Category: History

I have an assignment for Analysis and Reflection in a World History course. I uploaded all the instructions in a PDF, along with all the PPT slides and reading sources for you. Please, before you start, read and understand the instructions and rubric in the PDF, and refer to all the sources I uploaded. Do not use any extra sources unless they are mentioned by the professor in the instructions and rubric.

citation, answers all questions, grammar and style
no wikipedia sources please
organization of the second questions
4 pages
answers all questions
first question: Be sure to include who or what, when, where (as appropriate), and particularly why each is important
Please read questions carefully.
Take this work when you’re good with roman history please.
NO plagiarism

First, state your current research question.
Second, list at least 10 secondary sources and briefly summarize each source, identify its argument, and explain how it informs your analysis. An effective entry will go beyond simple descriiption and note the specific ways that it or has helped you understand your topic or answer your research question.
Use the attached word doc to refer to research question and sources. Can add sources that attribute to the research question.
Your document should answer all four questions.
Do not include book reviews, encyclopedias, or dictionaries in your bibliography.
Provide full citation information for all of your sources. Use APA style citations

For your assignment submission, you’ll include:
2-3 specific quotations from Aristotle’s On Rhetoric and Cicero’s De Officiis that you are considering using in your final paper. Make sure to include page numbers or website references for your chosen specific quotations. Note: The more specifically you can connect to the exact words of the philosopher, the more you can debate your words in the paragraph plan against or for those exact words.
2 body paragraphs – one about the quotation from Aristotle and one about the quotation from Cicero. For more, see the example below.
2 completed handouts (Module 3 and Module 4 Key Point Handouts Download Module 3 and Module 4 Key Point Handouts) for Aristotle and Cicero
Take your quotation from Aristotle and your examples to write a paragraph about Aristotle’s words, using the Academic Paragraph handout Download Academic Paragraph handout to build a body paragraph for your paper. Watch the Academic Paragraph video for help with the handout.
Then, follow the same process for a paragraph on Cicero for your paper.
Cite a direct quotation from Cicero
Analyze it with three examples from your own experience
Take that information and write a paragraph about Cicero, using the Academic Paragraph handout Download Academic Paragraph handout to build a body paragraph about Cicero for your paper.
Your submission for this assignment should be 1-2 pages in length and should cite your direct quotations from Quintilian and Postman. That reference citation should be tied to an APA References page at the end of the paper.

The position papers are to be three typed double-spaced pages in length—no more,
no less. Your essay must have a good title, and you should include a separate title page
with your name. Of course, the assigned topics will always cry out for a far longer
treatment, so the whole point is to compress as much solid argument and
information into this short space as possible. Think of a New York Times or Wall
Street Journal opinion piece: Brief but every word counts. My advice would be to
start by writing a longer piece and then winnow it down to its very core. If you
haven’t already, be sure to watch my D2L lecture on How to Write a Good Short
Essay. Some reminders:
• There should be absolutely no fluff. No sentences like, “This is a very
interesting question and one that people have been debating for thousands of
years.” No statements of the obvious or trivial: “Nuclear weapons are very
dangerous weapons.”
• Rather, your very first sentence or two should lay out your thesis
clearly, directly, and forcefully. Then you might briefly expand and explain
the thesis—e.g., it is based on three sub arguments, or explain why the
obvious counterarguments are wrong, etc.—before turning quickly to the
body of the argument.
• Your argument must be supported by concrete specific evidence from
the book using parenthetical citations: (Ellsberg, p. 34).
• Since the essay is so short, you should not use direct quotes from the
material except in extraordinary circumstances. Most of your evidence
should be paraphrased so as to compress longer arguments into a small
space.
The grading rubric is:
1) Does the essay have a clearly stated insightful, interesting, and debatable thesis
presented in a well-organized introductory paragraph that effectively explains the
importance of the thesis and briefly suggests why it is correct? Does the first
paragraph avoid fluff and unnecessary verbiage?
• Excellent: 36-40 points
• Good: 32-36 points
• Acceptable: 28-32 points
• Poor: 24-28 points
• Unacceptable: 20-24 points
2) Does the body of the essay provide adequate concrete and specific evidence
derived from the assigned reading in a way that reflects a broader understanding of
the material? Is the evidence properly and briefly cited using parenthetical
citations?: (Bracken, p. 12). Does the essay effectively identify and defuse any
obvious contrary evidence and arguments? Does the body avoid fluff and
unnecessary verbiage? Does it minimize use of direct quotes? Does it use all the
space available to you effectively?
• Same as above
3) Is the essay well-written and organized in such a way that suggests considerable
effort at revision and polishing? Does the essay use correct grammatical language
and have few or no careless typos, misspellings, etc.? Is the essay tightly written so
as to avoid fluff and unnecessary verbiage?
• Excellent: 18-20 points
• Good: 16-20 points
• Acceptable: 14-16 points
• Poor: 12-14 points
• Unacceptable: 10-12 points
The prompt is:
Starting with the assigned material from Ellsberg, consider both his
explanation of the unique dangers posed by nuclear weapons and his
suggestions for how these dangers might be minimized. Using this as a
framework, analyze the arguments and evidence in the Fussell, Kolbert, and
Schlosser readings to develop your own thesis and arguments responding to
this question: On balance, does the historical evidence thus far suggest that
humans are likely to succeed in avoiding a large-scale nuclear exchange in the
next fifty years?
Note that your thesis and essay should be based primarily on the only truly
concrete information we have to answer this question: The nature and history
of nuclear weapons and delivery systems thus far. You should avoid speculation
that is not backed up by concrete historical evidence. The fifty-year time span
is obviously somewhat arbitrary, but you should assume that the basic global
dynamics since the start of World War II will not be fundamentally changed.
Thus any effective plan for managing nuclear risk would, for example, have to
consider the possibility of another major global war akin to World War II, the
advent of a some sort of new “cold war,” and so on.
There is, of course, no right or wrong answer to these questions. Rather, you
will be graded on your knowledge of and ability to make effective use of the
assigned material to develop a well-argued and well-evidenced thesis that
clearly answers the prompt.
please follow the promo I have given you a rough draft that needs to be rewritten and finalized. Use as much evidence as possible from what I provided you and cite specific and correct page numbers. Please also change any citations in the draft that are incorrect. this pice was written by an AI source so please also make sure that all traces of AI writing have been erased so that is effectively answers the prompt with lots of evidence for your strong argument. make sure the thesis is in the first line of the introduction and that the introduction is very short and to the point.

