Question 01 What were the long range causes of the subjection of women? Were eco

Question 01
What were the long range causes of the subjection of women? Were economic, biological, or religious factors more significant? Justify your answer using specific concepts or evidence found in this unit.
Question 03
What was “coverture” (see Chapter 7)? How did this legal principle affect women in the early 19th century? Although this idea came to the colonies from Great Britain, speculate on the reasons for such an idea.
Question 13
Why did the movement for women’s rights emerge from the abolition movement? What specific factors in the abolition movement moved women to consider their own position? Besides the Grimké sisters, discuss some other women who moved from anti-slavery to women’s rights.

The discussion questions listed below are directly related to Module Learning Ob

The discussion questions listed below are directly related to Module Learning Objectives (MLOs) for this Module and to Course Learning Objectives (CLOs). Discussion Question Response posts must develop an argument that answers the questions posed, relate it to the course material as evidence, engage with your peers’ answer and reasoning, and meet the expectations for spelling, grammar, length, and citations. All citations in history use Turabian Manual of Style Links to an external site. Links to an external site., the Chicago citation quick guide for student research papers. The Author-Date citations are sufficient for discussion questions.
Textbook: Foner, DuVal, & McGirr, Give Me Liberty!, 7e, vol, 2, chapter 17, pp. 512-545
Instructions: Please choose one (1) discussion question and post your response to that question (by Friday). Then respond to two (2) of your peers’ responses (by Monday:
What was the “New South”? Who was the main proponent of the concept of the New South? Did this idea take root in the South? Explain.
Who were the Redeemers and how did they change society and politics in the South?
Explain how changes in politics, economics, social factors, and violence interacted to affect the situation of African Americans in the New South?
What was the Lost Cause? How did religion and the idea of the Lost Cause give support to a new understanding of the Civil War?
Submission Instructions:
By Friday 2/2 at 11:59 PM EST of Week 4: Make your initial post by answering the Discussion Question. Be sure to answer the question, By Monday 2/5 at 11:59 AM (morning): Read and respond to at least two (2) of your peers’ posts.
Discussion answers and responses will be graded based on: 1) Overall Presentation (Spelling, Grammar, Length, Citations); 2) Development of an Argument that Answers the Discussion Question; 3) Specific References to Course Material as Evidence for the Argument (readings and lectures); and 4) Engagement with a Peer’s Answer and Reasoning. Please click on the Discussion Question Rubric and use it to craft your response.

Women’s Movement at Seneca Falls and Sojourner Truth Describe and trace the even

Women’s Movement at Seneca Falls and Sojourner Truth
Describe and trace the events that led to the women’s rights movement at Seneca Falls. Briefly assess Sojourner Truth’s life as a female activist. To what extent did she contribute to the women’s rights movement? Evaluate how debates over women’s rights shaped U.S. politics and culture. Analyze how significant events in US history transformed the status and rights of women in society.
Must:
Length: 2–3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
In-text citations that correspond with your end references
Must use and cite 2 scholarly sources
APA format

– A &B do your own word A/ – discus – The election of Franklin Roosevelt repres

– A &B do your own word A/
– discus – The election of Franklin Roosevelt represented a major change in the policy structure of the U.S. government towards Indigenous Peoples. Using this week’s reading by Colin Calloway as your primary source, address the Indian New Deal: What was the Indian New Deal? What policy initiatives did it create? And how did these policy initiatives differ from the policies that the Indian New Deal replaced? – Remember to engage directly with your source by use of detailed paraphrasing (with in-text citations) or the use of direct quotes. B/ Response – the answer will (100 words ) I will send it after you send answer A

Instructions: Choose one of the following topics and write a polished essay of a

Instructions: Choose one of the following topics and write a polished essay of at least 1,200 words (4-5 double spaced typed pages). The essay requires not less than 3 secondary sources in addition to your primary sources (the literature you are analyzing). Your 3 secondary sources should be academic, peer-reviewed sources, such as articles from scholarly journals and books, outside of our course.
I have attached all of the materials in the google drive link including the primary source: https://drive.google.com/drive/folders/1XTKNpd1hZvB48vH8Y-gle6IE9o9WUnmw?usp=sharing
I need the outline for the essay that I’ve attached in the google drive to be finished within 50 hours from now. The whole essay needs to be done within 5 days.

