Category: History

Each thread must be 200–250 words and demonstrate course-related knowledge. I will hire you for the three discussion responses after this one and all the 8 week course work following if you do well on this assignment.
Be sure to cite specific examples/ evidence from the course materials to substantiate your conclusions.
One of the objectives as a Christian historian is to draw conclusions based on the known evidence as opposed to emotions or preconceived ideas (see Luke 1:1–4). Based on the textbook readings, presentations, and websites in Module 1, answer one of the following questions:
Why were leaders like Adolf Hitler, Benito Mussolini, Joseph Stalin, and Emperor Hirohito able to come to and remain in power?
Knowing what the western countries (France, Great Britain, and the United States) knew at the time, how well did they react to the totalitarians?
Cite specific evidence from the Learn material in your post to substantiate your conclusions

Read the poems by Du Fu in this unit and write one to two paragraphs on each of the following questions using college level spelling, grammar, and syntax. This shares the due date of the final on Saturday March 23 by 11:59 pm. You can earn up to 10 points depending on the thoroughness of your answers and the use of specifics from the poems. As with all assignments in this course, you must base your answers on class materials only and you will receive a 0 if you use outside materials, AI or if you plagiarize.
1.What evidence do you see of decline in the Tang dynasty in these poems?
2.In these poems, how was the decline of the Tang dynasty tied to the decline of implementing Confucian principles?
Comments from Customer
Read the poems by Du Fu in this unit and write one to two paragraphs on each of the following questions using
What evidence do you see of decline in the Tang dynasty in these poems?
In these poems, how was the decline of the Tang dynasty tied to the decline of implementing Confucian principles?

This is a graded discussion: 4 points possible
due Mar 23
Module 9 Discussion: Clinical Group Types and Therapeutic Factors
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Instructions
In a post of approximately 60–100 words (5–7 sentences) total, briefly:
Identify and define the type of clinical therapeutic group offered at your field placement. (If no groups are offered there, discuss what you think should be offered to the clients your agency serves.)
Identify and discuss one of the therapeutic factors (from the list of eleven–see Yalom Ch. 1, p. 10) that you have observed in the group that you facilitate (or observe). (If no groups are offered there, discuss the potential value of one of the group therapeutic factors for your clients.)
Writer:
Please follow instructions of Instructor. She is a very hard grader.
I work for an Agency called New Jersey Association on Correction ( Fatherhood Program) please google and do discussion response to this program.
I will be sending you 2 responses from 2 of my classmates immediately after i receive this paper for you to respond

Your report should answer the following questions:
WHAT BOOK did you read (give a full bibliographic citation, attach after report as an appendix)?
WHAT HAPPENED in this book? WHAT was built, WHERE, WHEN? Give a short summary of the structure(s)/city part/city and its intended functioning. Also, as part of this answer, explain how the WHAT, WHERE, WHEN of this fire relate to the topics discussed in terms of the different parties of the construction industry (e.g., builders, inspectors, engineers, owners, suppliers) who contributed to the severity of this fire.
WHAT were the most important factors that led to the fire and loss of lives as described in your assigned book? Consider human and social aspects of the decisions made, existing laws/regulations/requirements in place at the time of the fire, business practices, ethics. Additionally, compare and contrast how the factors you discuss in this answer relate to the factors that contributed to the recent fire in Maui, Hawaii in August of 2023.
WHAT were the impacts of the fire described in your assigned book? How did it impact the lives of people at the location where the fire happened? How did it impact the structure of the building, the city/State where it occurred? Similarly, compare and contrast how the impacts you discuss in this answer relate to the impacts that contributed to the recent fire in Maui, Hawaii in August of 2023.
HOW did the built environment influence survival in positive and negative ways? HOW innovative was the design of this particular structure(s), in terms of its methods and/or materials of construction, in terms of its environmental social impacts, and in terms of its use? Did it function in the way in which it was intended?
WHAT lessons did you learn from this book? How do they relate to existing buildings and building codes? How are these lessons used to design, build, and operate current buildings? Develop your answer using the ASCE Code of Ethics (available at https://www.asce.org/career-growth/ethics/code-of-ethicsLinks to an external site.) and explain which areas of the code of ethics were violated by those who contributed to the fire and its aftermath.
Did YOU like this book? Would you recommend it to others? Produce a review of it as an object of entertainment, perhaps using a review of a book in a magazine or newspaper as an example.
Guidelines
Report Format
I expect that you will submit this information in a 5-6 page written report (not counting any front or back matter, see details below). You should use Times New Roman, 12-point font, space-and-a-half, 1-inch margins all around. Number your pages. Spelling, grammar, and presentation will be graded. Also, use the following checklist to make sure your report meet what is expected from this assignment: Checklist Individual Report-CONE101 (pdf)
Actions
Suggested outline
The report should have headings for each section, as suggested below, do not write using an essay format without the headings this will severely impact your final grade.
Front matter:
Cover page with your name and title of the book
Additional page with the table of contents
Introduction: provide a general introduction about the book and how the report is organized.
Description/Overview of the fire covered in your assigned book – include answer to item 2 above.
Most important factors influencing the fire – include answer to item 3 above.
Impacts of the Fire – include answer to item 4 above.
Relationship to builders’ place and time – include answer to item 5 above.
Lessons learned – include answer to item 6 above.
Conclusions – include your thoughts on, for example, whether a similar fire might happen today, and if so, how the design, construction, and use of similar structures might be approached differently today, and any particularly interesting thoughts or observations you have preventing a fire.

