Category: History

Reading Response 3First – Read at least ONE (1) of the primary source documents listed here:SARAH BAGLEY _ Freedom and Necessity at Lowell (1855).pdf
MARGARET McCARTHY _ Margaret McCarthy to Her Family in Ireland (1850).pdfActions
VIRGINIA CONSTITUTIONAL CONVENTION _ Virginia Petition for the Right to Vote (1829).pdfActions
ROBERT PURVIS _ Appeal of Forty Thousand Citizens (1838).pdfActions
Next – Review one of the previous week’s readings, by either Sarah GrimkéActions or David WalkerActions.
Finally – Write a short 1- 2 page (300-500 word) response that discusses the significance of the major contradictions, disagreements, or otherwise conflicting ideas expressed by the authors of the two texts.
To achieve the highest score possible, be sure to . . .Start with a debatable argument that right-away makes a single, direct comparison of the texts in one concise sentence.This comparison is your thesis statement
The rest of your response should focus on supporting this single comparison with specific examples from both texts.
Responses that give many different general comparisons or other reactions without a single focus will receive lower scores.
Use this week’s (or previous) readings in The American Yawp to provide context.Be sure to cite the textbook when discussing the general details of the time period.
Cite the author(s)’s name and page numberAn example for Chapter 8 is: (Kelly Arehart et al., 220).
You can find the recommended citation at the end of each chapter
This does not mean to “Quote” the textbook. Citing just means to use details from the text and then cite the page number of where you found that information in the PDF version.
DO NOT USE OUTSIDE SOURCES – ONLY THE COURSE MATERIAL
Remember to . . .Avoid long introductions, summaries or excessive quotations in your response.
Refer to specific key terms, short phrases, ideas, and arguments of the authors.
Draw direct comparisons between the selected documents and explain the significance of their differences or similarities.
Considering the questions found at the end of the page if you are having trouble analyzing the texts.
Suggested questions that you may consider for your response:What do the differences or similarities between the two texts or authors reveal about this moment in history?
What can we learn about the this time period or the historical topic when we read both documents side-by-side as opposed to reading them individually? Be sure to make the comparison the focus, the main purpose or central argument of your response.
Responses that summarize both texts with only a few comparisons at the end will receive lower scores.
Responses that focus on more surface, obvious or superficial details will receive lower scores.
Refer to the Reading Response Rubric for more details about performance expectations

read the following uploaded documents before responding
Identify at least three characteristics of humanism, either Classical or Christian humanism, as described in the textbook, in at least one of the three primary sources that you are required to read for this module.

read the 2 articles uploaded
Focus on creating an argument that is supported with specific evidence from the documents.
Are there specific expectations placed on women according to the documents?
How do the women discussed in the documents challenge these expectations?
Some of the women in these documents were not actual women but allegorical characters, how does the creation of these women allegory a way to challenge social norms?
How might these documents portray how women negotiated their own space within the expected norms?

4 to 5 paragraphs paper
Select one item from this week’s Cultural Expression List. Describe the cultural expression in as much detail as possible.
Explain why it is historical evidence of the Asian diaspora in San Francisco.
Include at least one reference to this week’s Learning Resources.
Learning Resources
Cultural expressions include foodways, architecture, music, clothing, literature, festivals, etc. Below, you will find a list of cultural expressions related to the city being studied. You will select items from this list for the Discussion and Assignment as directed.Cultural Expressions: San FranciscoDownload Cultural Expressions: San Francisco
Terms/Concepts
Chinese Exclusion Act—Enacted in 1882, it restricted entry of Chinese laborers to the United States. It remained in effect in various forms until 1965, when the U.S. Congress passed the Immigration and Naturalization Act, also known as the Hart-Celler Act.
Immigration and Naturalization Act of 1965 (Hart-Celler Act)—Meant to replace discriminatory laws and policies based on an immigrant’s national origins. It legislated quotas on the number of immigrants from Mexico, the Caribbean, and Latin America while creating greater opportunities for migration from Asia and Africa to the United States.
International Orange—The official paint color of the Golden Gate Bridge. This hue intentionally mimics the natural terra cotta/rust color of the bridge’s original steel girders before they were painted.
On a different page…. three to four sentence to answer each question.
Comparing and contrasting your chosen cultural expression with a different concept listed above. Do they both reflect the same historical perspective? Why or why not?
Suggesting an additional historical event, activity, or person that might have influenced your classmate cultural expression. Explain why you believe they are connected.
The Ed Sullivan Show. (2021, September 5). Tony Bennett “I left my heart in San Francisco” on The Ed Sullivan Show [Video]Links to an external site.. YouTube.
Google. (n.d.). I left my heart in San Francisco by Tony Bennett [Lyrics]Links to an external site.. https://www.google.com/search?q=i+left+my+heart+in…
Google. (n.d.). San Francisco, CaliforniaLinks to an external site.. https://goo.gl/maps/ajNW3AMgfYgEBGYm6
History.com Editors. (2018, August 21). History of San Francisco’s ChinatownLinks to an external site.. https://www.history.com/topics/immigration/san-fra…
Veterans History Project. (2005, August 7). Interview transcript: Doyle Lynn Cooper [8/7/2005]Links to an external site.. Library of Congress. https://memory.loc.gov/diglib/vhp/story/loc.natlib…
San Francisco Travel. (n.d.). Janis Joplin’s San FranciscoLinks to an external site.. https://www.sftravel.com/janis-joplins-san-francis…
Oldenburg, A. (2016, February 4). Bob Hope USO shows: The one-man morale machineLinks to an external site.. United Service Organizations. https://www.uso.org/stories/154-bob-hope-the-uso-s…

