Categories
American History

How did the trans-atlantic trade transform england, as well as europe?

Please keep in mind the instructions posted just prior to Chapter 1 of the Edwards Discussion Forums — if in doubt as to what you should be doing here, refer back to them. Now — DISCUSS!
Chapter 3 discussion
1. Why did the English colonists need African slaves in the New World?
2. How did the trans-Atlantic trade transform England, as well as Europe?
3. How did Africans in North America resist the institution of slavery?
4. You’ve been exposed to some different ideas about the various influences upon the thinking of the Founding Fathers when they wrote the U.S. Constitution. What are YOUR thoughts regarding the influence of the Iroquois and the reformed British system of government that emerged from the Glorious Revolution?
chapter 4 discusion
1. What do you find of interest in the “crisis of freehold society”?
2. What did you find interesting and/or significant about the Enlightenment?
3. What did you find interesting regarding immigration to the American colonies at this time?
chapter 5
1. Why were the British so concerned with colonial controls in the 1760s?
2. What was significant about the Declaration of Independence?
3. I asked you in the last Chapter Question to weigh in on the inevitability, or lack thereof, of the war for Independence. State your case here, and yes, you may essentially copy and paste what you wrote in the Chapter Questions, although you may wish to edit it a bit, or elaborate, that’s entirely up to you!

Categories
American History

This was not the only time, congress under president, john adams, passed the alien and sedition acts of 1798.

When America entered World War I the government issued The Sedition Act of 1918. This was not the only time, Congress under President, John Adams, passed the Alien and Sedition Acts of 1798. The Alien Friends Act allowed the president to deport any non-citizen suspected of plotting against the government, even in peacetime. Most importantly, Congress passed the Sedition Act, which took direct aim at those who spoke out against the president (at the time, Adams) or the Federalist-dominated government. The Republican minority in Congress argued that sedition laws violated the First Amendment to the U.S. Constitution, which protects freedom of speech and the press. The Federalists countered by defining these freedoms in the narrow English manner.
Read Sec. 3 and 4 of The Sedition Act of 1918. Do you agree or disagree with such an act? If you disagree, are there certain parts that you do agree with? Do you think this infringes on the First Amendment. Please think hard about about these questions. Use critical thinking.
down below is a link to some information that may be needed for this discussion post

The Sedition Act of 1918 (1918)

Categories
American History

The essay also has to be about what veterans are, and how i pledge to our veterans with things like… promising, learning, and protecting.

I want a simple 300-500 word essay stating my personal understanding on why veterans helped our nation. The essay also has to be about what veterans are, and how I pledge to our veterans with things like… promising, learning, and protecting.

Categories
American History

Find one primary source under “politics in gilded age” and then write an interpretation of this source

I need interpretation of two questions/article.
1. How does the term “Gilded Age” characterize American society in the late nineteenth century? In what ways is this characterization accurate or inaccurate?
2. Find one primary source under “Politics in Gilded Age” and then write an interpretation of this source

Categories
American History

Answer the question and use the two provided primary documents.

Answer the question and use the two provided primary documents.
Doc A: The Great Chicago Strike:Militiamen on a wrecking train firing into the mob at 49th street. Harpers weekly, July 14,1894
Doc B: Populist Party Platform of 1892

Categories
American History

Guidelines for submissions:

The social upheavals of the Market Revolution created new tensions between rich and poor, particularly between the new class of workers and the new class of managers. Lowell, Massachusetts was the location of the first American factory. In this document, a woman reminisces about a strike that she participated in at a Lowell textile mill.
Harriet H. Robinson Remembers a Mill Worker’s Strike, 1836. (Links to an external site: http://www.americanyawp.com/reader/the-market-revolution/harriet-h-robinson-describes-a-mill-workers-strike-1863/) (Cite mostly from this site please)
Questions:
What does the experience of this strike show about the changes happening in the workplace during the Market Revolution?
What would be different about this story given that it is coming from a young woman in the textile industry?
What about this period of the Market Revolution spurred worker organization into early unions?
Guidelines for submissions:
Sufficient =300 words, substantive and addresses the prompt
Insufficient = lacking in terms of length (under 100 words) and/or substance.
Poor = sparse (1-2 sentence/ <50 words) and/or lacking substance and/or does not address the prompt.
Your posts should address all aspects of the discussion prompt, be a minimum of 300 words and be substantive.
Substance means providing individual insight, engagement, and depth on a topic.

Categories
American History

Include a properly formatted chicago-style cover page.

