How did girls and women exist during the Antebellum, Civil War and Reconstruction periods in American history?

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The role of women, especially women of color, has been silent in American History and most social studies classes, unless she is Martha Washington, Phyllis Wheatly, Abigail Adams, Emily Dickinson, and Elizabeth Cady Stanton. The million-dollar question is, “how did girls and women exist during the Antebellum, Civil War and Reconstruction periods in American history?”
Students are required to research the role of African American girls and women, 1808-1877 and discuss how their lives compare to Anglo and Mexican American girls and women. How do regional and geographical locations impact the daily lives of all women?
The essay must be at least two complete and no more than three pages, double spaced, Times New Roman style, 12 font, 1.5-inch margin with at least 5 sources. . Students should also have references from The Unfinished Nation. All sources must be listed on the reference page.
https://player-ui.mheducation.com/#/epub/sn_396b9#epubcfi(%2F6%2F6%5Bdata-uuid-81c3024569f04e209df659689c9f0255%5D!%2F4%2F1:0)

What about the modern era has the director brought to the story and why do you think?

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Popular media, specifically movies, is one way in which we experience ancient Greek civilization. The paper assignment for this class is to watch a movie chosen from the list below which depicts either Greek history or mythology:
Clash of the Titans, Louis Leterrier, 2010
Hercules, Brett Ratner, 2014
Helen of Troy, John Kent Harrison, 2003 (for television)
300, Zack Snyder, 2006
300: Rise of an Empire, Noam Murro, 2014
Odyssey, Andrei Konchalovsky, 1997 (for television)
Troy, Wolfgang Petersen, 2004
Alexander, Oliver Stone, 2004
Clash of the Titans, Desmond Davis, 1981
After you have watched the film, answer the following questions:
According to our readings for class, how accurate was the film? Please provide five examples of accuracy or inaccuracy.
What aspect of the story did the director emphasize? How? Explain using three examples.
What about the modern era has the director brought to the story and why do you think?
Which did you like better, the story as we have read it in original ancient sources, or the movie? Why?
Your paper will be a minimum of four pages NOT INCLUDING A COVER PAGE OR REFERENCES, one-inch margins, 12 point font; do not double space between paragraphs. Please do not start the first page of your paper with your name and class at the top, just start with your text. You will submit it through Canvas and the paper will be checked using TurnItIn to detect plagiarism.
Customer: I need four full pages exact please, thank you! you are the best whoever is writing this :)

Compare Stalin and Hitler and then proceed to explain which dictator was the most destructive and ruthless in your opinion.

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Please compare Stalin and Hitler and then proceed to explain which dictator was the most destructive and ruthless in your opinion. Please be detailed and use examples. Please allow your answer to be 200-250 words. That is around a page double spaced.

Defend the stance of either Rousseau or Wollstonecraft, with factual evidence, in a well-developed response or essay.

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Read the passages entitled “Rousseau Argues for Separate Spheres for Men and Women” and “Mary Wollstonecraft Criticizes Rousseau’s View of Women” from your textbook. After you have read the passages, research the two documents “Declaration of the Rights of Man and Citizen” and “Declaration of the Rights of Woman and Female Citizen” to gain some background knowledge on the topic. Defend the stance of either Rousseau or Wollstonecraft, with factual evidence, in a well-developed response or essay. Cite your sources

Discuss the broader impact of the American Revolution on the political, social, economic, religious, intellectual and artistic development of Europe.

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Discuss the broader impact of the American Revolution on the political, social, economic, religious, intellectual and artistic development of Europe. What ideals changed in Europe as a direct and indirect result of the American Revolution? Were these changes accepted or rejected and how did these ideals shape the future of European politics and society? Be sure to cite your sources.

Distinguish between First World and the Third World (define these two terms in your own words.

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Paper 1 GuidelinesThis paper must be typed, single spaced and 2-3 pages in length to receive full credit. The paper must be submitted via the Assignments Link in Canvas on or before the due date listed on the syllabus.In this assignment you are being asked to compare two countries; one First worldcountry and one Third world country in terms of their physical location, economy, demographic, politics, culture, and other characteristics associated with social development..I) Defining Key Concepts and Selecting two countries (20 pts.)1. Distinguish between First World and the Third World (define these two terms in your own words. (10 pts.)2. Use the knowledge gained from class regarding the differences between the first and third world countries to make the selection (10 pts.). Use the key below to select the two countries:Key: if your last name starts with a letter in one of the following groups, your two countries’ names have to start with a letter from the same group.Group 1: A, B, C, D, E, FGroup 3: M, N, O, P, Q, RGroup 2: G, H, I, J, K, LGroup 4: S, T, U, V, W, X, Y, ZSo, for example, if your last name is McGuire you will pick your country based on letters in group 3. So your choices are Mexico, Mauritius, Mongolia, New Zealand, Rhodesia or any other country whose name starts with one of the letters in group 3. II) Descriptive Information about the countries you selected (30 pts.) PLEASE USE A TABLE FOR THIS SECTION OF THE PAPER!! You can use any website to gather this information.You must provide following information about “your” country:A.Geography (location, access to sea, topography, climate, size in squared miles or kilometers)B. Economy (GDP, GDP per capita or PPP, PPP per capita, budget revenues, main economic sectors, % employed in agriculture, unemployment rate, main imports and exports, value of FDI, FDI as % of GDP)C. Politics (history of colonialism if any, year of gaining independence and from whom, form of government, military internal and/or external conflicts and why).D. Culture (main ethnic group(s), main languages spoken, official language)E. Human Development (literacy rates men and women, life expectancy, infant mortality, HIV/AIDS deaths, crime rates, % women in national legislature)
III) Comparative Analysis (30 pts.)Using the statistical and other information that you found as evidence, explain how these two countries compare on development (both economic and human development). Based on your research and our discussion in class, identify at least three causes of underdevelopment of the Third World country you selected. Is there any information you found that provides some hope about the future of this Third World country? Identify three causes behind successful development of the First World country you selected. Is there any information that you found that may make it more difficult for this country to continue its successful development in the future? IV) Bibliography (10 pts.)List any sources that you consulted for your paper (PowerPoint lectures, textbook, assigned reading, internet sites, etc.) in the proper format (APA, ASA, and MLA formats are acceptable). You must list minimum of two sources in your bibliography.V) Organization, Format, Grammar, Clarity (10 pts.). Your paper should be easy to read, clear, well organized, properly formatted, and grammatically correct. Place all statistics in a table!!
IMPORTANT!!!!
MY LAST NAME STARTS WITH A “G” . SO I AM IN GROUP 2!