In your American History course, you will utilize scholarly sources to address questions in the weekly assignments. Please be advised that History.com, Wiki, Wikipedia, or websites such as cliffnotes.com, studymode.com, coursehero.com, and the like are not deemed scholarly sources. Therefore, use your course text and incorporate an additional scholarly source from the Chamberlain Library in your response.
Below is a list of resources you must choose from:
Textbook: Chapters 28 (section 28.5), 29, 30 (section 30.3), and 31
Lesson
Minimum of 4 scholarly sources from the Chamberlain Library resources below:Sources for the Week 7 Case Study topics are available by accessing this link.Links to an external site.
The “Popular Data Bases” within the Library Guide for scholarly sources and videos via Search Popular History DatabasesLinks to an external site.
Pick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic using the resources above.
The Vietnam War and Agent Orange Briefly summarize why and how the United States became involved in the Vietnam War.
Analyze how the Vietnam War heightened the United States’ social, political, and economic tensions. Focus your answer on the period of 1964–1975.
Explain how the civil rights movement and the Vietnam War were connected.
Assess if waging war is an effective way to spread democracy. Do you think the Vietnam War can be justified?
Evaluate the use and effects of Agent Orange influenced the Vietnam War.
Writing RequirementsLength: 4–5 pages (not including title page and 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 reference.
GradingThis activity will be graded based on the W7 Case Study Grading Rubric. See attached.
Required Textbooks
Title: Publication Manual of the American Psychological Association Authors: American Psychological Association Publisher: American Psychological Association (APA) Publication Date: 2019-10-01 Edition: 7th
APA Citation American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association
Title: U.S. History Authors: P. Scott Corbett, Volker Janssen, John M. Lund, Todd Pfannestiel, Sylvie Waskiewicz, & Paul Vickery Publisher: OpenStax Publication Date: 2023
APA Citation Corbett, P. S., Janssen, V., Lund, J. M., Pfannestiel, T., Vickery, P., & Waskiewicz, S. (2023, July 6). U.S. History.

