Category: History

Assignment Content
As we know, history is alive through the connection between historical events and contemporary events that allow us to recognize, reflect, and apply the opportunities or challenges that arise. The varying culture and characteristics of the many native, migrated, or settlement people that eventually called the United States home also influenced how American civilization evolved and rose to meet challenges.
For this journal, you will discuss the historically influenced evolution of American civilization as follows:
First, you must identify and briefly describe each of the following:
a specific pre-Columbian culture (include its distinctive tribal attributes),
a specific colonial era settlement (include distinct regional characteristics),
a specific post-independence (after 1783) state or city settlement (include distinct characteristics), and
a specific Civil War era state or city (include distinct characteristics).
For each group listed above, discuss and describe the following:
an example of a significant historical event that was influential during the time period,
a specific example of technology of the time and the impact of the technology, and
what we, as a society, have learned or taken from each of these historical societies that can be clearly seen in our current world.
Your journal submission must be a minimum of 500 words.
No external sources or APA formatting is required; however, if you use resources directly, you must cite them properly.

Pick one OF the four QUESTIONS. ONLY USE THE POWERPOINT PROVIDED
Civil Rights. Using your notes and textbooks and material in the Unit Module, answer one of the questions in a 2 to 3 page essay. Follow all MLA rules used for this class. Submit to Canvas via Google Doc. If you cannot for some reason, share the essay to me in an email. Do not use A.I.
1.Were the civil rights gains more a result of the Federal Government’s involvement, individual effort, or some combination of the two?
2.In your historical assessment, explain the most momentous events and/or key figures in the civil rights movement.
3.How did the use of nonviolence and non-governmental actions further the cause of civil rights for African Americans?
4.Why must America study the Civil Rights Movement of African Americans? What repercussions or impact does such a study have for other groups?

How did your learnings from Hidden Voices: AAPIs complement what you learned in our other assigned course readings (not from Hidden Voices)? Be specific. If you were updating this K-12 public NYC school curriculum resource, Hidden Voices: AAPIs, what would you assign and why? Please draw on at least 3 academic readings from our course, not from Hidden Voices, to make your argument. Your essay should be about 500 words.
Please use the 3 attached readings as described above.

Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
This is an essay for my History class. It is an analysis/close reading of a primary document that will relate to my final project for the class. The topic of the final project is “The effects of the Armenian genocide today and how it is still an ongoing issue.” You will need to pick out a primary source (from the internet) to talk about in the essay and make sure it can relate to this topic. Here are further instructions for the essay:
Please submit a 3-4 full page analysis and close reading of a primary document of your choice that you will be using in your portion of the final project. The student can use any of the primary documents on the syllabus, or choose one that is relevant to the course material and to the topic of their chosen final project.
Identify the primary source you are using, and explain what type of source it is: example a petition to the Sultan, A letter to from a merchant, an excerpt from a memoir… etc, and place it in historical context.
If possible Identify the writer.
Give a short summary of what the document is about, or what the purpose of the document is.
Do a close reading of the document, taking into consideration bias, tone, voice , audience, author, and give your analysis.
Conclude your paper.
The paper does not necessarily have to be in the above order, but needs to include all points.
Be sure to refer to the text in your analysis, and back up any claims you make.
The paper needs to be 3-4 full pages long, and double spaced.
It needs to have a title, and any outside information has to be cited.
All citations have to be Chicago style.
Requirements: 3-4 Full Pages Chicago Style Times New Roman Size 12 Font Double-Spaced Excluding the Title Page and Bibliography
Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
Please be sure to include an introduction paragraph with a clear thesis statement in the last sentence of the introduction paragraph and a conclusion paragraph.
Please be sure to carefully follow the instructions.
No plagiarism & No Course Hero & No Chegg. The assignment will be checked for originality via the Turnitin plagiarism tool.
Please be sure to include at least one footnote in each body paragraph.

Description:
This assignment asks you to create a gallery of antiquities and medieval art by choosing objects from the collections of the Metropolitan Museum of Art, The Getty Villa, and The Louvre Museum.
Museum Websites to Source Artworks:
1.Art Collection – The Metropolitan Museum of Art (metmuseum.org)Links to an external site.
2.Home (Getty Museum)Links to an external site.
3.Explore (louvre.fr)Links to an external site.
DIRECTIONS:
1. Choose one object from the collections of the Metropolitan Museum, The Getty Villa, and The Louvre to represent the following historical periods we have studied in AHIS1:
a. Egyptian Art (3200BCE- 500ACE)
b. Mesopotamian Art (3200BCE-500ACE)
c. Greek Art (1000BCE- 300ACE)
d. Roman Art (550 BCE-400ACE)
e. Byzantine Art (500-1100 ACE)
f. Islamic Art (620-1300 ACE)
g. Medieval and Gothic Art (700-1300BCE)
Make sure your object is from the date range provided above.
2. Write a 500-1000 word description of your exhibitions (in total, for all the objects), making comparisons between the objects regarding style, subject matter, materials, symbolism, etc. Discuss the changes in the conventions of representation and aesthetic form.
Thank you for completing this course and working so hard to reach the finish line!

