Bright Academic Experts

Category: History

  • History

    Discussion Assignment #1: Due Sunday, January 25th. 50 points This is your first assignment. There are three Parts: I. Introduce yourself to your classmates. II. Discuss the reading material. III. Respond to the discussions posted by other students. Part I: Introduce yourself and address the following prompts. What is your major, why did you choose to register for this class, etc. Explore the relationship between the past and the present, and the role history plays in defining our own identity. You know your own history! Consider what is important to you from your past, how it benefits and guides you in your choices, and how you refer to it in your thoughts and to others when having conversations. Part II: Post Comments and Discuss Quotes on the list of History Quotes Download History Quotes as well as the MacMillan Chapters Download MacMillan Chapters (Introduction and Conclusion). Address the following prompts: In your reading assignment by Margaret MacMillan she writes: “The past can be used for almost anything you want to do in the present. We abuse it when we create lies about the past or write histories that show only one perspective. We can draw our lesson carefully or badly. That does not mean we should not look to history for understanding, support and help, it does mean we should do so with care.” What is your analysis of what MacMillan means. To support your analysis, include at least one of the quotes from the list and a quote from MacMillan. Provide the page number for the MacMillian quote such as (MacMillian, 3). Part III: Read discussions posted by other students and respond to two students. The following will provide information for what is expected for discussion responses. Keep these suggestions in mind for all future discussions this semester.

  • History writing assignment 3

    . Write your paper in MS Word and save it as a .docx file. Upload it. In 500-800 words, answer the following questions in a written essay using and citing material from primary source documents, jstor.org, your textbook, and lectures: How did the results of the Mexican-American War lead to the division of the Democratic Party, the disintegration of the Whig Party, and the creation of the Republican Party? Quoted material does not count toward your word count. Use Chicago Style footnotes or endnotes. Upload your paper to Turnitin below as a .docx file.

    Attached Files (PDF/DOCX): 2675102.pdf, Hist17M10Corwin.docx, Hist17M10Greeley.docx, Hist17M10Osullivan1.docx, Hist17M10OSullivan2.docx, Hist17M10PolkInaug.docx, Hist17M11LincolnMoComp.pdf, Hist17M11RepublicanPlatform1854.pdf, Hist17M12LincolnAppleGold.pdf, Hist17M12LincolnCooper.pdf, Hist17M12LincolnDredScott.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • 1960s and 1970

    Unit 6 Assignment Historical Background

    Challenges for freedom grow with in Civil Rights Movement, first with the returning WWII African American veterans — the Double V campaign (1940s), seeking victory in world war but also victory for civil rights. Then, the Brown v Board of Education Supreme Court case (1954) required states to eventually, but definitely, undo racial segregation laws and practices. Finally, activists launched efforts big and small (from local boycotts to major protests) to make that happen, and sooner rather than later. This victory came with the Civil Rights Act (1964) and Voting Rights Act (1965). These post-war decades of struggle would go on to inspire others who sought change, liberties, rights, protections, or empowerment, including women (Womens Liberation/Second Wave Feminism), LGBT+ Americans and other marginalized groups, and most especially with anti-war/peace activists (aimed against the Vietnam War, which started in 1965 and ended in 1975).

    In the late 1960s and early 70s, we find the United States in a new culture war that had some parallels with the 1920s. While some groups pushed for new levels of social progress (especially among the young Baby Boomer counterculture generation) other groups and many elders felt alarm and wanted to push back the tide of change. We live in the fallout of this culture war to this very day. Civil Rights progressed to a Black Power and Black is beautiful movement, and other minority groups stood up for freedom and recognition as well. Women campaigned for basic equal rights still unachieved at that time, like the right to open a bank account or credit card without permission from father or husband, equal pay, and reproductive bodily autonomy. There was nothing like it since the 1920s, which you will remember from our class essay, and they all faced pushback and struggle.

