History

in what ways were the civilizations of ancient Mesopotamia and ancient Egypt similar to one another and in what ways were they different.? please compose an argument as a response in a paragraph format of at least 10 sentences that incorporated relevant material.

The figure of samurai is often used to discuss Japanese culture even today.  What was your image of samurai before you took this course?  (How did you conceive of the image?)  Compare and contrast that image with the samurai figure depicted in Musui’s Story and Abacus and Sword.  How are KATSU Kokichi and INOYAMA Nobuyuki similar to/different from your original image of samurai?  If they are different, what are the causes for their difference?  How has your understanding of the book and the movie affected your understanding of samurai?   This is NOT a research paper.  However, you are required to use the textbook(s) to support your argument for specific examples.Your paper should:          contain a clear and well developed thesis statement                   please highlight your thesis statement within the text            be well organized and coherent with your thesis                    includes introduction, body, and conclusion illustrated with specific examples            include proper citations whenever you borrowed someone else’s idea                   MLA style in the body preferred  ex. (Craig, 41)                   Works Cited            be proofread before submission                   should be free of errors of style, usage, grammar, and spelling            be typed in reasonable sized font (no larger than 12)            be about 750 words/3 pages (double space)  1250 words/5 pages for extra credit

During the early years of the newly formed United States, Americans would continue to: define “freedom” and who was afforded freedom define the political structure of the country and who would be allowed to participate define the economic structure of the country and what that would look like in each region (South, North, West) clarify its imperial goals relative to Native Americans and the rest of the world   Choose one or two sources from Voices of Freedom, Chapters 8 and 9. Use the source(s) to discuss one of the issues listed above.  Remember to:  quote sources (Give Me Liberty! or primary sources from Voices of Freedom) cite sources (provide author and page number) if you paraphrase or otherwise use information from a source use an introduction and complementary conclusion that lays out the topic provide context for your topic (briefly, what is the background to the topic? How did we get to the point in time that you are discussing in your paper)

Despite Patterson’s warning that the notion of “freedom” is “better experienced than defined,” this essay challenges you to locate a working definition of the term. Your assignment is to define freedom through a careful analysis of any three texts. By looking closely at three texts of your choosing, you will consider how various Americans have experienced or represented “freedom” in order to develop a nuanced and substantial definition of freedom in the U.S. context. When defining the term, avoid the dictionary, or at least don’t include a dictionary definition in your paper. Dictionary definitions (and etymology especially) can be useful, but your task in this essay is to arrive at a definition of this abstract idea not through Webster’s or the Oxford English Dictionary but through the  written texts and experiences of Americans who have lived through, longed for, and represented “freedom” and its limits in the U.S. Assignment In a thesis-driven, argumentative essay, respond to the following prompt: Compare and contrast how any three of our verbal or visual texts represent the notion of “freedom.” In your thesis, explain what definition of “freedom” emerges from a comparative analysis of these three texts. Your essay should attempt to synthesize the three texts that you choose. In other words, come to a conclusion that emerges from an interpretation of all three texts; don’t simply note three different ways that the texts define the term. The texts from this section of the course don’t often declare a surface-level definition of “freedom,” so you will have to infer what notion of “freedom” is operating in your three chosen texts. Make sure to justify your thesis with evidence from the texts, not just your personal opinion. You may choose any three of the following texts: Narrative of the Life of Frederick Douglass (1845) by Frederick Douglass Incidents in the Life of a Slave Girl (1861) by Harriet Jacobs Testimony on Bill H.R. 40 (2019) by Ta-Nehisi Coates Simon Pokagon, “The Red Man’s Rebuke” (1893) Zitkála-Šá, “Impressions of an Indian Childhood” (1900)” / “The School Days of an Indian Girl” (1900) [for this assignment, these two readings will count as one text] Walt Whitman, Leaves of Grass (1855 & 1892) [including “Song of Myself”) Alexander Stephens, Cornerstone Speech (1861) Abraham Lincoln, Second Inaugural Address (1865) The Nevada Constitution (1864) Looking Backward: 2000–1887 (1889) by Edward Bellamy How the Other Half Lives: Studies among the Tenements of New York (1890) by Jacob Riis “The Problem with Capitalist Philanthropy” (2020) by Zahra Moloo Atlanta Compromise Address (1895) by Booker T. Washington The Souls of Black Folk (1903) by W.E.B. Du Bois “Lynch Law in America” (1900) by Ida B. Wells

Please watch the film “The Battle of Algiers” on Kanopy at: https://usf.kanopy.com/video/battle-algiers-0  (Links to an external site.) and anwser the following questions : 1- The movie “The Battle of Algiers” (made in 1966), reconstructs events that had taken place just a few years earlier. Generally regarded as a historically accurate and balanced film, Director Gillo Pontecorvo nonetheless considered his work to be politically motivated. In your opinion, why is that? 2- The film was banned in France for five years after its release. Explain why. 3- Based on the memoirs of Saadi Yacef, one of the leaders of the FLN, who also starred in the film as a character modeled off his real-life role in the opposition movement, the film was — and still is for some– highly controversial. What is your opinion? Did you like the movie? Please elaborate. 4- The film has been used to train members of the Black Panthers and Argentine intelligence units. It has been speculated that Palestinian terror groups and al Qaeda may also use Pontecorvo’s film as a guide. In 2003, The Battle of Algiers was screened at the Pentagon in order to offer some insight into the challenges surrounding the U.S. occupation of Iraq leading the press to describe the film as “a model for both insurgency and counterinsurgency tactics” rather than art. What is your personal opinion? 5-In your opinion what is the most important lesson(s) of the film—and/or of the entire French experience in Algeria (both colonization and decolonization)? Previous Next

