or leisure activities they did
Who they encountered
What types of technology they were able to use
What kinds of hardships or challenges they experienced
What significant historical events they experienced, à la Forrest Gump
Et cetera
Acceptable Primary and Secondary Sources
Primary sources (court records, memoirs/autobiographies, letters, artifacts, etc.)
Print secondary sources
Scholarly journals
Newspaper and other media and video archives
Appropriate history-related websites and databases (not Wikipedia)
Historical documentaries
History textbooks
(4) Write scripts for each of your subjects’ five minute each person (total of 15 minutes) in the “Day in the Life” Here are some tips:
Introduce your subject and make the purpose of the project clear.
Keep your subject’s class/station in life in mind when writing their script, e.g., a medieval serf wouldn’t have spoken in the same way as the Archbishop of Canterbury would have.
You can be creative here and use slang or poor grammar if it makes sense for your historical figure; just be consistent.
You can add additional actors to your project if you’d like your character to meet someone during the course of their day, as long as the person they meet makes sense within the historical context, and your focus remains primarily on your character.
(5) Choose set(s) and gather props, costumes, and/or images you’d like to use in.
Rubric
Category
Outstanding
Very Good
Average
Poor
Thesis
20 Points
The purpose of the project is clear. The audience has a clear idea of the point of the project.
The purpose of the project is relatively clear. The audience may have a relative idea of the purpose of the project, but may have to infer somewhat.
The purpose of the project is relatively clear, though the audience may have to infer or use contextual clues. There is some vagueness in the presentation or cohesion of the project.
The purpose of the project is obscure. The audience has little understanding of what is the point of the presentation.
Subject Knowledge and Perspective
40 Points
The quality of the project exhibits expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is realistic and research-based.
The quality of the project exhibits near expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is mostly realistic and research-based.
The quality of the project exhibits some expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is somewhat realistic and research-based.
The quality of the project exhibits little expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is not realistic nor research-based.
Sources
20 Points
The sources used were appropriate and added substantial research and information to the project. At least five primary sources and five secondary sources were used.
The sources used were mostly appropriate and added strong research and information to the project. At least four primary sources and four secondary sources were used.
The sources used were somewhat appropriate, but only added mediocre research and information to the project. Fewer than four primary sources and four secondary sources were used.
The sources used were not always appropriate and added little research and information to the project. Fewer than four primary sources and four secondary sources were used.
Overall Production, including Writing
20 Points
The project exhibits outstanding evidence of clear and creative originality.
For the multimedia projects (videos, websites, etc.), the design and technical aspects are of high professional quality and help provide for an accurate portrayal of the historical era. All written aspects of the project are of high professional quality.
The project exhibits very strong evidence of clear and creative originality.
For the multimedia projects (videos, websites, etc.), the design and technical aspects are of very high professional quality and help provide for a mostly accurate portrayal of the historical era. All written aspects of the project are of very high professional quality.
The project exhibits average evidence of clear and creative originality.
For the multimedia projects (videos, websites, etc.), the design and technical aspects are of average professional quality and help provide for a somewhat accurate portrayal of the historical era. The written aspects of the project were inconsistent and did not always meet the level of high professional quality.
The project exhibits little evidence of clear and creative originality.
For the multimedia projects (videos, websites, etc.), the design and technical aspects did not meet the level of professional quality, and failed to provide an accurate portrayal of the historical era. The written aspects of the project were below average and did not meet the level of high professional quality.
Additional info: I’ll be attaching a link of five primary and five secondary sources of Renaissance to help you in the story. Also, I want the story script and everything to be creative and interesting to read. As well as having pictures of each time of them doing something. For example: a picture while they’re eating or while they’re talking to someone and etc.