    One interesting parallel with the 1920s involved fashion as a statement of personal protest and change. The Flapper girls of the 20s enacted resistance to the older social order by embracing the opposite of their mothers in terms of attire a short bob instead of long hair; mini-skirts in place of floor or ankle-length garb; abandonment of corsets and curves for a thin, boyish, almost androgynous appearance; and, of course, ample use of make-up. Her behavior defied the old gender norms as she smoked, consumed alcohol, and danced in scandalizing, upbeat ways. Similarly, the hippies of the counterculture, both men and women, defied their parents generation by doing, as much as possible, the opposite in terms of fashion women wore jeans and pants on a daily basis, both genders grew their hair long and men grew facial hair (not clean cut); they had a carefree and almost unkempt look (not highly styled or prim); and many went about without shoes, unclad, in unique items from different countries and cultures; and in beads and headbands rather than tidy white gloves, cute hats, suits, fine jewelry, and high heels. Many elders felt scandalized.

    Whether you admire or resent the Baby Boomer generation, whether you love their music and their particular brand of counterculture activism or prefer to make OK, Boomer jokes, we pause to look back at a time when a significant number of the largest generation in the history of the nation sought to break from the recent past to seek new freedoms and ideals.

    Keep in mind that the young generation was subject to the draft to (Vietnam War, 1965-75), which seemed to cause mass death in a foreign country for increasingly questionable motives. More and more American fathers, sons, and brothers died in combat (in the first war the US would ultimately lose), and some chose to fight back. The anti-war/peace movement and the entire counterculture resisted the draft and the war itself, drawing inspiration from the recent Civil Rights movement and its tactics and victories. Meanwhile, other Boomers enlisted to fight overseas and bitterly opposed the protest actions, whether massive and well organized or just youthful, riotous fun. Again, the culture war at home during this period has simply continued to the present day in one form or another, shifting among new generations; and, if you stop to think about it, there has not been a major change in popular fashion since.

    In order to better understand the time period and those who lived through it, we will look at the popular music of the era. You will choose two (2) songs from among the options provided below that span folk, folk-rock, pop, classic rock, country, and soul tunes. All of this music reflects new counterculture and progressive ideals related to freedom, or they generally capture the rapidly changing milieu. If you are unsure which to choose, consider looking up the lyrics, listening to them, or asking elders who lived in that era what two songs from the list were their own favorites or made an impact on their lives. For this assignment, complete the following:

    • Song Choice: Choose any two (2) songs from the list provided and begin some light research. Using your preferred search engine, look up the lyrics and a bit of background on the tune itself and its writer or performer. Be prepared to share the sources of your research when you add quotes or share specific details aside from lyrics. (As always, both A.I. and Wikipedia are not permitted.)
    • Content: In your written assignment, you will write what you learned about the song itself and its writer/artist and also analyze how the lyrics and style capture the tunes message and this time period. Your submission will thus include some background information (with intext citations) but also include your own personal analysis of the song lyrics. Do not use outside research to analyze lyrics, as that work constitutes part of your own intellectual effort on this task. An artist might be anti-war, pro-womens rights, challenging the status quo, or maybe even countering those narratives with something patriotic or complicated. As long as you have a grasp of the time period and movements, this should be a simple and, hopefully, fun assignment. The submission should reach a minimum of 600 words of original writing, not counting any quote you use, like song lyrics. Think of writing about 300 words per song, but there is no word count maximum.

    Please select songs from this list:

    . You may also find it helpful to review these

    as an example.

    Grading Criteria

    • Submission reflect on two songs and include background on the tunes and their writers or performers.
    • Sources are included for direct quotes and/or specific details shared.
    • Direct quotes of song lyrics are included and used for reflection on the songs meaning, as the source of original analysis.
    • Content must provide a sense of historical context, how the song related to concerns of the time period, and that should usually be obvious, but your research will help if unsure.
    • The regular course readings will have provided a historical foundation for your analysis.’