Submit a Web Critique (following example below) on one of the following resources by midnight Sunday.
Project Vote Smart www.vote-smart.org/ Links to an external site.
This nonpartisan, nonprofit project tracks information on over 13,000 candidates & elected officials.
Rock The Vote www.rockthevote.com Links to an external site.
Take a glimpse at an organization’s attempt to increase voter turnout among young voters.
University of Michigan’s National Election Studies http://www.electionstudies.org/
USA.gov: Voting and Elections www.usa.gov/Citizen/Topics/Voting.shtml Links to an external site.
All the facts about national electoral politics—who, when, and how—& how to get involved as a polling volunteer.
Politics1—Guide to American Political Parties www.politics1.com/parties.htm
Specific information on political parties.
PR Library: Readings in Proportional Representation www.mtholyoke.edu/acad/polit/damy/prlib.htm
Learn about the advantages and disadvantages of the proportional representation voting system.
Ballot Access News www.ballot-access.org/
Learn about the difficulties of placing candidates on the ballot.
Party Politics www.partypolitics.org/
Read this international journal devoted to the study of political parties, party systems, and political organizations.
Why Third Parties? http://usgovinfo.about.com/cs/politicalsystem/a/thirdparties.htm
Information on the benefits third parties provide to a two-party system
California Voter Foundation (http://www.calvoter.org/issues/votingtech/index.html Links to an external site.).
Will more states follow this model as they seek to shape a more informed electorate through the use of technology?

Think about Power. Can power be both good and bad?
Have you used power over others?
When have others used power over you and how did you feel?
The Meaning of Freedom
Fredrick Douglass said that, “power concedes nothing without a demand”.
THINK ABOUT IT??
Assignment
1. Select and interview three (3) individuals of different ages generation.
Examples: 1) A young person in their 20’s.
2) middle aged; 35 – 50
3) older or senior; 55 & up
2. Ask each participant the following:
1. What does your Freedom mean to you? Be specific.
2. Has your Freedom according to “the law” ever been compromised? If
so, give the instance.
3. Can Freedom exist without equality?
4. What can you do to secure Freedom now and for future generations?
PLEASE USE THE CHART PROVIDED FOR THE ANSWERS TO YOUR
QUESTIONS OR MAKE YOUR OWN
Conclusions
1. What does your Freedom mean to you? Be specific.
2. What if any conclusions, were you able to make from your interviews

references your sources
Hansen book p 152-171
Valerie Hansen, The Open Empire: A History of China to 1800, second edition (New York: W.W. Norton, 2015). there is a pdf file that you can download on academia. is free
no plagiarism
document your sources