You will create your own political party, focusing on FOUR domestic policy issues and TWO foreign policy issues. These issues would be called the planks of your party platform. This information sheet will help you to develop your ideas to incorporate into your political party. Please see attachment
Political Party Name, The Bridge Era. Bridge both parties and generations for common interest and policies.
Please dumb down for highschool and use simple words to understand Need poster 8×10, and brochure for party

Part 3: Fragmentation, Synthesis, and Struggles for Power in the Medieval Period (750 – 1340). outlines are attached to help navigate the chapters (9-12). textbook information will be given once assigned.
Short Answer Responses for Part III Test: In 1-2 paragraphs (at most) answer each of the following questions. Need to include at least 1 assigned historical document (primary source which are the documents in the ebook).
Please use course-assigned resources only. The primary sources, lecture slides, textbook chapters 9-12, etc., should be utilized for support. The primary source documents need to be utilized where indicated (the actual document, rather than the intro material or other secondary materials). Every question requires support from course resources. Make your source use clear.
The lecture slides and the historical documents in the textbook online should be relied upon the most for this assignment
All questions are considered and answered thoroughly. Answers are given with analytical reference to specific documents, events, developments and / or persons. In other words use specific examples and whenever possible incorporate the assigned documents into your answer. The events / developments/ or persons under review are considered in relation to what else was happening in the western and or non western world at the time. Use only the sources given (textbook, given primary docs in textbook, lecture slides).
Lecture Slides to Use: Chapter 9: Lecture Slide: Charlemagne, Renaissances, and Vikings, Chapter 10: Lecture Slides for Commerce, Crusades, and Controversy in the Medieval Period, Chapter 11: Lecture Slides Consolidation of Power in the west, Chapter 12: Lecture Slide Control and Exclusivity and the end of the Middle Ages
Questions:
Why would Pope Leo III decide to crown Charlemagne Emperor (the first Holy Roman Emperor) in 800?
Describe the way in which cities were formed and the economic, political, and social impact of the Commercial Revolution.
What did the Investiture Conflict and the First Crusade illuminate about the power of the medieval papacy?
Describe the ways in which Philip II of France, Henry II of England and Frederick I (Barbarossa) of German States (Holy Roman Empire Realm) each tried to consolidate their control over their realms.

Prepare a 4–5-minute presentation. To make your video, click on the platform from the Panopto tab on the left side of our Canvas site. You’ll see the “Create+” tab, with which you can create a video right there on the Panopto site or upload a video you made on your own. In your presentation, introduce your interviewee and her key life experiences. Discuss how her experiences relate to a broader theme in American women’s history. Explain the insights on the experiences of American women that you have gained through the interview project. Discuss why we should learn about her experience. Why is her experiences and/ or contribution important to understanding American history? Make sure you communicate your topic in a way that everyone understands. Make your presentation an engaging story with a clear introduction, conclusion, and thesis statement. You may choose whichever format you think is most appropriate, engaging, and effective for your presentation. It is my experience that most students prefer using a PowerPoint presentation. If you want to incorporate pictures, I find PowerPoint presentations work very well. But do not limit your creativity.