Choose one of the Lectures posted below from Chapter Content Pages. You will need to summarize the posted lecture or a key part of it. You then need to expand on this by bringing in additional material from the textbook or some other source that will expand on or clarify an element of the lecture material in a way that adds to one’s understanding of the issue. You need to explain how it does so. These should be about 300 words. I am not too legalistic if students go over this so long as they are on point and not excessively long. The format for these is important. You will need to clearly identify the following with paragraph headings. Lecture: (Which Lecture from the List you have chosen.) The Lecture Summary: (This a summary of the Lecture you chose but can be limited to a key part of it. The one you will expand on in the Additional Insights.) Additional Insights. (Here you expand on or clarify an issue or issues from the summary by bringing in additional material from the textbook or some other source. You need to cite the source. See the instructions below. You can include other elements such as reflections and conclusions, but these do not substitute for including additional material.) Choose one of the following topic Britain and France https://app.vidgrid.com/view/fUWVF1JgcOWX/?sr=ZbovkY Origins of World War 2 https://app.vidgrid.com/view/bGaTEgUbOK5g/?sr=xGG2lI The Holocaust and some of it’s background https://app.vidgrid.com/view/Wqe7qQ5vh4Hz/?sr=1uInSl End of World War 2 https://app.vidgrid.com/view/vcrKfxjR3IyR/?sr=48vPHj

Instructions for Essay #2 You are to write a 1200 to 1600-word essay that demonstrates your understanding of the content in, Women’s Rights Emerges with the Antislavery Movement.  Your essay needs to begin with the following sentences (but these sentences may not be used as part of your word count): “The struggle for women’s rights and abolition were intricately linked movements of the 19th century.  Professor Sheldon in fact has argued that the former was in many ways an unintended consequence of the latter.”  [No need to cite Professor Sheldon.  You can also disagree with him but will need to base your view on the evidence.] After these sentences, conclude your introductory paragraph with a thesis statement and then construct the body of the paper around these following questions: 1.) How did the anti-slavery movement challenge established notions of manhood and womanhood? 2.) What specifically led the Grimké sisters to conclude that they should pursue women’s rights as well as abolition? 3.) What did women in the women’s rights movement want and why? [You should consider that their wants and reasons change over time and were not universally shared.  You should also put the movement in the democratic trajectory of American politics.] 4.)  How did the issues of race and gender complicate the respective abolitionist and suffrage movements and then ultimately weaken the latter? [Again consider change over time and focus particular attention on the voices of free women of color.] Conclude your paper with a short paragraph summing up the major points you have made to defend your thesis.  Citation of Sources: The information you use need ONLY come from three sources: 1.) Henretta’s textbook (America: A Concise History); 2.) Kathryn Kish Sklar’s “Introduction” to Women’s Rights Emerges within the Antislavery Movement. 3.) Documents in Sklar’s book.  Most of your information should come from the third source.  You need to cite any information you use with footnotes.  (Footnotes are not counted in your total word count.)  The note does not need to have a full bibliographic citation. Do not use the internet.  Examples: 1. Henretta et al, America, p. 110 2.Sklar, “Introduction,” in Women’s Rights Emerges within the Antislavery Movement, p.5. 3. Angelina Grimke Letter to Jane Smith, May 29, 1837, in Women’s Rights Emerges within the Antislavery Movement p. 111. HOW TO ACCESS RESOURCES YOU NEED TO USE:  1) “Woman’s Rights Emerges within the Antislavery Movement”  Access: https://bookshelf.vitalsource.com/#/books/9781319169305/cfi/6/8!/4/2/2@0:0    – Use this account to access; User: [email protected] ; Password: Example@1 2) “Henretta’s Textbook (America: A Concise History)” (optional)

Option 3: Women in Colonial America  Pick two colonies (New England, Middle, or Southern colonies) and explain how women’s roles differ in the two colonies of your choice. Describe what legal rights women held during the colonial period. Analyze how Native women’s lives were different from colonial women’s lives. Make sure to use your course text and incorporate an additional scholarly source from the Chamberlain Library in your response. Writing Requirements (APA format) Length: 1-2 pages (not including title page or references page) Use standard essay writing process by including an introduction, body paragraphs, and a conclusion. 1-inch margins Double spaced 12-point Times New Roman font Title page References page (minimum of 1 scholarly source) No abstract is required In-text citations that correspond with your end references

Describe America’s relationship with Imperialism, including specific foreign policies of this time and arguments for and against them.

Please watch the video at the link provided and answer the questions. Are there any scientific reasons to believe that specific past civilization may have served as the foundation for Plato’s narrative? Describe them. What are the differences or similarities in the narratives of Atlantis by Plato and of Troy by Homer? https://www.youtube.com/watch?v=zy6JmY6pQjk&ab_channel=WiseWanderer