Americans in the late 19th century were engaged in a great public debate over the growing gap between the very rich and the very poor. The following two passages drawn from documents assigned in Reading the American Past, edited by Michael Johnson, highlight different perspectives on poverty and success in Gilded Age America:
“The men who have not done their duty in this world never can be equal to those who have done their duty more or less well. If words like wise and foolish, thrifty and extravagant, prudent and negligent, have any meaning in language, then it must make some difference how people behave in this world, and the difference will appear in the position they acquire in the body of society, and in relation to the chances of life. They may, then, be classified in reference to these facts…If then, we look to the origin and definition of these classes, we shall find it impossible to deduce any obligations which one bears to the other. The class distinctions simply result from the different degrees of success with which men have availed themselves of the chances which were presented to them.”
“William Graham Sumner on Social Obligations,” Reading the American Past Document 18-1
“But while a man who chooses to be poor cannot be charged with a crime, it is certainly a crime to force poverty on others. And it seems to me clear that the great majority of those who suffer from poverty are poor not from their own particular faults, but because of conditions imposed by society at large. Therefore I hold that poverty is a crime – not an individual crime, but a social crime, for which we all, poor as well as rich, are responsible…”
“Henry George Explains Why Poverty is a Crime,” Reading the American Past Document 18-5
Consider these two different perspectives on poverty in the Gilded Age. (Remember that both authors are writing about American society in the Gilded Age, and are NOT writing about conditions in 2024, which we might reasonably assume are quite different.) Then, write an essay arguing in support of one of the two points of view expressed above, using specific course materials as evidence in support of your position. You can argue for either point of view, or seek some middle ground between them, but you MUST support your argument with evidence from the primary source documents listed below.
For evidence, you should look in particular at the following sources, all of which you should read carefully before proceeding:
Document 18-1: William Graham Sumner on Social Obligations (this is the source of the first quote) Document 18-2: Henry Demarest Lloyd Attacks Monopolies
Document 18-4: Andrew Carnegie Explains the Gospel of Wealth
Document 18-5: Henry George Explains Why Poverty is a Crime (this is the source of the second quote) Document 19-1: A Textile Worker Explains the Labor Market
Document 19-2: Domestic Servants on Household Work
Document 19-4: Walter Rykoff Listens to Revolutionary Workers in Chicago
In constructing your argument, you must use AT LEAST THREE OF THE SOURCES LISTED ABOVE as evidence. Please note: Document 18-3, “The Bosses of the Senate,” is NOT included among the above list of sources, and should not be one of the three you use.
These documents come from a range of different perspectives. You should be aware that sometimes, in constructing an argument, you can use evidence which disagrees with that argument – you might, for example, support Sumner’s position above in part by looking in detail at what George says in his document and explaining why George’s arguments are not more persuasive than Sumner’s. So you do not just have to use documents that agree with the passage you have chosen to support. If you use less than three of the listed sources your grade will be HEAVILY PENALIZED for failing to fulfill the minimum requirements of the assignment.
You can also use the Roark book in support of this assignment, though you must still use at least THREE of the above listed documents if you do. You should NOT incorporate any sources from outside the course into this assignment. This is not a research assignment.
NOTE: You may use the Sumner and/or George documents themselves as sources, but for either of them to count as one of the three sources required for this assignment, you must discuss more than just the quotes from those documents that I provided above. One of the main things I am looking for in determining your grade is proof that you have read the documents you use as evidence. Just repeating the quotations I provided above does not prove that. If you just parrot back the quotations I provided above, and don’t discuss any of the additional ideas or passages from those documents, it will not count as having used a primary source for the assignment.
The paper should be two to four pages in length, double-spaced. That’s TWO COMPLETE PAGES, not one page and a few lines, or one and a half pages, as the MINIMUM length for this assignment. Turn in less than two full pages of text and your grade will be penalized. The paper should also not be much over four complete pages (if you go a few lines over four pages, it’s not a big deal, but more than that may cause me to return the paper to you with a request to edit it down to the maximum allowed length.)
Because you are ONLY using course materials for this assignment, you do NOT need a bibliography or works cited page. However, any time you draw on specific words, ideas or information from any source, you MUST cite that source. In this case a simple parenthetical citation with the author’s last name and page number at the end of a sentence or paragraph will be sufficient, for example, (Carnegie, p. 56).
One of the main things I am looking for is evidence that you have read and understand the documents; if it seems that you did not read the documents carefully – for example, if you use information out of context or don’t provide any detailed discussion of the authors’ perspectives on this topic – this will be negatively reflected in your grade.
BE AWARE: Each document is preceded by an introduction from the editor; this is a short paragraph in italics that appears under the document heading. THIS IS NOT PART OF THE DOCUMENT. You may use information from this introduction IF AND ONLY IF you also use information from the document itself. The editor’s introduction is not part of the document and is not a primary source, and therefore does not by itself fulfill the requirements of this assignment. Reading a paragraph written by the editor that summarizes the document is not the same thing as reading and understanding the primary source document itself. There are no lazy shortcuts here. Do the reading.
ThepaperisdueonFriday,September27 by11:59p.m.Allpapersshouldbesubmittedelectronically via Brightspace.
PLEASE NOTE: THE COLLEGE POLICY ON ACADEMIC INTEGRITY WILL BE RIGOROUSLY ENFORCED ON THIS ASSIGNMENT. STUDENTS WHO ARE CAUGHT CHEATING WILL HAVE THEIR PAPER SUBMITTED TO THE DEAN’S OFFICEAND WILL BE SUBJECT TO DISCIPLINE THROUGH THE COLLEGE’S JUDICIAL SYSTEM. PLEASE DO YOUR OWN WORK. All papers will be scanned through Turnitin system, which compares
them to other papers submitted in all my classes both in this and previous semesters. The use of generative AI programs on this paper is absolutely prohibited; any student found to have used an AI program like ChatGPT to write this paper will receive an immediate failing grade, with no exceptions, and may be reported to the Dean’s office for violations of the college policy on academic integrity.

