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History

One of the various ways to understand a primary source is by placing yourself in

One of the various ways to understand a primary source is by placing yourself in that document’s time. So for this particular assignment, I want you to put yourself in the mindset of the early months of 1776. Try to set aside anything you might know about what came after — like the Declaration of Independence, the war, and the very existence of the United States of America. Instead, imagine yourself as a colonist reading these two documents, or hearing them read in a tavern, and reacting to them. And then write an essay of about two pages, in which you respond. Are you convinced by the arguments from one of the authors? Are you developing a strong set of opinions either for or against independence? What arguments are the most compelling to you?
You’re encouraged to be creative in doing this. Are you writing from the point of view of a large landowner? Or a poor laborer? Or a woman? Or a Black person, free or enslaved? Where would your particular interests lie? You can imagine yourself as another pamphleteer entering the public debate, or arguing in the pub, or even making a speech in the Continental Congress.
As you can see, I’m giving you a lot of latitude to do this in your own way. Make it your own and be creative. But along the way I do want you to:
— use quotes from both documents
— bring in some context about the time period, from the textbook or other course materials
— come to a conclusion: do you favor independence, or should the colonies remain British? How do you argue your case?
(By the way, I don’t grade you on whether I agree with your choice. There were valid arguments on both sides.)
I don’t need any scholarly format — just make sure I can tell which sources you’re quoting from.

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History

Watch the following video and make a post on the discussion board below (Answer

Watch the following video and make a post on the discussion board below
(Answer in 2-3 sentences)
https://screencast-o-matic.com/watch/cYjFqCG9B5
Question: Which domesticated animal do you think is the most important in history or in our daily lives today?

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History

You will give a minimum 250 word summary of the battle / engagement and then a m

You will give a minimum 250 word summary of the battle / engagement and then a minimum 250 words how how it was supported medically and what could have been done better. You will be challenged to find battles or engagements where the medical concept of support is displayed. If you can’t find the medical plan then write on how you would have supported the operation. Remember you have ten medical functions and you have now learned about Echelon Above Brigade units.
This is a military assignment.

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History

The QuestionWhat phrase or sentence from The Communist Manifesto best embodies t

The QuestionWhat phrase or sentence from The Communist Manifesto best embodies the passage
above? Explain your rationale in complete sentences.

Categories
History

In what ways does the artistic and literary culture of the High Middle Ages refl

In what ways does the artistic and literary culture of the High Middle Ages reflect the religious preoccupations and problems of medieval society?
Compare and contrast the political developments in France and England with those in the Holy Roman Empire and Italy between 1000 and 1300. What circumstances explain the differences?

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History

Overview Over the past few weeks, you have examined how context, perspective, an

Overview
Over the past few weeks, you have examined how context, perspective, and bias impact what we know about history and how we talk about it. You also started to make connections between your research question, historical event, and current event. In this activity, you will build upon that work to consider the historical roots of your current event and what the narratives would be like if told from a different perspective.
Prompt
Use the provided Module Five Activity Template: Historical Interpretations Word Document to complete this activity. First, you will reflect on the process of researching the subject of your historical research question and its connection to your current event. You will then consider the impact of bias on our existing knowledge. Finally, you will address how the narratives about your historical and current events would change if told from alternative viewpoints.
Specifically, you must address the following rubric criteria:
1. Describe how exploring your research question improved your understanding of the historical roots of your current event.
a) How did learning more about the subject of your research question help you identify events from the past that contributed or led up to your current event?
2. Explain how biased perspectives influence what is known about both your historical and current events.
a) Support your points with relevant course resources.
3. Propose how the narrative about your historical event might change if it were told from a missing perspective.
a) Refer to the missing perspective you identified in this week’s discussion. How might this point of view change the story about your historical event? For example, would the narrative focus on different details, or would those details be interpreted differently?
4. Propose how the narrative about your current event might change if it were told from a missing perspective.
a) Expand on the missing perspective from criteria three and apply it to your current event. How might your current event be understood differently by examining it from that perspective?
Guidelines for Submission
Submit the Module Five Activity Template: Historical Interpretations.  Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

