Category: History

Using the sentence outline requirements attachment, write a single-spaced one-page outline using the question you plan to answer in an argumentative essay that includes an attention step, thesis, major points and supporting points of evidence, a conclusion, and a working bibliography. Choose one of the topics listed below to answer. The sentence outline must follow the attached outline template. The only authorized sources are listed in the sentence outline requirements attachment. CBI class notes H105, H107, H109, and H111, are attached and are approved to be used as a source.

Full topic: “From Peace Dividend to Legal Contention: The Evolution of Japan’s Article 9 in Postwar Society and International Relations”
I want to solve the dissertation with twofold manner:
1.Part One: I plan to focus on the “peace dividend” brought about by Article 9 in the postwar era, specifically from the 1960s to the 1980s, a period marked by Japan’s rapid economic growth. This section will explore how Article 9 contributed to Japan’s domestic development and international image during these decades.
2.Part Two: I will then examine the anxieties and legal/political controversies surrounding Article 9 that emerged from the 1990s onward. This section will analyze how interpretations and debates around Article 9 evolved in response to changing global and domestic contexts.
The proposal should be concise, usually a brief summary of the main ideas of your research.
• Includes the research topic, question, methods, purpose and expected results, but does not need to go into too much detail.
• Aims to give a quick idea of ​​what you plan to do, usually used in the earlier stages of research or as a briefing.
Sources: Dower JW. Embracing defeat : Japan in the wake of World War II. New York: W.W. Norton & Co./New Press; 2000.
Jansen MB. The making of modern Japan. Cambridge, MA: Belknap Press of Harvard University Press; 2000.
Itō T. The Japanese economy. Cambridge, Mass: MIT; 1992.
“Postwar Japanese Economy: Lessons of Economic Growth and the Bubble Economy” by Mitsuhiko Iyoda
Takemura, Hitomi. “The Post-War History of Japan: Renouncing War and Adopting International Humanitarian Law.” Chapter. In Asia-Pacific Perspectives on International Humanitarian Law, edited by Suzannah Linton, Tim McCormack, and Sandesh Sivakumaran, 456–72. Cambridge: Cambridge University Press, 2019.
Jones, Colin P. A., editor. The Annotated Constitution of Japan : A Handbook. 1st ed., Amsterdam University Press, 2023, https://doi.org/10.1515/9789048562022.
Smith, Sheila A. Japan Rearmed : The Politics of Military Power. Harvard University Press, 2019, https://doi.org/10.4159/9780674240599.
Taylor, T. (2018). The Abe Doctrine: Japan’s Proactive Pacifism and Security Strategy. The RUSI Journal, 163(3), 113. https://doi.org/10.1080/03071847.2018.1494923
Oros, Andrew L. Japan’s Security Renaissance: New Policies and Politics for the Twenty-First Century. Columbia University Press, 2017. https://doi.org/10.7312/oros17260.
You can also refer to news and academic articles from mainstream international and Japanese media such as The New York Times, The Washington Post, and The Japan Times. Or even Japanese news sites like Nikke, nhk, etc. These media have a lot of coverage of discussions on the revision of the Japanese Constitution, especially during the Shinzo Abe and later Yoshihide Suga and Fumio Kishida governments. You can refer to relevant news and comments on the revision of the Nine-Article Constitution and the strengthening of the role of the Self-Defense Forces.

Assignment #3: Understanding Some Umayyad Dilemmas (due 9/30 before class)
Read posted on Blackboard under Course Materials excerpts 3, 4, 5 and 6 (to the end of p.99) from the texts presented in Gerald Hawting, “Umar II and the Treatment of the Mawali,” in Conversion to Islam in the Premodern Age: A Sourcebook, edited by Nimrod Hurvitz et al., 94-100, Oakland: California University Press, 2020.
Two of the excerpts come from Al-Tabari, one from Ibn Abd al-Hakam, and one from Al-Baladhuri, all historians of the early Abbasid period. The events they were describing occurred about a century before their birth, at the time of the eighth Umayyad caliph Umar Ibn Abd al-Aziz (d. 720) and the Governor of Iraq, Hajjaj Ibn Yusuf (d. 714).
Based on a careful reading of the excerpts and on the readings, podcast, and class discussion about the Umayyads, write a short piece addressing all or some of these questions: (1) What do the excerpts tell us about the dilemmas the mawali posed for the Umayyads? (2) What kinds of burdens were the mawali subjected to? (3) What kinds of visions of Islam we see competing, according to these excerpts, and what kinds of arguments were the proponents of these visions making? (4) Does it matter that the authors of these accounts were writing a century and more after the events they describe?