This paper is a response to an article I will copy and paste below. A response should articulate what you think is the primary point of the article, cite evidence from the text to support your thesis. I will now copy and paste the article below:
The New York Times
Leaders Warn of Climate ‘Doomsday’ as Old Rifts Divide Summit’s First Day
The opening day of a climate summit was heavy on dire warnings and light on substantive proposals as leaders in Glasgow met to discuss a warming world.
By Jim Tankersley, Lisa Friedman and Somini Sengupta
Published Nov. 1. 2021 Uodaled Nov. 8. 20211
GLASGOW – World leaders opened a pivotal climate summit in Scotland on Monday with apocalyptic warnings about the scarce time left to avert catastrophic global warming, yet offered few new commitments to more aggressively cut greenhouse gas emissions.
The gathering, called in the hope that the world could at last agree on meaningful steps to put a rapidly warming planet back on course, is scheduled to last nearly two weeks, but it took only hours for the first bumps to appear.
Long-running fault lines in the global debate over who should be the most responsible for cutting emissions emerged in the opening speeches of the assembled heads of state. So did barbs aimed at two major greenhouse gas emitters, China and Russia, whose leaders did not attend. And so did the tensions between the globe’s rich and poor, as less-developed countries demanded more aid and swifter action from wealthier ones.
For his part, President Biden apologized Monday for former President Donald J. Trump’s hostility toward the global warming fight, saying it had “put us sort of behind the eight ball”
His administration, under pressure at home and abroad over its climate plans, was set to announce a series of new initiatives on Tuesday.
The most significant: a plan to heavily regulate methane, a potent greenhouse gas that spews from oil and natural gas operations and can warm the atmosphere 80 times faster than carbon dioxide in the short term.
But it is clear that much more will need to be done.
Addressing leaders of the more than 120 countries represented at the summit on Monday, the United Nations secretary general, António Guterres, said the effects of a warming planet were being felt “from the ocean depths to the mountaintops.”
“Enough of burning and drilling and mining our way deeper,” Mr. Guterres said. “We are digging our own graves.”
Oceans are hotter than ever, parts of the Amazon rain forest emit more carbon than they absorb, and over the last decade about four bilies people weng aic pel by events relate to the changine imate In the ast year ane deady nods hit Germany and China, heart
Prime Minister Boris Johnson of Britain compared the race to stop global warming to a spy thriller, warning that “a red digital clock ticks down remorselessly to a detonation that will end human life as we know it.”
“We are in roughly the same position, my fellow global leaders, as James Bond today,” Mr. Johnson said. “The tragedy is this is not a movie, and the doomsday device is real.”
But for all the dire warnings Monday, there was little in the way of specific proposals about how to reduce emissions in the immediate future.
India, which has contributed relatively little to the world’s emissions thus far but looms as a growing source of them, announced new targets that will keep coal at the heart of its power sector for at least a decade. Prime Minister Narendra Modi said India would also increase its 2030 target for using renewable energy, such as solar power.
Mr. Biden urged countries to cooperate in the fight, emphasizing the potential creation of millions of jobs worldwide related to lower-emission technologies.
“We’re still falling short,” Mr. Biden said. “There is no more time to hang back or sit on the fence or argue amongst ourselves. This is a challenge of our collective lifetime.”
The underlying tension of the summit is the stark disconnect between what the leaders of the biggest global warmers have so far promised and what scientists and civic leaders say must be done.
There is also a disconnect between what has been promised and what has been actually delivered. Leaders of developing countries reminded the summit, for example, that poorer nations have yet to receive the $100 billion in annual climate aid by 2020 that was once pledged.
Several leaders, among them Sheikh Hasina, the prime minister of Bangladesh, and Gaston Browne, the prime minister of Antigua and Barbuda, pressed forcefully for a discussion of loss and damage. They are, in effect, demanding reparations of a sort for countries that bear little responsibility for the emissions warming the earth – but are already suffering the effects.
Late on Monday, leaders from more than 100 countries, including Brazil and China, did pledge to end deforestation by 2030, and a suite of measures is intended to channel that goal into action. Governments committed $12 billion and private companies $7 billion to protect and restore forests in a variety of ways, including $1.7 billion for Indigenous peoples.
But experts say the commitments countries have made to reduce emissions are nowhere close to what is necessary. And there remains a question about whether even those limited commitments can be met.
In the United States, Mr. Biden is struggling to deliver on his ambitious climate targets. He spent much of Monday talking up his “Build Back Better” climate and social policy proposals. But in fact his administration had already been forced to abandon the centerpiece policy of that bill — a measure that would incentivize the power sector to shift from fossil fuels to renewable energy — because of objections by Senator Joe Manchin III of coal-reliant West Virginia.
Mr. Biden scaled back his bill and proposed instead spending $550 billion in tax credits for renewable energy, electric vehicles and other efforts to fight climate change. That would have helped get the United States halfway to Mr. Biden’s goal of cutting emissions up to 52 percent from 2005 by the end of the decade.
Mr. Biden’s domestic struggles have not gone unnoticed by leaders and activists all over the world, especially in light of the U.S. history of abandoning global climate efforts, most notably the Paris accords, which the Obama administration signed, the Trump administration abandoned and the Biden administration rejoined.
“You know, the U.S. lost five years,” Mohamed Nasheed, the former president of the Maldives, said in an interview.
Mr. Biden addressed the issue directly at the summit.
“I guess I shouldn’t apologize,” he said, “but I do apologize for the fact the United States, in the last administration, pulled out of the Paris Accords and put us sort of behind the eight ball.”
Mr. Nasheed, whose low-lying island nation in the Indian Ocean is existentially threatened by climate change-driven sea level rise, said Mr. Biden had a higher bar to meet because of the Trump administration’s actions.
“They’ve come back again, but their ambition must be much higher,” Mr. Nasheed said. “The United States is the richest country on the planet. They of course have emitted more carbon than anyone else. And there’s a historical responsibility, therefore, to make it right.”
Activists from the United States, too, denounced Mr. Biden’s speech.
Varshini Prakash, executive director of the Sunrise Movement, a youth-led climate change nonprofit, called the president’s exhortation to other nations to cut emissions “humiliating” given his failure to pass climate legislation at home.
Mr. Biden tried to cast the United States as a leader, and his aides sought to turn international climate ire toward China. Briefing reporters on Air Force One, his national security adviser, Jake Sullivan, called the Chinese “significant outliers” and said Beijing had “an obligation to step up to greater ambition as we go forward.”
The absence at the summit of leaders from Russia and China cast doubts on how united the world can be in the struggle.
China, the world’s largest greenhouse gas emitter, proposed a new emissions target that is largely indistinguishable from one it made six years ago. Russia has not made any new pledges to draw down climate pollution this decade.
At the United States summit pavilion, the White House domestic climate adviser, Gina McCarthy, said she believed the world grasped America’s legislative struggles and expressed confidence a bill with strong climate provisions would be passed.
“I do hope they understand,” she said. “The president wants to pass it very soon, and I think he expects it.”