Categories
History

WOMEN OF THE REPUBLIC—IN INDUSTRY, THE SLAVE CABIN, AND AT WAR UNIT III: The Ear

WOMEN OF THE REPUBLIC—IN INDUSTRY, THE SLAVE CABIN, AND AT WAR
UNIT III: The Early Republic – Mr. E’s History
The men couldn’t fight this battle alone!
When America’s founding fathers determined to declare their independence from the mother country, they all agreed upon the words Thomas Jefferson penned, that “all men are created equal.” They understood as well that when they spoke of “certain inalienable rights,” that this pertained solely to the male gender, and that equality as they understood it (the right to vote and be elected to office) could only be exercised by men of the propertied class. This new republic would be governed only by educated men who had proven their ability to handle the responsibility of land ownership.
2) Abigail Smith (1744-1818) | Familypedia | Fandom
Abigail Smith Adams, wife of John Adams
“I long to hear that you have declared an independency. And, by the way, in the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors.” Her husband simply smiled and shared that another tribe had been heard from.
Under these rules, women of the propertied class accepted the idea that their men would look out for their best interests. In due time, however, they would come to view the situation differently. Certain women living in New Jersey who were widowed and spinsters—yet owning property—were originally allowed to vote in that state, following the revolution. However, an 1807 law was passed which specifically forbade participation of all blacks and females in the election process. The law stated that “female reserve and delicacy are incompatible with the duties of a free elector…” (Moynihan, p 181) Ideas like these spread quickly throughout the states. Although men like Dr. Benjamin Rush, John Adams and Benjamin Franklin agreed that women ought to be educated, in order to teach their children—and that public education in general should be one hallmark of the new republic—they certainly were in lockstep regarding erecting clear boundaries for female participation in politics.
Online Exhibits | National Women’s History Museum
3) From abolitionists to suffragists: Lucretia Mott is at the top of the oval. Just to her right, Elizabeth Cady Stanton. These two women tired of this relegation to domesticity. They organized and held the first Women’s Rights Convention in 1848, at Seneca Falls, New York. In 1851, Stanton met Susan B. Anthony (in the 8:00 position, clockwise), and they became lifelong friends in the fight for women’s rights–over 50 years of working together.
Meanwhile, the growing industry of the United States, as well as the territory gained by the 1803 Louisiana Purchase, meant that more opportunities were opened to the working classes (whether laboring in agricultural or industry). Home industries, factory life, and the western frontier changed life dramatically for thousands of Americans. Women of European origin came face-to-face with Native American men and women. Women in the South, living on large plantations, miles from the nearest family member or town, worked closely with their female slaves. However, the most unfortunate aspect of life for slave women was the fact that—within the plantation household—they also lived dangerously close to the plantation master. These slave women were the most unfortunate, preyed upon and controlled females living in Post Revolutionary and Antebellum America.
Assignment:
Read Chapter 4 of the textbook. Then visit the following websites to read about:
The “Cult of Domesticity”: http://americainclass.org/the-cult-of-domesticity/ (Links to an external site.)
The book, Incidents in the Life of a Slave Girl: http://www.cliffsnotes.com/literature/i/incidents-in-the-life-of-a-slave-girl/about-incidents-in-the-life-of-a-slave-girl (Links to an external site.)
Harriet Tubman (2 sites): https://www.biography.com/activist/harriet-tubman (Links to an external site.)
Sacajawea: http://www.rootsweb.ancestry.com/~nwa/sacajawea.html
(Links to an external site.)DOCDOCUMENT: THE PLANTATION MISTRESS (found under “Pages”), by S.C. Burns
YOU MUST READ THESE ARTICLES, IN ORDER TO ANSWER QUESTION #2. Go to the Pages tab in the Course Menu and read the summary of Catherine Clinton’s The Plantation Mistress, as well as “Degrees of Servitude and Solitude,” which provides great detail about the relationship between the plantation mistress and her female slaves.
Finally: Answer the following questions: 225 words each
1) Consider the lives and attitudes of women working in northern factories (no factories in the South in the Early Republic). Find evidence of why they were proud to be earning wages, and evidence of discontent as well. Next, consider Dr. William Sanger’s idea that women were not responsible for their entry into prostitution. What economic conditions entered into this scenario? YOU MUST PROVE YOU UNDERSTAND DR. SANGER’S STUDY AND CONCLUSION.
2) In your second paragraph, compare the roles of the plantation mistresses and their female slaves. REMEMBER, the plantation mistress was the wife of the plantation master–not today’s idea of a “mistress.” Do you believe the plantation mistress had the power to make life more pleasant for her slaves? THIS IS NOT BASED ON YOUR OPINION. YOU MUST USE EVIDENCE, ESPECIALLY FROM THE ARTICLES AND DOCUMENT ABOVE.
You may write your response in a Word program, then copy and paste it into the discussion board. Otherwise, type into the textbox following the discussion questions. To do so, please click on the first “Reply” tab following the discussion questions. After you have posted your original responses, you will then be able to see classmates’ posts. You need to read and respond to at least two of these posts. Your responses to two classmates are due by the following day, at Midnight. When you respond to classmates, be sure to prove you have read their post, by commenting on particular portions of their post. Remember to always be polite and positive.

Categories
History

Choose one of the prompts provided below. Write a 3-4 page paper or record a 15-

Choose one of the prompts provided below. Write a 3-4 page paper or record a 15-minute presentation that thoroughly responds to the questions in your chosen prompt. Cite any outside learning materials in APA format:
Between the 1750s and 1800s, how did women’s gendered labor and relationship to the family change? Was the American Revolution a “revolution” for America’s women? How did free versus slave status and settler versus indigenous identity matter in answering these questions?
One of the most important developments of the first half of the nineteenth century was the emergence of commercial capitalism and a market economy. How was women’s labor (black and white, slave and free, northern and southern) central to this development? Consider both domestic and public labor in your answer.
Students have the option of submitting a combination of written text, images, video, or audio that allows them to fully explain and support their responses. Regardless of format, your assignment must include a References page in APA format that includes any outside sources included in your assignment. If recording an audiovisual element to accompany your written response, you can use Screencast-O-Matic Links to an external site.to create a video you can upload and share through YouTube.