“A Day in the Life of Renaissance” Video

Purpose
Learners will create a digital story from the point of view of a historical figure to demonstrate their knowledge and comprehension of a historical period/era/event
Details
(1) Choose a time period and region that pertains to the course.
Example: Renaissance Italy.
(2) Choose three examples of people within that time period and region from different classes or stations in life (These can be composite characters or actual historical figures).
Examples: slave, serf, peasant, merchant, philosopher, temple priest/priestess, clergy member, aristocrat, monarch, etc.
(3) Use at least 10 sources, both primary and secondary, to research what their daily lives were like (at least 5 of the 10 sources must be primary ones). Here are some tips:
Look for personal details like …
When they woke up and went to sleep
Their personal hygiene practices
What they wore
What, when, and how much they ate
What kinds of work or leisure activities they did
Who they encountered
What types of technology they were able to use
What kinds of hardships or challenges they experienced
What significant historical events they experienced, à la Forrest Gump
Et cetera
Acceptable Primary and Secondary Sources
Primary sources (court records, memoirs/autobiographies, letters, artifacts, etc.)
Print secondary sources
Scholarly journals
Newspaper and other media and video archives
Appropriate history-related websites and databases (not Wikipedia)
Historical documentaries
History textbooks
(4) Submit your sources in the Annotated Bibliography paper prior to completing your Final Project.
(5) Write scripts for each of your subjects’ five minute videos (total of 15 minutes) in the “Day in the Life” style often seen on YouTube and Instagram. Here are some tips:
Introduce your subject and make the purpose of the video clear.
Keep your subject’s class/station in life in mind when writing their script, e.g., a medieval serf wouldn’t have spoken in the same way as the Archbishop of Canterbury would have.
You can be creative here and use slang or poor grammar if it makes sense for your historical figure; just be consistent.
You can add additional actors to your video if you’d like your character to meet someone during the course of their day, as long as the person they meet makes sense within the historical context, and your focus remains primarily on your character.
(6) Choose set(s) and gather props, costumes, and/or images you’d like to use in your videos.
(7) Review your script. If you are unsure of the pronunciation of any of the words or names in your script, please look them up on forvo.com prior to filming.
(8) Start filming your videos. Here are some suggestions for software to use:
iMovie
Movie Maker
Final Cut Express
Camtasia
WeVideo
(9) Edit your videos for quality, consistency, pacing, and adherence to the time length requirement.
Rubric
Category
Outstanding
Very Good
Average
Poor
Thesis
20 Points
The purpose of the project is clear. The audience has a clear idea of the point of the project.
The purpose of the project is relatively clear. The audience may have a relative idea of the purpose of the project, but may have to infer somewhat.
The purpose of the project is relatively clear, though the audience may have to infer or use contextual clues. There is some vagueness in the presentation or cohesion of the project.
The purpose of the project is obscure. The audience has little understanding of what is the point of the presentation.
Subject Knowledge and Perspective
40 Points
The quality of the project exhibits expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is realistic and research-based.
The quality of the project exhibits near expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is mostly realistic and research-based.
The quality of the project exhibits some expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is somewhat realistic and research-based.
The quality of the project exhibits little expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is not realistic nor research-based.
Sources
20 Points
The sources used were appropriate and added substantial research and information to the project. At least five primary sources and five secondary sources were used.
The sources used were mostly appropriate and added strong research and information to the project. At least four primary sources and four secondary sources were used.
The sources used were somewhat appropriate, but only added mediocre research and information to the project. Fewer than four primary sources and four secondary sources were used.
The sources used were not always appropriate and added little research and information to the project. Fewer than four primary sources and four secondary sources were used.
Overall Production, including Writing
20 Points
The project exhibits outstanding evidence of clear and creative originality.
For the multimedia projects (videos, websites, etc.), the design and technical aspects are of high professional quality and help provide for an accurate portrayal of the historical era. All written aspects of the project are of high professional quality.
The project exhibits very strong evidence of clear and creative originality.
For the multimedia projects (videos, websites, etc.), the design and technical aspects are of very high professional quality and help provide for a mostly accurate portrayal of the historical era. All written aspects of the project are of very high professional quality.
The project exhibits average evidence of clear and creative originality.
For the multimedia projects (videos, websites, etc.), the design and technical aspects are of average professional quality and help provide for a somewhat accurate portrayal of the historical era. The written aspects of the project were inconsistent and did not always meet the level of high professional quality.
The project exhibits little evidence of clear and creative originality.
For the multimedia projects (videos, websites, etc.), the design and technical aspects did not meet the level of professional quality, and failed to provide an accurate portrayal of the historical era. The written aspects of the project were below average and did not meet the level of high professional quality.
Additional Info: I will be attaching a link giving five Primary sources and five Secondary sources of Renaissance to help you in making the video. You only need to find three people who were involved in Renaissance and describing each point of their life and their contribution in Renaissance. I’ve given apps to help you choose on making the video. Important: BE CREATIVE AND INTERESTING. (Add additional info that whom they worked with, adding pictures and etc).