i need a paper written but the information would from my text book which is called ” The enduring vision: A history of the american people, volume 1: to 1877. Below is the file of further firec

Assignment 2 – in 600 words, work through the history of this practice in the world. What do we know of it today? What has history forgot to tell us? Who is left in the shadow, and needs to be recognized? You are required to engage with at least two articles from throughout our semester’s reading (not to overlap with readings that you use in any other assignment). The assignment will be graded on three rubrics: Coherence (30%), ethnographic appropriateness (50%), grammar, spelling, and length (20%).
10% of your final grade
Meant to test your ability to assess and analyze major historical events within Europe and evaluate the effectiveness of political systems in Europe
Structure (each paragraph is 100 words, so you will have six paragraphs in total):
Paragraph 1: Remind the reader about the topic of your research for the semester, why it is important, who it might be important to.
Paragraph 2: What is the mainstream discourse about this topic? Who does the general public think is driving this industry?
Paragraph 3+4: What is the role of European politics, media, and economic politics in the way we have learned to think about this topic?
Paragraph 5: What parts of history and current events are we not exposed to? What communities and histories are not being thanked because of this?
Paragraph 6: What can we learn from Europe’s legacy by looking at your research topic?
Paragraph 6 is where you paraphrase the concepts/arguments of two authors in our class. You should refer to one of the texts we covered in class, and add it in the references. remember you need to have two authors in each paper.

Greetings. This project is a 4-5 page argumentative essay that advances the argument below. Use evidence (specific examples) from the sources in the outline to substantiate the argument (Assertion + Evidence = Strong Argument). Please use end notes / footnotes but no in-text parenthetical citations and a bibliography in Turabian style. The outline provides the content to be covered in the paper advancing the stated argument. Thank you.

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

Directions: Write a critical review essay of Jan Gross’s book Neighbors. The essay should be 12 pt. font, double spaced and 5-6 pages long with one inch margins. You should “give credit where credit is due” using MLA style parenthetical citation. You are also required to cite your evidence. You are encouraged but not required to include outside research but no free web sources may be used in your paper. Your essay is due online by 11:59 PM on Saturday.
As you plan your essay remember that a critical review essay must evaluate the quality of someone else’s argument. Your essay should include, in paragraph, essay form, but not necessarily in this order:
A title that reflects the thrust of your argument (centered at the top of your paper). [See the student essay example below for how to do this]
A full bibliographic reference for the work under review, in proper MLA style, immediately under your title (justified left). [See the student essay example below for how to do this]
An introduction that sets the scene. What does the reader need to know to understand the main point(s) of the book? Don’t assume that your reader has already read the book.
Your essay must identify the author’s thesis. Many writers do not state a clear thesis (or if they do, they do not make good on their promise set out at the beginning); therefore, you may have to figure it out yourself and state it in your own words. Sometimes, there may be three or four main points, not just one.
Your essay must identify not only the main claim of the book but also some of the reasons and evidence the author uses to support his/her argument.
Your essay must be organized as an argument that evaluates the work. It should reflect your thinking and the thinking of the author that you are reviewing. Be careful to distinguish between the two.
Your essay should use present tense when talking about the book (e.g. Gross argues, Gross writes, Gross thinks etc.) and past tense when you are talking about past events in history (the colonel collaborated with the Soviets, her neighbor hid from the Nazis, they said all the Jews must die etc.).
Your essay should evaluate the content of the book not its style. To this end, you might think about answering some or all of the following questions before you plan your essay. Does other information from other sources contradict the sources or evidence the author is using? Is the evidence relevant to the claims that he is making? Are there implicit or unstated assumptions that you might not agree with? What don’t you understand, and is this because you lack certain assumed knowledge or vocabulary or because the writer is unclear or his reasoning unsound?
The tone of your essay should reflect the fact that you are being asked to write for a public not your class or your professor. Your paper should look like a polished piece of scholarly writing, not a rough draft that still needs to be proofread.

Using your text, lectures and course materials, you will address conditions covered in the materials for Week 2. Your essay must be a minimum of 500 words and address the following:
Address and explain at least THREE important policies under the Jackson and Van Buren Administrations. What impact did each one have and were they consistent with the values of the new Democratic Party led by Jackson?
You will need to cite your sources in the body of your essay and list your sources below the essay itself. Two sources minimum required. (Your textbook and module sources are acceptable). No title page or abstract required.