Categories
History

In 4-6 paragraphs, please respond to the following question. When grading this I

In 4-6 paragraphs, please respond to the following question. When grading this I will be looking for- 
Did you answer the question being asked of you? Answer what is being ask of you. Tell me what you know, not what you don’t know. Please make certain to answer every part of the question and include plenty of direct examples-details from the this week’s text. 
NOTE- You are only RESPONDING to the Urban article. Not our other material. Your examples-details should reflect the knowledge-insight you have gained from reading that specific article. Ideas-examples from the supplemental material are welcomed, but that should not be your focus. 
QUESTION-
For Urban, why is the contemporary trend of assigning the roles of ‘perpetrators’ and ‘victims’ problematic for historical analysis? Why has this trend become popular for modern historians? What specific reasons does he cite as complicating factors in attempting to apply the ‘victimization’ narrative to the Baltic Crusades?

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History

The Indian Removal Act was passed into law by President Andrew Jackson in 1830.

The Indian Removal Act was passed into law by President Andrew Jackson in 1830. What was the Act and why was it implemented? What was the intended outcome? Do you think it was a positive or necessary thing for the United States government to do? What long term effects would this have for the new country and for Indian Nations?
Please write an original post of at least 200 words
Legends of America: https://www.legendsofamerica.com/na-indianremovalact/
Office of the Historian https://history.state.gov/milestones/1830-1860/indian-treaties
Native Americans and the Land http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/indianremoval.htm
Indian Removal Act https://www.historynet.com/indian-removal-act/?r
Indian Removal Act – C-Span https://video.search.yahoo.com/video/play;_ylt=A2KLqIK_vKhYPysAkjo0nIlQ;_ylu=X3oDMTByNDY3bGRuBHNlYwNzcgRzbGsDdmlkBHZ0aWQDBGdwb3MDNQ–?p=effects+of+the+indian+removal+act&vid=93575ef63d8b68921ace6e10378e5cd2&turl=https%3A%2F%2Ftse3.mm.bing.net%2Fth%3Fid%3DOVP.4Kflur-8neQ_m2eYkMlWNAEsCd%26pid%3D15.1%26h%3D157%26w%3D300%26c%3D7%26rs%3D1&rurl=https%3A%2F%2Fwww.c-span.org%2Fvideo%2F%3Fc4543814%2Findian-removal-act-1830&tit=Indian+Removal+Act+of+1830&c=4&h=157&w=300&l=0&sigr=11u92kvjk&sigt=10qv4rt6h&sigi=12ra4rmb2&age=1436486400&fr2=p%3As%2Cv%3Av&hsimp=yhs-prodege_001&hspart=prodege&type=search_6&vm=p¶m1=304975¶m2=8290595¶m4=1662439800&tt=b&guccounter=1
Indian Removal Act in 5 Minuteshttps://video.search.yahoo.com/video/play?p=effects+of+the+indian+removal+act&vid=cd8d4b0873ffe8a2315c50945f288ec8&turl=https%3A%2F%2Ftse1.mm.bing.net%2Fth%3Fid%3DOVP.Va163fa0dde5ab2fe83fa9f18a46041cf%26pid%3D15.1%26h%3D168%26w%3D300%26c%3D7%26rs%3D1&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DyQfP2Y2t45U&tit=The+Indian+Removal+Act+Explained+in+5+Minutes%3A+US+History+Review&c=4&h=168&w=300&l=321&sigr=11b4emq7m&sigt=120qc0d15&sigi=13267pibk&ct=p&age=1418759187&fr2=p%3As%2Cv%3Av&hsimp=yhs-prodege_001&hspart=prodege&type=search_6&vm=p¶m1=304975¶m2=8290595¶m4=1662439800&tt=b
Trail of Tearshttps://video.search.yahoo.com/video/play;_ylt=A2KLqIK_vKhYPysAujo0nIlQ;_ylu=X3oDMTBzaTVjOGs3BHNlYwNzcgRzbGsDdmlkBHZ0aWQDBGdwb3MDNDU-?p=effects+of+the+indian+removal+act&vid=ed6cebcef568a9925f777bcb8e91e6ce&turl=https%3A%2F%2Ftse3.mm.bing.net%2Fth%3Fid%3DOVP.EY4-A613GGrhmQbzoEqNCgEsDg%26pid%3D15.1%26h%3D224%26w%3D300%26c%3D7%26rs%3D1&rurl=http%3A%2F%2Fwww.history.com%2Ftopics%2Fnative-american-history%2Ftrail-of-tears&tit=Trail+of+Tears+-+Native+American+History+-+HISTORY.com&c=44&h=224&w=300&l=0&sigr=1240qdc0l&sigt=11m7f1epp&sigi=12rsb7g39&age=1485648000&fr2=p%3As%2Cv%3Av&hsimp=yhs-prodege_001&hspart=prodege&type=search_6&vm=p¶m1=304975¶m2=8290595¶m4=1662439800&tt=b