Step 1: Begin this assignment by reading this article available through JSTOR. Roger Cushing Aikin, “Paintings of Manifest Destiny: Mapping the Nation, “American Art, Vol. 14, No. 3 (Autumn, 2000), pp. 78-89.
In this article, the author states the artist responsible for the painting American Progress said of his potential audience that they would “prefer a heroic fantasy to what he perceived to be the uninteresting facts of the real experience (of the West and westward migration.) Think about this idea—that history is a construct that is often seated in fantasy.
Step 2: Review this article David Thelen, “Memory and American History,” The Journal of American History, Vol. 75, No. 4 (Mar., 1989), pp. 1117-112.
Here is a quote from the article, “The fresh possibilities in the historical study of memory begin with two starting points, deeply embedded in historians’ narrative traditions, that are now being hailed as major discoveries in other disciplines. The first is that memory, private and individual as much as collective and cultural, is constructed, not reproduced. The second is that this construction is not made in isolation but in conversations with others that occur in the contexts of community, broader politics, and social dynamics. Before we can explore further implications for historians in these starting points, we need to look at their origin in recent scholarship in other fields that has forced a reconsideration of traditional assumptions about the workings of memory.” (p. 1119) Think about this: how has memory shaped the writing and teaching of history?
Step 3: Choose a topic related to Manifest Destiny (see the bottom of this sheet for ideas) and look at it from the perspective of its “history” being both grounded in fantasy and constructed from potentially false memories. How can you see where this might be the case? Through art? Literature for the masses (non-academic works)? Film? Poetry? Speeches by politicians? Present your argument in a paper as to how the cultural history of this topic veers into fantasy and myth and how this has been created through community-created memories. Your paper should be three pages of content and be structured as follows: Paragraph One: Introduce your topic. This might be in art, film, or speeches, or something else that is available to the mass of people. State your thesis regarding the ways in which you have found your topic has veered into fantasy and myth and memory. Paragraph Two, Three, and Four: Present your analysis that demonstrates the ways in which your topic has been manipulated over time to create something “other” than the facts of history. Use concrete examples of of how the mythologized event is used to justify certain actions or romanticize or create a story around a person, an event, or an action. What does this tell us about the people who have created this “historical” myth? What does this tell us about the American public and its desire to have such fantasies? Paragraph Five: Conclude your paper. Wrap up and reiterate your main points. You can include images, lines of poetry or text, or speeches, or still shots from films or even a URL that links to a film or speech. Show me your topic and evidence!
Possible ideas, though you are not limited to these. You might choose one, like Louisiana Purchase
Lewis and Clark Expedition,
Donner Party,
Trail of Tears,
Oregon Trail,
Battle of Alamo,
Texas Independence,
Gasden Purchase,
John L. Sullivan,
Turner Thesis,
Mexican-American War,
Henry David Thoreau,
Slaves in the West,
Homestead Act,
Laura Ingalls Wilder,
Indian Removal,
Josiah Strong,
Protestant Missionaries,
Native Indians,
Oregon boundary dispute,
Gold Rush,
California Independence