Write an essay in which you describe how the movement for African-American rights changed between Reconstruction and the rise of the Black Power Movement in the late 1960s. What were the main goals of each part of the movement? Can we think of the African-American Civil Rights movement of the 1960s as a “Second Reconstruction”? If yes, why; if no, why not?
Make sure to include detailed descriptions (who, what, when, where, why, and the significance or historical context) of 5-10 of the following terms:
Wade-Davis Bill Reconstruction Amendments (13th, 14th, 15th) Carpetbaggers scalawags Compromise of 1877 Freedmen’s Bureau sharecropping Ku Klux Klan Civil Rights Act of 1964 Voting Rights Act of 1965 March on Washington Martin Luther King, Jr. Student Nonviolent Coordinating Committee (SNCC) Southern Christian Leadership Council (SCLC) Selma march Mississippi Freedom Summer Project Black Power movement
Describe how the PRC government shaped its participation in the global economy, and what effects this had on Chinese society at large? Do you think the movie and the readings convey any criticism of contemporary China's development? And if so, what criticism?
Choose one (1) of the topics below and develop a three to four (3-4) paragraph essay (of at least 250-500 words) which adequately address the topic you have chosen.
Topic Choices
There have been many theories regarding how the pyramids at Giza were constructed. Most experts agree that they were constructed as burial monuments for pharaohs, but how these ancient people constructed monuments of such great size without modern machinery is a mystery which is still being debated. No one can say for certain what happened to the great urban Mayan civilization, but theories abound and include varied possible alternatives to explain the relatively abrupt and mysterious disappearance of the Mayan civilization.
Tutankhamen died young, at approximately eighteen (18) years of age. However, his cause of death has been the subject of quite varied scholarly theories and conclusions. Did he die of an injury, of illness, of murder, or something else?.
Minoan Crete was a major civilization in its time, but several theories have been advanced to explain its demise, including speculations associating it with mythical Atlantis. What were the causes of Minoan Civilization's decline?
Great Zimbabwe is an enormous complex of structures in East Africa. Since the builders and occupants left no written records, several theories have developed as to the identity of its builders and the functions of the structures. Which theory makes the most sense?
The monumental size and complexity of the Tomb of Shihuangdi is astounding, yet its location and construction details were to be kept secret. What was the emperor’s purpose for such an elaborate, secret burial place?
Write a three to four (3-4) paragraph paper in which you:
Clearly state the “mystery” and provide a brief summary of at least two (2) reasonable and scholarly theories which could explain the mystery. Because some theories may sound far-fetched, include the source or promoter of each theory – such as a scientist, a historian, a theologian, etc. After summarizing at least two (2) scholarly theories, identify one (1) of the theories as the most plausible and provide at least two (2) convincing reasons why the theory you have chosen is the best one to explain the mystery. This will involve some critical reasoning skills on your part. Use at least two (2) sources plus the class textbook. (Three [3] sources total as the minimum) Note: Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
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 style format. Both in-text citations and a References list are required. Citations and references must follow APA style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for guidance). 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. For our purposes, you may omit any abstract page.
The specific course learning outcomes associated with this assignment are:
Explain how key social, cultural, and artistic contributions contribute to historical changes. Explain the importance of situating a society’s cultural and artistic expressions within a historical context. Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions. Identify major historical developments in world cultures during the eras of antiquity to the Renaissance Use technology and information resources to research issues in the study of world cultures. Write clearly and concisely about world cultures using proper writing mechanics.
Write a response to ONE of the following questions: What challenges did Lincoln and Davis face as they led their nations into war? How did each deal with those problems? How did individuals and governments in the North and the South deal with the burdens of war? Was total war justifiable given the human and property damage it caused and the overall results it achieved? Overall, how did the Civil War reshape American society? How does this relate to our earlier discussions?
It is 1865, President Johnson asks you to figure out why America seems to get involved in so many wars. Johnson wants you to describe in detail a specific event that led to the American Revolution, the war of 1812, the Mexican American war & the civil war and explain why it led to war because Johnson knows wars do not just happen. He then wants you to examine & explain the broader economic & ideological causes fir each of these wars. In your own opinion which of the two forces economic or ideological is the main cause for all these wars. Since Johnson likes thorough reports you must cite events to illustrate & prove points.
Length: No shorter than 1,500 and no longer than 1,700 words. I shall not grade a paper that does not meet this requirement. It will receive a zero.
The paper must use a minimum of two primary and two secondary sources. The latter should be articles from the databases—for example JSTOR—on the library’s homepage.
Mechanics: More than three errors in writing, for example spelling, grammar, etc.: Automatic 5 point deduction. More than three errors in punctuation: Automatic 5 point deduction. More than three errors in citation forma: Automatic 5 point deduction. (Citation must be in correct Chicago Style.)