    PLEASE DO NOT USE AI

    Requirements: 600 WORDS

  • Answer the 2 questions

    1. The Impact of Christianity: Analyze the revolutionary nature of early Christianity within the context of traditional Roman society. For instance, how did Christian beliefs & values regarding social status and gender conflict with established Roman hierarchies and religious beliefs? In what ways were these beliefs revolutionary to a society? 2 paragraphs

    2. Early empires relied heavily on force to maintain control. To what extent did administrative systems, law codes, and shared culture succeed – or fail – in creating long-term stability in Mesopotamian empires? Give at least two thorough examples. 2 paragraphs

    3. Explain how geography shaped the development of early Chinese civilization. In your answer, discuss rivers, agriculture, and Chinas relationship with neighboring regions. 3paragraphs or more

    Requirements: answer each question

  • Personal statement

    Application for transfer admission

    Personal statement (PS)

    The personal statement should be a comprehensive essay outlining significant aspects of your academic and personal history, particularly those that provide context for your academic achievements and educational choices. Quality of writing and depth of content both contribute toward a meaningful and relevant personal statement.

    Suggested length is 750 to 1000 words. Click the arrows for details.

    Address the following topics: (required)

    All writing in the application, including your essay/personal statement, must be your own original work. If you choose to have a parent, counselor, tutor, friend or AI tool review your writing, it must be done responsibly and ethically again, it must be your own original work. We look forward to learning about you and your unique perspective through your thoughtfully written essays.

    Per Washington state law and University of Washington policy, all admissions staff are mandatory reporters of child abuse and neglect. Any statements in written materials that give admissions staff reasonable cause to believe abuse or neglect of someone under the age of 18 may have occurred must be reported to Child Protective Services or the police. Learn more about University reporting requirements.

    If you or someone you know is a survivor of sexual assault or other sexual misconduct, RAINN is a national hotline that provides support and referrals. Call 800.656.4673 or visit the website for a chat option. For individuals who have experienced domestic violence or intimate partner violence, the National DV Hotline offers phone, chat, and text options for support.

    Academic history

    Tell us about your college career to date, describing your performance, educational path and choices.

    Explain any situations that may have had a significant positive or negative impact on your academic progress and or curricular choices. If you transferred multiple times, had a significant break in your education, or changed career paths, explain.

    What are the specific reasons you wish to leave your most recent college/university and/or program of study?

    Your major and/or career goals

    Tell us about your intended major and career aspirations.

    Are you prepared to enter your intended major at this time? If not, describe your plans for preparing for the major. What led you to choose this major? If you are still undecided, why? What type of career are you most likely to pursue after finishing your education?

    How will the UW help you attain your academic, career, and/or personal goals?

    If you selected a competitive major, you have the option of selecting a second-choice major in the event you are not admitted to your first-choice major. Please address major or career goals for your second-choice major, if applicable.

    Address the following topics if they apply to you: (optional)

    Educational challenges / personal hardships

    Describe any personal or imposed challenges or hardships you have overcome in pursuing your education. Examples: a serious illness, a disability, first generation in your family to attend college, significant financial hardship or responsibilities associated with balancing work, family and school.

    Community, military, or volunteer service

    Describe your community, military, or volunteer service, including leadership, awards, or increased levels of responsibility.

    Experiential learning

    Describe your involvement in research, artistic endeavors, and work (paid or volunteer), as they have contributed to your academic, career, or personal goals.

    Other comments

    Do you have a compelling academic or personal need to attend the Seattle campus of the University of Washington at this time?

    Is there anything else you would like us to know?

    PS-1.

    Personal statement

    Attached Files (PDF/DOCX): Draft of personal statement.pdf, Essay with suggested outline.docx

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  • Module 7 Chapter 7

    Each essay response should be at least 125 words in length.

    1. Compare the educational projects of Samuel F. B. Morse, Charles Willson Peale, and Rufus Porter, looking at their intended audiences and their beliefs about arts place in the newly emerging American Republic.
    2. Describe the contradictory responses photography aroused when it first appeared in the 1840s. How does the American Studies scholar Alan Trachtenberg summarize these responses in his comparison of Charles Willson Peales The Artist in His Museum (1822) [2.7.3] and Matthew B. Bradys Samuel F. B. Morse (c. 1845) [2.7.17].