Analyzing Primary Sources ASSIGNMENT: You have learned that the historian’s craf

Analyzing Primary Sources
ASSIGNMENT: You have learned that the historian’s craft involves using evidence from the past to learn and write about what happened. This evidence comes in the form of primary sources, or first-hand accounts or artifacts from the time period that the historian is writing about or studying. These sources provide the foundation for any historical narrative. Throughout this course, we have introduced you to the skill of Analyzing Primary Sourcesand to numerous primary sources that professional historians have used to develop a narrative of U.S. history. Now, you will have the opportunity to practice the historian’s craft by reading and analyzing two primary sources yourself.
Keep in mind that the same skills you use to read and analyze historical sources can also be applied to current sources of information, such as newspaper articles, social media posts, television reports, and commercial advertisements. By practicing these skills now, you will not only develop your ability to perform historical research and think like a historian, you will also become a more skilled consumer of information in general. To complete this assignment, download the submission template below. You will return the completed template as your Touchstone submission.
Touchstone 4: Analyzing Primary Sources Template
Touchstone 4: Analyzing Primary Sources Sample
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Step 1: Choose Two Primary SourcesReview the Touchstone 4: Primary Source List and select two primary sources from the list for your assignment. The primary sources you choose should come from different time periods. Submissions that analyze primary sources that are not on the provided list will be returned ungraded.
Step 2: Read and Analyze Each SourceRead and analyze each source by following the instructions outlined below. Record your responses in the Touchstone 4: Analyzing Primary Sources Template.
Part 1: Meet the Primary Source
What type of primary source is this? Types could include a letter, speech, court transcript, legislation, diary entry, photograph, artifact, map, broadside, circular, political cartoon, artwork, etc.
Provide a brief description of something you notice about the source, as if you were explaining to someone who can’t see it.For example, you might describe its physical appearance, its formal title (if it has one), its type of language, its size or length, or anything else in particular that stands out to you.
Part 2: Observe its Parts
Who wrote it or created it? Was it one person, or was it a group, like an organization? When was it written or otherwise created?
What are two things you know about the personal background or beliefs of the person or group who created it? Was the source meant to be public or private? If public, who do you think was the intended audience? HINT
You may need to use the internet to help you research these questions.Part 3: Interpret its Meaning: Historical Context
Describe two other things that were happening at the time the source was created.Careful! In some cases, this could be different from the time the source describes or portrays. How does that context (or background information) help you understand why it was created?
HINT
If needed, revisit the US History I tutorials. The four time periods in the Primary Source List correspond to the four Units of the course. Navigate to the most relevant course unit and explore tutorials. Then find information to relate each primary source to its specific historical context.Part 4: Interpret its Meaning: Main Point and Purpose
What is the main idea or point of the source? Use specific evidence from the source itself to support your answer.
Why do you think this primary source was made? Provide evidence from your prior responses to support your answer.For example, was its purpose simply to inform? To persuade? To sensationalize? Or something else? Part 5: Use it as Historical Evidence
What are two historical questions this source could help you to answer? What are two pieces of information the source presents that you should “fact check” (verify as true) by checking other primary or secondary sources?
This primary source shows one perspective on this event or topic. What are two other perspectives you should get to better understand this event or topic, and why?
Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
❒ Did you select two primary sources from the Touchstone 4: Primary Source List?
❒ Did you select sources from different time periods?
❒ Did you complete all sections of the template for both sources?
❒ Did you review the grading rubric and compare it to your responses?
❒ Did you review the sample to see an example of a completed assignment?
❒ Did you proofread your work for proper grammar, punctuation, spelling, and capitalization?
B. Rubric
Advanced (100%)Proficient (85%)Acceptable (75%)Needs Improvement (50%)Non-Performance (0%)
Meeting the Primary Source (10 points)
Identifies and describes the source.Shows a detailed understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources.Shows a general understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources.For one or both sources, shows a limited understanding what type of primary source has been selected, but still provides a description of one aspect of both sources.Shows little to no understanding of what types of primary sources have been selected, and/or the descriptions of the sources are inaccurate or confused.Both sources are entirely misidentified, or so little work has been submitted that no points can be given.
Observation of its Parts (20 points)
Identifies the author, date, and audience.
Author, date, and likely intended audience are fully and accurately identified for both sources. Two insights into the author’s background are provided or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author. Most of the elements are met for both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author. Some of the elements are met for one or both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, speculation is made about the likely background of the source’s author. Few of the elements are met for one or both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, speculation is made about the likely background of the source’s author. Both sources are entirely misidentified, or so little work has been submitted that no points can be given.
Interpreting Meaning: Historical Context (20 points)
Interprets the historical context of the source.
Demonstrates in-depth knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context.Demonstrates general knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context.For one or both sources, demonstrates general knowledge of the time period in which the source was written, but may not relate the primary source to its specific historical context.For one or both sources, demonstrates very limited knowledge of the time period in which the source was written and therefore cannot relate the primary source to its specific historical context.For both sources, completely misidentifies the historical context, or so little work has been submitted that no points can be given.
Interpreting Meaning: Main Point (20 points)
Interprets the main point of the source.
Clearly interprets the main idea or point of both sources using specific evidence from the sources themselves to support the interpretation. Clearly interprets the main idea or point of the sources using specific evidence from the sources themselves to support the interpretation, but the interpretation of one source may be stronger than the other. Interprets the main idea or point of both sources, but one or both interpretations may show a more limited understanding of the sources or lack specific evidence to support the interpretation. Attempts to interpret the main idea or point of both sources, but one or both interpretations show substantial misunderstanding or incompleteness.Both sources are completely misinterpreted, or so little work has been submitted that no points can be given.
Interpreting Meaning: Purpose (20 points)
Interprets the purpose of the source.
Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context.Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context, but the interpretation of one source may be stronger than the other. Interprets the purpose of both sources by drawing general connections to other aspects of the source such as author, audience, or historical context, but one or both interpretations may show a more limited understanding of the sources.Attempts to interpret the purpose of both sources, but one or both interpretations show substantial misunderstanding or incompleteness.Both sources are completely misinterpreted, or so little work has been submitted that no points can be given.
Use as Historical Evidence (20 points)
Identifies historical evidence for the source.
For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates thoughtful reflection and a strong understanding of how to use primary sources as historical evidence.For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a general understanding of how to use primary sources as historical evidence.Most of the elements are met for both sources: two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a more limited understanding of how to use primary sources as historical evidence.Few of the elements are met for one or both sources: two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a very limited understanding of how to use primary sources as historical evidence.Response shows little to no understanding how to use primary sources as historical evidence, or so little work has been submitted that no points can be given.
Conventions (10 points)
Submission follows conventions for standard written English and meets requirements. There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met.There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; length and formatting requirements are nearly met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met.Submission does not meet the minimum threshold for points to be awarded.
C. Requirements
The following requirements must be met for your submission to be graded:
Choose primary sources only from the provided list.
Use a readable 11- or 12-point font.
Composition must be original and written for this assignment and all writing must be appropriate for an academic context.
Plagiarism of any kind is strictly prohibited.
Submission must include your name and the date.
Include all of the assignment components in a single .doc or .docx file.
Adapted from Understanding Perspectives in Primary Sources, The National Archives

