Category: History

Present a biography of an important figure in American history from the Revolutionary period (1763-1789). Choose someone that played an influential role in the fight for American Independence. You may choose any figure as long as you are able to explain why we should want to know more about them and why they were important to American history. The biography can be presented as either a 6 to 8-page scholarly paper.Notes must be in Turabian (also known as Chicago) format and include at least three sources.
state why you chose the individual, give a brief synopsis of their background, describe their careers, and explain their impact on the history of the United States to include why you think we should know more about them. The important thing is to answer the “so what?” question which means giving us the reasons why we should learn more about this person.
Papers will be formatted with 1” margins, use 12-point Times New Roman font, be double spaced, include a title page and bibliography.

Please source in APA format
Touchstone 4: Thinking Like a Historian
ASSIGNMENT: In this course, you have been introduced to the skills of historical thinking by examining events in modern U.S. history with attention to the Five C’s: change over time, context, causality, contingency, and complexity. Recall each of these historical thinking skills from the Analyzing Primary Sources lesson.
Change Over Time: History happens over a period of time. During any given period of time, people, events, and ideas can change.
Context: Think about historical events in terms of their greater context. Nothing occurs in a vacuum, isolated from the social, cultural, economic, or political setting of the day.
Causality: All historical events have multiple causes and effects. Before the first shot of World War II was fired, a long history of political, economic, and social unrest set the stage.
Contingency: Everything is related. Historians think about the ways in which historical trends and events are related to other trends and events, making connections between them.
Complexity: We live in a complex world. Historians understand this and create historical narratives that reflect a world of different meanings and perspectives.
Historians apply these critical thinking skills when creating accounts of the past. Now, it’s your turn to apply these skills of historical thinking by analyzing topics or events using the same framework.
To complete this assignment, you will use the template provided below. You will return the completed template as your Touchstone submission. A sample assignment is also provided.
Thinking Like a Historian Template
Thinking Like a Historian 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
Part 1: Change Over Time
Step 1: Download the Template
Download the Thinking Like a Historian Template.
Step 2: Choose Topic and Time Period
From the chart below, choose a combination of one topic and one time period. Within that topic, you will identify and describe something that changed and something that stayed the same throughout that period.
EXAMPLE You might choose to write about U.S. foreign policy between 1970-2016, or immigration between 1877-1920, or the U.S. economy between 1890-1945. You may select any combination of topic and time period that interests you.
Choose One Topic Choose One Time Period
Western Expansion
U.S. Foreign Policy
National Politics
Race Relations
U.S. Society and Culture
Technology and Innovation
Immigration
The U.S. Economy 1877-1920
1890-1945
1940-1990
1970-2016
Once you’ve selected a topic and time period, prepare to respond to the prompts in Part 1 of the template.
HINT
Revisit the US History II tutorials. Navigate to the most relevant course units and explore the tutorials related to your selected topic.
Step 3: Record Your Responses
Record your responses in Part 1 of the template. Responses to each prompt should be roughly 5-6 sentences.
Part 2: Context, Causality, and Contingency
Step 1: Choose a Primary Source
Review the U.S. History II Touchstone Primary Source List and choose one for your assignment.
You must select from the provided list of primary sources. No other sources are allowed.
You do NOT need to choose a source from the same time period as Part 1 or follow those time periods in your response to Part 2.
Submissions that discuss a primary source that is not on the provided list will be returned ungraded.
Study the source and prepare to respond to the prompts in Part 2 of the template.
Step 2: Record Your Responses
Record your responses in Part 2 of the template. Responses to each prompt should be roughly 5-6 sentences.
Part 3: Complexity and Reflection
Step 1: Reflect
Answer the reflection questions in Part 3 of the template.
Step 2: Review the Rubric
Review the rubric (Section B) to ensure you understand how your Touchstone will be evaluated, and revise as needed.
Step 3: Review the Requirements
Review the requirements (Section C) and the checklist below to ensure your Touchstone is complete and ready to submit. Do not submit your Touchstone until it meets these guidelines.
❒ Check that you recorded your responses in the Thinking Like a Historian template.
❒ Check that you completed all parts of the template.
❒ Check that your source for Part 2 is on the provided list. Other sources will not be accepted.
❒ Check that you have included your name and date.
❒ Check that your work is proofread for proper grammar, punctuation, spelling, and capitalization.

Guidelines for the paper have been included in the attached files as well as 5 primary sources that you must use in your writing. For my topic I want you to write from the perspective of a winemaker in Alsace during the French Revolution up to the takeover by Napoleon. the instruction document will help with perspective and formatting, but I want to remind you that I am paying for a doctorate level of writing. I will expect nearly perfect writing with an appropriate amount of sources, proper citations, and good grammar and paragraph structure. please use the 5 primary sources 5 I provided for historical accuracy and please also find and use at least 5 other academic sources to help you build structure for this paper. If you have any other questions or need help please reach out.

Read the attached chapter from Discovering the American Past: “Homogenizing a Pluralistic Nation: Propaganda During World War I.” The chapter will provide you with background about the U.S. government’s efforts to mobilize the American population for the Great War, give you a set of questions to consider, provide a collection of propaganda pieces (the primary source evidence), and guide you through the process of considering the evidence. After reading the chapter, develop an answer to the question, “How did the government attempt to mobilize the opinions of a diverse American public in support of a united war effort?”
For your assignment, you will turn in a one-paragraph typed statement of your answer to that question as well as 3-4 single-spaced pages of your typed notes on the key pieces of evidence from the Evidence section of the chapter that provides evidence of your answer.
You should use your own words to summarize the main ideas that support your answer; for particular key points you may quote short phrases from the primary source evidence using quotation marks and indicating the document title of the quote. This assignment is not a paper or essay; you may use bullet points to present your notes. But the reader of your notes should still be able to follow your ideas. I will walk you through some ideas for organizing your claims and supporting evidence.
The key is that you want to show what evidence from the primary source section of the chapter supports the conclusion that you reached about how the government attempted to mobilize public opinion in favor of World War I.
Your assignment will be graded on the following criteria:
Does the paragraph statement present an answer to the question that fits with the 
historical evidence? 

Does the notes portion of the assignment contain evidence that proves the answer?
Is all 
the relevant evidence considered in the notes?
Do the notes indicate comprehension and analysis of main ideas from the readings?
Remember: notes should capture main ideas and key points – you do not need to re-write the chapter! 

https://d2l.lonestar.edu/d2l/le/dropbox/1470320/16…

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.

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 #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