Use only footnotes. Do not attach a “works cited page.” For subsequent citations in the notes, consult the online guide we have used.
Preferred Structure:
1. Introduction/Thesis 2. Review of Secondary Literature (Historiography. Any sense of how views have changed over time? Do you see a particular school of interpretation in your secondary authors, for example “history from below?” 3. Argument integrating primary and secondary sources. 4. Conclusion
Please respond to the following question using ONLY Heda Kovaly’s Under a Cruel Star:
In what way was the experience of Nazi occupation in Czechoslovakia similar to the experience of the country under the consolidation of Communist rule?
Your papers should be 3 - 4 pages in length (750 – 1000 words) and use quotes from the assigned reading. Pay attention to grammar, style, and spelling in your writing. I will be deducting points for the following errors:
use of first or second case (I, me, we, our) incorrect spelling of author and/or book title use of contractions obvious lack of proofreading
How are roles for women linked to larger national objectives in Germany and Russia, as evidenced in the letters to Izvestia and Scholz-Klink's speech? Comparing these 2 articles and using quotes from each to explain and compare
A research paper written from scratch about the obstacles that it immigrant Houston counter when coming to America from workforce religion all The sacrifice The immigrant I think counter specifically about Haitians. please just a simple research paper nothing fancy nothing to educated meaning I don't want it to sound like a Harvard student wrote it
Tell me about each of these, as well the connections between them: Article 27 of the Mexican Constitution of 1917, Nationalism, PEMEX, and Import Substitution Industrialization (be specific and go deep historically). Can only use references from the following books: “Problems in Modern Latin American History: Sources and Interpretations” By James A. Wood “Born in Blood and Fire: A Concise history of Latin America” By John Chasteen Plus you may use references from uploaded document attachment.
How well does the American Constitution work? Specifically, compare its initial promise to its current form and assess the impact both of the changing rules and the changes in the broader society. Should we be pessimistic or optimistic about the nation’s
Consider the following two quotations. First, from Winston Churchill’s Thoughts and Adventures (a 2009 reprint of the 1932 first edition), we have this comment from his essay “Mass Effects on Modern Life,” from a section describing the wide availability of newspapers:
All this is but one part of a tremendous educating process. But it is an education which passes in at one ear and out at the other. It is an education at once universal and superficial. It produces enormous numbers of standardized citizens, all equipped with regulation opinions, prejudices and sentiments, according to their class or party. It may eventually lead to a reasonable, urbane and highly-serviceable society... (2009, 272).
But, of course, Churchill doubts as much. Instead he goes on to worry that this trend may be a shadow, though a lesser shadow of course, of Soviet society: The communist theme aims at universal standardization. The individual becomes a function: the community is alone of interest: mass thoughts dictated and propagated by the rulers are the only thoughts deemed respectable. No one is to think of himself as an immortal spirit, clothed in the flesh, but sovereign, unique, indestructible (2009, 272).
A comment, I believe, which says much about what Winston Churchill thought about Winston Churchill.* But is this a legitimate concern about democratic society?
Now turn your attention to an 1878 quotation from a historian named Francis Parkman, cited in Alexander Keyssar’s The Right to Vote (2009 reprint of the 2000 edition):
A New England village of the olden time – that is to say, of some forty years ago – would have been safely and well governed by the votes of every man in it; but, now that the village has grown into a populous city, with its factories and workshops, its acres of tenement-houses, and thousands and ten thousands of restless workmen, foreigners for the most part, to whom liberty means license and politics means plunder, to whom the public good is nothing and their own most trivial interests everything, who love the country for what they can get out of it, and whose ears are open to the promptings of every rascally agitator, the case is completely changed, and universal suffrage becomes a questionable blessing (2009, 98).
This is a slightly different complaint about the perils of democracy. In my reading, in Churchill’s case, he worries about the social implications of mass society and mass politics; certainly, great public debates in the modern era of expanded suffrage tend to lack
* “We may all be worms,” he once reportedly said, “but I do believe I am a glow worm.”  intellectual quality.† Parkman’s comments are a bit more biting; it’s not only that the masses lack the sophistication to make sound judgments but also that they lack the commitment to the community to desire sound policy. That is: “politics means plunder,” plunder for the class of individuals without property from the class of individuals with it.
I think it is evident that the founding generation gave these ideas some thought, although they never could have fathomed the mechanisms of modern mass politics. As Keyssar points out in his book, voting requirements are absent from the Constitution itself – largely left to states to determine (and then fixed via the requirement for the lower house of the legislature). Nevertheless, many offices were shielded from direct election – the U.S. Senate (through state governments) and the U.S. President (through the electoral college). Furthermore, luminaries like John Adams had a long record in opposing extensions of the franchise; Keyssar opens his book with an Adams quotation opposing expanded suffrage because “it tends to confound and destroy all distinctions, and prostrate all ranks to one common level” (Keyssar 2009, 1).