Family and Ethnic Identity in an Arab-American Community – j.ctt14bswm3.12-1.pdf Download Family and Ethnic Identity in an Arab-American Community

Family and Ethnic Identity in an Arab-American Community – j.ctt14bswm3.12-1.pdf Download Family and Ethnic Identity in an Arab-American Community – j.ctt14bswm3.12-1.pdf

After reading about Arab American identity, choose a famous Arab American to showcase in one page.

The celebrity may be in any field (medicine, science, literature, sport, arts).

The Arab American can be from North America or South America.

The highlight should include information about their early childhood , their education and contributions.

Rubric
One-Page Bio
One-Page Bio
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeBio
A brief paragraph on the life of the person. Include their profession, contribution to their community, and how their identity shaped their accomplishment.
4 pts
Full Marks
0 pts
No Marks
4 pts
This criterion is linked to a Learning OutcomePhoto
Include a photo of the person.
1 pts
Full Marks
0 pts
No Marks
1 pts
Total Points: 5

Women contribution to war

Assignment Type: Essay (any type)
Service: Writing
Pages/Words: 1.2 pages / 330 words (Double spacing)
Education Level: College
Language: English (US)
Assignment Topic: US History after 1877
Subject: History
Sources: –
Citation Style: APA 6th edition
Your initial posts should be more than 250 words. Your answer should do the following:
begin with a concise thesis as a direct answer to the question,
analyze the main ideas presented in the readings and videos,
and cite specific supporting details from the reading (I mean that you need to bring in specific examples from the textbook, other books, and primary source documents).
Question: How did women contribute to the war effort, and why was that significant?

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History of Modern China

Have to submit a 4-6 page typed, double-spaced summary of what you found to be some of the most important points covered in the period from 1989 to the Present. As with the previous exam(s), this is not a research paper, since you are only using the resources readings from Making China Modern

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History Question

Answer the question directly and then provide one specific examples to support your answer
(Social, Economical, Political, Technological) – choose at least one to speak on
How did the Industrial Revolution change society?
In a paragraph answer, assess the significance of the French Revolution. (Make sure to connect to: Social, Political, Economical, and technology.)

histryo questions short answers

EVENT: adaptation of the new constitution in 1787
questions:
Why did you select this event?
What were both the short- and long-term effects of this historical event?
Who all were impacted/affected by this historical event?
How was history changed by this event?
If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?

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History Question

Primary Source Analysis:
Write a 2 page paper analyzing one (1) primary source from a list I will provide. Your paper must have:
1. An intro paragraph includes the who, what, why, and whom of the primary source you have chosen. You need to set up the context of the source.
2. A thesis statement.
3. At least three (3) body paragraphs. Each body paragraph should follow the AXES format we have been working on and include:
A. Assertion: A provable statement about the society that produced the source.
B. eXample: A quote from the primary source that supports your assertion.
C. Explanation: The reason you think your quote proves your assertion.
D. Significance: How do your assertions support your thesis statement.
Please write about the primary source:
Al-Baladhuri: The Battle of the Yarmuk
Grading Criteria:
Format: Typed, double-spaced, 12 pt font, 1” margins, proper citation, minimum 2 full pages. (500 words) 10%
Content: Has all the parts require for this paper, good historical insights, all assertions flow from your thesis statement, all examples are related to your assertions and thesis statement. 40%
Quality: Good organization: This includes a good introduction with all its parts, AXES format in body paragraphs, avoidance of repetition, and avoidance of packing multiple points in same paragraph. 30%
Accuracy: Does the details in your paper match the information we read in the textbook about the society the primary source represents. 20%

short history answer

Question:Use one of the two primary sources to answer the following questions:
What events and concepts led to the political divide between the North and South during the 1850s?Use historical information and details to explain the divide within the nation. For example, the expansion of slavery to the west.

Document Analysis:Pick one of the two sources to quote and analyze. How does the document represent the political division described in your historical section?

Modern Comparison:Find one topic that has divided the nation today and explain how it relates to the political division 1850s. Your answer should contain information and details and cite one source (can be a news article).

Documents:Must Use One:Abraham Lincoln Speech on the Kansas-Nebraska ActActions
Lincoln-DouglasActions

ExpectationsExamine either his stance during the Kansas Nebraska-Act fight or his run for the U.S. Senate.
Be sure to find two quotes and place them in a historical context. What was happening at the time of the event?
Explain the formation of the Republican Party.
Why did Abraham Lincoln become the representative of the Republican Party?
Requirements:350 words or more (the better)
Provide historical evidence/examples to support your opinionThese are from the sources I provided on this page.
I expect at least one quote from the Veto Message document.