First, read and take notes on the following two newsletters, paying attention to similarities and differences on the issue of women’s suffrage.
“The Remonstrance against Woman Suffrage.” Remonstrance (1920): [1]. Nineteenth Century Collections Online (accessed May 14, 2022). https://link.gale.com/apps/doc/EOALWS347625843/NCCO?u=miam11506&sid=bookmark-NCCO&xid=759775d7Links to an external site. . Click Here To Download a PDF
“The Suffragist.” The Suffragist VII, no. 37 (1919). Nineteenth Century Collections Online (accessed May 14, 2022). https://link.gale.com/apps/doc/NWHBLE384060825/NCCO?u=miam11506&sid=bookmark-NCCO&xid=637f2438Links to an external site.. Click Here to Download a PDF.
Then, write a letter exchange or spoken dialog between two women in 1920 on opposite sides of the women’s suffrage issue. Creatively explain who the women are and how they are related. Perhaps they are a mother and daughter, two friends, pen pals, or sisters. Regardless of their relationship, they are on opposite sides of this issue. Write a dialog in which each woman attempts to persuade the other to change their mind on the issue of suffrage. Write either at least 4 short letters (minimum 1 paragraph each) or 300-400 words of dialog for each perspective (600-800 total).
Include a properly formatted Chicago-style cover page.
Cite all references in Chicago Manual of Style footnotes. For this assignment you probably will rely more on paraphrasing rather than direct quotes. Nonetheless, be sure to include a footnote to indicate places in your dialog that were inspired from sections in the primary sources.
NO sources may be used for this assignment other than the textbook and the two primary sources provided.
Note: This assignment includes documents with complex images or text that may not be accessible when utilizing some assistive technology. Should you require accommodation, please reach out to your instructor via Canvas message at least one week in advance so that we can work out alternate sources.

Categories
American History

Why should i believe you?

Compose a 4-5 page (double-spaced and typed, Times New Roman font, 1 inch margins) paper that proves you have successfully found the main argument in your book.
Tips
1. Your introduction must include your main argument. Present this as clearly as possible. Your overall tone and approach needs to be direct, formal, and persuasive.
2. The main goal of this paper to show me that you have accurately identified the author’s main argument in the book you selected. Keep in mind the following:
a. There is not necessarily one “correct” answer here. What you see as the main argument in your book might be different from what other readers see (including me!). There is quite a bit of “wiggle room” in terms of what the main argument of these books could be. In terms of grading, the key will be how well you support your analysis of the book’s main argument.
b. There are wrong answers, however. Your claim about the author’s main argument must reveal that you have read the book accurately and carefully. That is, your claim must be reasonable, given the book’s content and subject matter.
c. Keep in mind that there is a difference between the main topic of a book and the main argument of a book. Your goal is to focus upon the author’s main claim.
3. You will need to present evidence in support of your analysis. Why should I believe you? Show me, using examples and evidence, that you have accurately identified the author’s main argument.
a. You could assemble statistical evidence. Approximately how many pages does the author devote to certain subjects? What does this say about the main area of emphasis of the book?
b. You could address the kinds of examples and sources the author uses. Where did the author get their information? Who created/left behind these sources? Usually, an author uses certain sources to accomplish specific goals and to support an agenda/argument.
c. Which groups of people does the author focus upon? What ethnic groups? Does the book examine elites or ordinary Americans? What does this suggest about their main argument?
d. What does the book’s introduction and conclusion say about the book’s main argument?
4. Your paper should frequently refer to the author by name and/or the book by name.

Categories
American History

Late submissions (defined as any essay submitted after 1159p on the due date) will be penalized 15 points.

Each written assignment should be between 600-700 words (each paragraph should be about 100 words). I cannot
strongly emphasize enough that these assignments are not book reports, but an analysis of the books’ themes and
objectives. The assignments should be typed, size 12 font, one inch margins (on all sides) and double spaced. Any
deviation will result in a deduction of points. On the assigned due date you are required to submit your papers
through the appropriate link in ecourses. Submit your assignments in either .doc, .docx, or PDF formats. Any other
format (i.e. Google Docs) will not be graded and may result in late points being applied to your essay. Late
submissions (defined as any essay submitted after 1159p on the due date) will be penalized 15 points.

Categories
American History

(search her up on the internet and/or watch the short video biography in the “week three” folder)

Ida B. Wells-Barnett spent 40 years of her life as the most prominent opponent of lynching in the United States. Look into her background and discuss what in her own life-experience may have motivated her to dedicate her life that cause. (Search her up on the Internet and/or watch the short video biography in the “week three” folder)
Then, address the document, “Lynch Law,” itself, (“Lynch Law” is not an actual law, it is an “unwritten” law), and comment on how she constructs her article (or argument).
Finally, how does lynching figure into the Jim Crow system that was developing in the South (and in many ways, all across the United States) at the time she wrote her article, which is on p. 233 in the Zinn pdf.
This is one source out of two you can use