do the discussion the results and the conclusion LAB REPORT 5 (30 points) on weeks 6, 7 and 8
I. INTRODUCTION – 4 points:
Statement of objectives or aims of the experiment in the student’s own words. This
is not to be copied from the Lab Manual.
Helpful hint: It may be helpful to consider week by week objectives achieved by
learning new techniques (such as dilution) and re-applying old techniques in new contexts
(using a hemacytometer). Please consider how different variables (such as p53
conformation) might be expected to augment or hinder the growth of cells.
II. MATERIALS AND METHODS – 2 points:
This should be a brief synopsis and must include any changes or deviations from the
procedures outlined in the Lab Manual.
III. RESULTS – 10 points:
a) Include photos/images of cells without staining and stained with crystal
violet.
b) Include your raw data and calculation for cell counting with hemacytometer
for the growth curve set up.
c) Calculate how many cells you seed in each dish based on your cell counting
and dilution results. Show your calculations.
d) Include the table with data and growth curves plotted on Excel permissive
and non-permissive temperatures.
. Please add the appropriate x-axis label, y-axis label and graph title to the graph
IV. DISCUSSION – 13 points:
Should include:
a. What are the independent variables being manipulated in the experiments you
performed in the class/lab? Theoretically, how should these variables affect
cell growth? Did your experimental data corroborate expected results? Please
consider the temperatures and variant of p53 present (or absent).
b. Which cell lines and conditions demonstrated the fastest and slowest rates of
growth? Please justify your results/expectations using explanations on a
molecular level.
V. SUMMARY or CONCLUSION – 1 point:
A paragraph
VI. REFERENCES – 1 point:
Credit is given for pertinent references obtained from sources other than the Lab
Manual. This point is in addition to the 30 points for the lab report.

After reading and reviewing Chapter 16, answer all of the prompts in one of the following discussion questions. Make sure to include relevant points to your answer and make sure that your information is correctly cited. Consider social, political, and economic equality. In what ways did Radical Reconstruction address and secure these forms of equality? Where did it fall short?

After reading and reviewing Chapter 14 and watching the video(s), answer one of the following discussion questions. Make sure to include relevant points to your answer and make sure that your information is correctly cited. You must post before you can see the posts of others. Was it possible to save the Union in 1860? Trace the steps that had been taken to this point and discuss what else might have been done at this point to avoid Civil War.

According to the text “Mbembe – Chapter 1,” you will have to respond to the following questions. Please be specific and include quotations from the text and be critical:
1) What is the purpose of this chapter? 2) How does it fit into our discussions on colonialism and legacies of the Empire, knowledge creation, colonial violence, etc? 3)Draw parallels with previous readings highlighting similarities and differences in the arguments.
For the third question I will provide other pdfs for your reference and consider that this class is about the colonization of Africa and its legacies.