    (Left) Gilbert Stuart: George Washington (the Lansdowne Portrait), 1796. Oil on canvas, 96 x 60 in. [2.5.10]

    (Right) John Verelst, Tee Ree Neem Ho Ga Row, 1710. Oil on canvas, 36 x 25 12 in. [1.4.30]

    textbook: Framing America: A Social History of American Art, Volume 1 c. 200BCE-1900, 5th edition

    Author: Frances K. Pohl

  • Assignment: Mortal Republic Book Review

    What is the author’s main argument? What are key supporting points discussed by the author and how does he fit them specifically into the argument? Is the author successful in proving his argument? What kind of historical methodology (not related to the use of sources) is the author utilizing in his analysis and does it work as the author used it? 800-1000 words. I sent screenshots of the chapters, the copyright, and the title of the book.

    Attached Files (PDF/DOCX): Essay question for assignment 1.docx

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  • History Question

    The Changs Next Door to the Diazes

    In The Changs Next Door to the Diazes, Wendy Cheng introduces the concept of regional racial formation in the chapter “Theorizing Regional Racial Formation.” This framework emphasizes how race is not only shaped by national or global structures, but also deeply informed by local and regional histories, politics, and geographies.

    In at least 350 words, not including the prompt or headings, reflect on the theoretical concept of regional racial formation as outlined by Cheng. How does this framework challenge or expand dominant understandings of race and racialization in the United States? In what ways can analyzing race through a regional lens reveal the complexities and contradictions of racial identities, solidarities, and inequalities?

    Use specific examples from the text to support your reflection, and consider how regional racial formation might inform your own critical understanding of race in your community, city, or region.

    Additionally, discuss key points of the AAPI Latinos video.

    Requirements: At least 350 words

  • History Question

    The Changs Next Door to the Diazes

    In The Changs Next Door to the Diazes, Wendy Cheng introduces the concept of regional racial formation in the chapter “Theorizing Regional Racial Formation.” This framework emphasizes how race is not only shaped by national or global structures, but also deeply informed by local and regional histories, politics, and geographies.

    In at least 350 words, not including the prompt or headings, reflect on the theoretical concept of regional racial formation as outlined by Cheng. How does this framework challenge or expand dominant understandings of race and racialization in the United States? In what ways can analyzing race through a regional lens reveal the complexities and contradictions of racial identities, solidarities, and inequalities?

    Use specific examples from the text to support your reflection, and consider how regional racial formation might inform your own critical understanding of race in your community, city, or region.

    Additionally, discuss key points of the AAPI Latinos video.

    Requirements:

  • The Progressive Era

    PROMPT

    Option 1: Why were so many people (including many women) against women’s suffrage? What were some of the main arguments pro-suffragists used to fight for their right to vote?

    Identify and discuss the physiographic region in which you live and at least one other. Talk about how the land (its resources, waterways, geographical features, etc.) impacts the history of the region in which you live and/or the state in general (you can talk about the economy, society, politics, culture of indigenous and settler populations). Be specific and provide historical details from the required sources. How does YOUR story fit into the story of the land in Tennessee?

    • Start the Assignment by providing historical context: time period with dates, major events and issues that preceded the topic being discussed, important background. This is part of your grade.
    • Be specific in your answers. Refer to at least two sources from the lesson in your answer by providing a direct quote of no more than two sentences from each source, or other detailed information from the source. Details include names, dates, data points, stories, events that illustrate a larger point. These details are important- they should be unique to the source and not be information that is easily retrieved from any source on the topic.
    • When quoting a source, you can say “according to A Tennessee History by Dr. Bucy, quote ‘The area of West Tennessee was one of the Chickasaw’s favorite hunting grounds… the road that they used to come into Tennessee was called the Chickasaw Trace’ end quote.”
    • You can also paraphrase from a source by simply remembering some of the details from the source, that way you don’t have to look away from the camera. Just remember to name the source and that the details are identifiable and unique to the source.
    • Do not use any sources from outside course content for any part of this assignment. Do not make clear use of the lesson sources will not be graded.

    Attached Files (PDF/DOCX): 20 The Progressive Era _ THE AMERICAN YAWP.pdf, Rubric Assessment – HIST-2020-C08 – Modern United States History – Volunteer State Community College.pdf

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