How did institutions like government, corporations, unions, granges, political parties, and private charities impact, improve, or hurt their lives?

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From 1865 through the 1910s, poor people, racial minorities, immigrants, working-class women, and women in general (often people were parts of 3, 4, or all 5 groups), did not always have the same opportunities and freedoms as wealthier people and those who were white. Describe what it was like for these group in the United States over this period.

Explain their rights, their jobs, place in society, treatment by bosses, the government, the wealthy.

What did they do to try to improve their lives? In what ways were they successful and in what ways were they unsuccessful? Why?

How did institutions like government, corporations, unions, granges, political parties, and private charities impact, improve, or hurt their lives?

How do the views of Haskell and Novick inform your own approaches toward making history?

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In your responses to your classmates, (1 paragraph for each post) challenge the assumptions made in their initial posts. How does your own take on the debate between objectivity and subjectivity affect your outlook concerning intellectual honesty? How do the views of Haskell and Novick inform your own approaches toward making history? Must cite a source in each response. Use specific examples drawn from Haskell’s article. (library article attached) The article must be used at least once as a source for each response. If you choose to add another source that is fine.

What do you think of the China Avant Garde exhibition in general?

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1) Select one of the artworks included in the exhibition (images are in the text and in the lecture slides) and critique it. Describe what you think the work is trying to do and state whether or not you think it is effective.
2) What do you think of the China Avant Garde exhibition in general? With the (admittedly limited) information you have, what do you think the exhibition accomplished? Do you think it had any shortcomings?
3) Make any other observations or ask any other questions that you might have.

Analyze primary source documents relating to the time period of 1865-1890

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1865-1890: The Emergence of Modern America: From Reconstruction to an Industrial Power, 1865-1890
How would the victorious North reintegrate white Southerners (who had just failed in their bid for independence) into the American political discourse? How could the newly freed slaves be assimilated into the fabric of American life? What attempts were made to revitalize the Southern economy to uplift the region? In what ways did Reconstruction fail?
What is meant by the “closing of the frontier?” How was the frontier closed? How was the “Indian issue” resolved? What impact did the loss of a frontier have on the United States?
Why did the United States enter into a period of rapid industrialization in the latter half of the 19th century? How did industrialization change American society? What were the growing pains of industrialization? How did industrialization change American politics and economics? What did it mean for American to become more urban than rural?
Module Description
Between the end of the Civil War and 1890, America experiences a period of rapid change which forever altered the social, political, and economic life of the nation.
In the immediate aftermath of the Civil War, the victorious Union had many important decisions to make. How would they reintegrate white Southerners (who had just failed in their bid for independence) into the American political discourse? How could the newly freed slaves be assimilated into the fabric of American life? And what was the best way to revitalize the Southern economy to uplift the region? The failure to effectively address these issues during Reconstruction would plague the nation for years to come.

This period also saw the closing of the frontier – the ultimate realization of the antebellum dream of manifest destiny. The raw materials and agricultural products of the plains and the West would help fuel the industrial revolution and feed America’s new urban society.
This, of course, was the most important change in the latter half of the 19th century. The rapid growth of industry and the rise of large metropolitan areas forever changed the United States. But rapid change is never easy. The rise of big business also led to an era of Robber Barons, violent labor disputes, corruption in government, and absolutely horrid living conditions in the burgeoning cities. But at the same time, the shift to the production of consumer goods, the rise of a strong, educated, and suburban middle class, and more available leisure time in the cities led to a flowering of urban culture and the creation of modern America.
Module Objectives
1. identify key events, peoples, individuals, terms, periods, and chronology of the history of the United States from 1865-1890; distinguish between historical fact and historical interpretation; and connect historical events in chronological chain(s) of cause and effect
2. develop critical thinking skills by discussing the living nature of history, using historical evidence to critique competing interpretations of the same historical events, explaining the nature of historical controversies for the 1865-1890 time period
3. synthesize diverse historical information and evidence related to broad themes of U.S. history and present this information in coherent, well-articulated, and well-substantiated analytical discussions
4. develop the ability to connect choices, actions, and consequences to ethical decision making by examining the motivations and actions of key figures in U.S. history from 1865-1890
5. develop an understanding of civic and social responsibility by examining interactions within and between regional, national, and global communities in U.S. history from 1865-1890
6. analyze primary source documents relating to the time period of 1865-1890
7. demonstrate basic awareness of the historical geography of the United States for the 1865-1890 time period
Required source http://www.americanyawp.com/