DO NOT plagiarize. Please read the plagiarism rule.You will not receive any credit if you plagiarize.

Please submit only Word or PDF. Apple products do not work

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History and Applied Mathematics

Two different class assignments:
Applied Mathmatics:
What to Submit / Deliverables: The assignment includes an application to a professional conference in two parts:
1. A Conference Application Template [DOCX] with questions to complete.
2. A PowerPoint presentation.
What is the value of doing this assignment? This assignment gives you the opportunity to apply the statistical concepts and methods you have learned throughout the course to a current real world problem. You will continue to practice your problem solving skill through analysis of data—examining how others use descriptive statistics, and creating your own mathematical visuals in order to analyze and draw conclusions based on this data. You will also practice taking initiative in putting together a conference application on the problem identified and sharing your findings with a specific audience. This will additionally help you practice communicating effectively—a skill you can use in your personal and professional lives every day. As you work to complete this assignment, you will continue to practice results-driven strategies. You will have the opportunity to engage in a statistical process while working towards a specific goal, use measurement to report results, and consider the quality and integrity of data and the ways it can be used to effectively communicate solutions.
Your goal for this assignment is to: Apply the statistical concepts and methods you have learned to a current real-world problem by using your problem solving, initiative, and results driven skills to complete an application and presentation for a professional conference that incorporates the data analysis, conclusions, and recommendations you have reached.
History:
I have a history assignment for a research question and need help answering prompts to build the assignment. The research question and prompts are in the attached document.

Annotated bibliography: Renaissance

Students are to provide annotations for five primary sources and five secondary sources that will then be used in the final project. Sources should be directly related to the final project’s topic. Annotations should be a paragraph (about 100 words).
For secondary sources, students should use high-quality scholarly sources, especially scholarly monographs or articles published in peer-reviewed academic journals. Students should avoid using the textbook, encyclopedia articles, or anonymously authored websites. ALL secondary sources, regardless of format (video, websites, articles, etc.) should be credible and authored by experts and professionals in their field of study geared towards an academic or higher education audience.
The bibliography should NOT include encyclopedias, textbooks, or websites and videos geared towards K-12 or authored (created and published) by unvetted, non-credible sources. For questions on this please watch the video by Dr. Campbell or ask your instructor.
For primary sources, students should be looking for documents that were originally written during the time period they are trying to study. While architectural or archaeological remains certainly do qualify as primary sources which can be used by scholars to reconstruct the past, they are problematic for an assignment like this. Written documents from the past should be your focus!
What is an Annotated Bibliography?
An annotated bibliography is an organized list of sources (like a reference list). It differs from a straightforward bibliography in that each reference is followed by a paragraph length annotation, about 100 words in length.
What is the purpose of an Annotated Bibliography?
Provide a literature review on a particular subject
Help to formulate a thesis on a subject
Demonstrate the research you have performed on a particular subject
Provide examples of major sources of information available on a topic
Describe items that other researchers may find of interest on a topic
What am I required to include in my Annotated Bibliography?
For Primary Sources:
Bibliographic information according to Chicago style.
The name and background of the author, if known.
The date the document was originally written, if known.
The author’s purpose in writing the document and its historical context.
Any bias displayed by the author.
The significance of the document (i.e., why should anybody in the present care?).
For Secondary Sources:
Bibliographic information according to Chicago style.
The name and scholarly background of the author (education, publications, university appointments, etc.)
The author’s main argument (note, this is not the same thing as a simple description of the subject matter– what is the author trying to say about this subject?).
The specific types of evidence used to support the author’s main argument (are they primary sources? Scholarly secondary works?)
How successful/convincing is the author’s argument?
What are some examples of an Annotated Bibliography?
Here are some helpful resources that include examples of an Annotated Bibliography:
Purdue University OWL: Annotated Bibliography Examples
Chicago Style Annotations
What is an Annotated Bibliography?
How to Write an Annotated Bibliography in Turabian/Chicago Style
Useful websites for finding primary sources online:
World History Sources
Perseus Digital Library
Ancient History Sourcebook
Medieval History Sourcebook
Women’s History Sourcebook
Diotima (Women’s History Sources)
The Avalon Project
World Digital Library

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