1. Petrarch’s Canzoniere and Boccaccio’s Decameron are very different types of l

1. Petrarch’s Canzoniere and Boccaccio’s Decameron are very different types of literary works. However, one could argue that they both reflect Renaissance Humanism, much like Dante’s Inferno. For your response please discuss how these works reflect Humanist ideas and what they may tell us now in 2013 about the culture of Renaissance Florence. The total word count for the response should be at least 475 words.

Write a 2- to 3-page (500- to 750-word) article addressing the following: Identi

Write a 2- to 3-page (500- to 750-word) article addressing the following:
Identify a current aspect of labor that should be improved in your region, community, or family.
Draft a headline for your article that best captures a descriiption of your social movement.
Describe the origin of the labor issue and connect it to a labor movement discussed in this week’s resources or to another cause. Be as specific as you can.
Define the change(s) you wish to see.
Explain what steps or actions will bring about the needed change(s).
Include a summary paragraph that will inspire people to join you.
Ness, I. (Ed.). (2015). Labor movement. In Encyclopedia of American social movementsLinks to an external site. (1st ed.). Routledge. https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=3569966
Introduction (pp. 455–457)
Labor Movement, 1877–1919 (pp. 504–519)
Railroad Workers Movement (pp. 533–542)
Steelworkers Movement (pp. 543–547)
Labor Movement and the Vietnam War (pp. 643–645)
Labor Movement, 1981–Present (pp. 650–660)
Organized Labor, Consumption, and Boycotts (pp. 680–686)