[06:27, 12/05/2024] Makau Ngila: Lecciones Cultural (Cultural Lessons) Two Prompt: Using Studio and a presentation software such as Power Point, create a video presentation (using the ‘screenshare option on Studio provided in Canvas) exploring a cultural topic related to Mexican history during any point from 1910 to present day). Your presentation should balance 1) an overview of the topic meant to inform a general audience with 2) a deeper analysis that makes a nuanced argument or assertion (a thesis). Remember to include any/all necessary historical context that a general audience would need. Make sure to provide necessary names, definitions and dates. When creating your podcast, please use at least: One (1) scholarly, tertiary source (like a scholarly textbook or encyclopedia) Two (2) scholarly, secondary sources (like an article in an academic journal or edited volume/anthology) Two: (2) primary source ( these can be textual or visual or audio) Include a final slide providing bibliographic information from all sources used. An excellent podcast: Is informative, factually-accurate, and compelling. Strikes a balance between accessibility for a general audience with nuanced analysis for a scholarly audience. Draws on diverse and relevant sources to inform the producer(s)’s discussion of the topic. Is well-structured, so as to present a coherent narrative and analysis of the topic. Makes use of all required sources and cites them using proper bibliographic form. See “Citation Reference” link in Canvas. [09:44, 12/05/2024] Makau Ngila: Discussion Twelve Respond to all prompts with substantive, informed answers In Frazier and Cohen’s article, “Defining the Space of Mexico ’68: Masculinity in the Prison and ‘Women’ in the Streets,” discuss the authors lens and thesis. How did gender shape experiences and activism during the 1968 student movement in Mexico? Specifically, discuss the experiences of male student leaders imprisoned in Lecumberri. How did that experience shape the narrative of their role in the movement? What are specific ways in which women participated in the student movement, and why/how were they excluded from popular (and academic) recollections of the movement? Discuss primary sources included in Elena Poniatowska’s Massacre in Mexico. What stood out to you? What did you find most valuable for understanding the Tlatelolco massacre, and why? What did you find confusing or difficult to understand? Unread postHL Hector Loredo Apr 19 8:58am Last reply Apr 21 4:50pm Reply from Hector Loredo In Frazier and Cohen’s article, “Defining the Space of Mexico ’68: Masculinity in the Prison and ‘Women’ in the Streets,” discuss the authors lens and thesis. In Frazier and Cohen’s article, the authors adopt a critical lens to examine the events surrounding the 1968 student protests in Mexico City. They analyze two key locations during the protests: the prison, which they argue represents masculinity and state power, and the streets, where the presence of women and marginalized groups challenged traditional gender roles and power structures. The article’s central thesis revolves around the intersection of gender during 1968. Frazier and Cohen argue that the physical spaces of the prison and the streets served as sites where gender norms were contested and reaffirmed. They suggest that within the male-dominated space of the prison, notions of masculinity were rigidly enforced through acts of violence and domination. “The prison dynamic encapsulated a particular relationship between suffering and thriving that was mediated by a constant threat of violence.” (Frazier, Cohen, Pg. 632). On the other hand, the streets played significant roles in the protests for women, challenging patriarchal structures and asserting their agency. “Women had a very important role because we participated just like men” (Frazier, Cohen, Pg. 653). “These kinds of street initiatives are key to understanding the movement’s success in gathering support outside universities and secondary schools”(Frazier, Cohen, Pg. 642). Overall, Frazier and Cohen’s lens considers gender as a critical factor in understanding historical events and social movements. How did gender shape experiences and activism during the 1968 student movement in Mexico? Specifically, discuss the experiences of male student leaders imprisoned in Lecumberri. How did that experience shape the narrative of their role in the movement? What are specific ways in which women participated in the student movement, and why/how were they excluded from popular (and academic) recollections of the movement? Gender played a significant role in shaping experiences and activism during the 1968 student movement in Mexico. Male student leaders imprisoned in Lecumberri faced unique challenges that influenced the narrative of their role in the movement. Their imprisonment also helped their position as symbols of resistance. On the other hand, women played crucial roles in the student movement, actively participating in protests, organizing events, and providing essential support to their male partners. “Women not only supplied political prisoners with their daily rations but also donated their professional services as doctors, lawyers, psychiatrists, teachers, and journalists.” (Frazier, Cohen, Pg. 648). However, their contributions were often marginalized or overlooked. Women faced exclusion from leadership positions and were frequently relegated to supporting roles, reinforcing traditional gender roles and hierarchies within the movement. Discuss primary sources included in Elena Poniatowska’s Massacre in Mexico. What stood out to you? What did you find most valuable for understanding the Tlatelolco massacre, and why? What did you find confusing or difficult to understand? The Massacre in Mexico” by Elena Poniatowska is a paperwork that dives into the tragic events of the Tlatelolco massacre that occurred on October 2, 1968, in Mexico City. Poniatowska’s primary sources include interviews with survivors, eyewitness accounts, official documents, and journalistic reports. What stands out to me the most about Poniatowska’s paper is the use of primary sources she gathered. One of the most valuable aspects of Poniatowska’s approach is her inclusion of multiple perspectives. By including versions from various individuals involved in the events leading up to the massacre, she offers readers a complete view of the social tensions and government response. However, one of my challenges was the sources and viewpoints presented in the book. Poniatowska brings together interviews, historical documents, and her narrative, which can sometimes make it difficult to follow between firsthand accounts and the author’s interpretation. Overall, Poniatowska’s use of primary sources in “Massacre in Mexico” offers an effective and immersive exploration of one of the darkest moments in Mexico’s history. Make it 12 to 15 pages

History of Mexico class Complete weekly discussions, weekly assignment, 3 discussion response to peers, 5 exams. need it done ASAP am late