Nevertheless, we tend to treat universal adult suffrage as a defining mark of democracy and an unambiguous good. Is this not, in truth, the core assumption of democracy? That having everyone vote on an issue or for candidates is a good way to make decisions? Or is it merely, as Churchill said upon some other occasion, that democracy is the “worst form of government, except for all the others that have been tried”?‡ Is it even possible to have a limited suffrage democracy; and, if so, is it defensible to give some people the vote and not others?
In some sense, as Ellis writes in Founding Brothers, the Constitution (and, explaining on its behalf, The Federalist Papers) promised to do a great deal which may, in some lights, be impossible. We are to believe that the Constitution would produce a government at once both responsible to the people and yet shielded from the perceived excesses of democracy.
And then, of course, the Constitution has changed. Voting rights, once quite restrictive, are now broadly available, even if some would dispute the notion that we have “universal” suffrage (due to large numbers of excluded felons and undocumented or, if you prefer, illegal immigrants). We elect more offices directly (US Senate and, in effect, US President). The Supreme Court has established (or, if you prefer, “invented”) the existence of further rights by interpreting changes to the Constitution and existing law.
† It would be easy to dismiss this as an example of elitism or, in the parlance of the modern university, “privilege.” No champagne? No cigars? No expensive education? No opinion worth listening to! But take this point seriously. For example, consider this column in the NYT from this last week’s news cycle:
Dr. Krugman has a Nobel Prize in economics. Many people read the NYT. Is the article’s argument is correct? Who has the ability or the time to evaluate it? Is this “proof”? And, of course, this is written in one of the most sophisticated newspapers in the country, read by the small proportion of the electorate that still gets newspapers instead of relying on “things I once saw someone say on Twitter.” You can disagree, if you’d like, but I think this point requires more than just the “he was born in a palace!” argumentum ad hominem. ‡ To be fair, I have no idea if Churchill said this or not. This is “proof via google.” This is the great principle of “Do as I say, not as I do.”  So that is all by way of introduction to your essay question. Answer, in 5 pages, double spaced, with considerable documentation and references to the materials from the course and any outside reading you so choose, this: How well does the American Constitution work? Specifically, compare its initial promise to its current form and assess the impact both of the changing rules and the changes in the broader society. Should we be pessimistic or optimistic about the nation’s government as we head deeper into the 21st century?
Course Reading: Try to use some as sited sources.
Joseph M. Bessette and John J. Pitney, Jr., American Government and Politics: Deliberation, Democracy, and Citizenship, election update (Boston: Wadsorth, 2012).
Alexander Hamilton, James Madison and John Jay, The Federalist Papers (New York: Signet, 2003 [1788]).
William Strunk and E.B. White, The Element of Style, 4th ed. (New York: Simon and Schuster, 1999).
Alexis deTocqueville, Democracy in America, trans. George Lawrence, ed. J.P. Mayer (New York: Harper Perennial Modern Classics, [1835/40]. Any of several printings of this translation.
Joseph J. Ellis, Founding Brothers: The Revolutionary Generation. (New York: Alfred A. Knopf 2002 [2000]).
Robert A. Caro, Master of the Senate: The Years of Lyndon Johnson. (New York: Alfred A. Knopf, 2002). The 2003 vintage books edition is the best – but any edition works.
Theodore H. White, The Making of the President 1960. (New York: Harper Collins 2009 [1961]).
Daniel Okrent. Last Call: The Rise and Fall of Prohibition. (New York: Simon and Schuster 2010).
How we survived Communism and even laugh we survived Communism and even laughed
it should be from the book that was written by Slavenka Drakulic. its going to be 5 pages. the introduction should have a little summary of the book and the western Europe and thesis statement. the body should have three main points and the third point should include my opinion on it about the book and than the conclusion for sure.
1 margin 12 font time new romans and double spaced and make sure its the book that talk about the western European thank you
compose a 3-5 pg review and analysis of the book "How America Eats: A Social History of U.S. Food and Culture" by Wallach, Jennifer Jensen. Using themes from the class, this assignment should provide you an opportunity to read something you actually want to read, while also asking you to think critically about the material you’ve learned over the course of the semester. Themes: the pre-Colombian exchange: Indigenous foodways in the Americas The Colonizer and the Kernelized: Food’s Role in the “conquest. Creole Cuisine: Food and Identity in the 18th century. Manifeast Destiny: Eating and American Expansion Hog Meat and Hominy: Food in the Old South Into the Melting Pot: Migration, Industrialization, and the urban eater. Victory Garden: “Patriotic Eating” during the World Wars
This website is owned and operated by PFS Limited.
Company Registration office is at:
2875 NE 194st St 404, Miami, FL 33180
Edudorm.com provides writing and research services for limited use only. All the materials from our website should be used with proper references and in accordance with Terms & Conditions