We have gone through the brainstorm assignment and annotated bibliography. You have all discussed well your interests and creative ideas. Since then, I hope you have thought about and maybe even worked on the final product some. It is now time to submit a progress report or a plan of attack for your creative project. This progress report should be at least a page. In it I want you to mention the following.
Theme/topic you are engaging with from the course.
Creative outlet you have chosen, or if you plan to do an essay.
Did you find any new sources since the annotated bibliography? If so, what are they? This will likely be the bulk of the report.Of course, the textbook and primary sources are useful, but if you watch any YouTube cooking videos, do other readings, engage with other primary sources, I want to see that.
Plagiarism is a no-no, so make sure to show the sources you are consulting, drawing inspiration from, or even quoting directly.
As a side note, any YouTube video worth its salt will have lists of sources in their video description typically.
How is the project moving along overall? Any adjustments or concerns?
This progress report will run to at least 1 page, 12 point font, double spaced, Times New Roman font when all is said and done. If you write more that is fine.

Write one (1) short essay in response to one of the prompts listed on the following
page.
• Answer the prompt in 800 – 1200 words
• Avoid anecdotal examples, long summaries or excessive quotations.
• Cite evidence from the course readings
o Citations should clearly state page numbers from the American Yawp,
the lecture date as listed on the rubric, or the author of the primary
source document.
• Refer to at least two (2) primary source documents assigned this semester.
• Use only course material: Lectures, Linked Videos, American Yawp, and
Assigned Primary Source readings. No Outside Sources!
Please use the following guidelines when formatting and completing the assignment:
• Heading with Name & Course Information (suggested format provided on Canvas)
• Size 11 or 12, Times New Roman or similar Font. Double Space the entire
document.
• Structure your essay with clearly organized paragraphs. Suggested Outline:
• Write a brief, 3-4 sentence introduction including a 1-2 sentence thesis
statement
§ The thesis statement should clearly answer the main question(s) in
the prompt. This is the argument that you will support with your
essay.
§ The prompts each contain multiple questions or points to cover so,
integrate your responses into your thesis statement.
• Write clearly delineated body paragraphs with concise sentences that
explain specific historical examples that support your thesis.
§ Start each paragraph with an argument or claim that reiterates a
portion of the thesis.
§ Provide plenty of specific historical evidence from the class material.
• Evidence means specific historical examples of things that
happened or things that people said or did in the past to
support your argument.
Citations
• MLA, Chicago, in-text, footnotes, etc ALL ACCEPTABLE
• Be consistent: Choose one style and stick with it.
• No Bibliography needed.
• At minimum, follow the examples below (note absent or limited use of quotations):
o For the American Yawp: The early English colonists would not have survived
without help from the English. Even the English themselves admitted that
their priorities were wrong and would lead to disaster. John Smith described
the colonists at Jamestown as so unwilling to work that they starved to death
(Locke & Wright, 42).
o For Lecture Material: England imposed strict measures against Irish Catholics
that resulted in many of Ireland’s people losing their lands (Meraz Cerna,
9/11/2023).
o For Primary Documents: The English often entered into treaties of mutual
protection with the native Americans. For example, the Iroquois tribe agreed
to a “covenant chain” with the English settlers of Pennsylvania, to guard
against aggression by the French (Canassatego)

I have this assignment due and I will provide all the information and if you can finish it earlier I will appreciate it and if there is anything let me know. Make sure to be your own words not from the Interenet or Ai. California Missions SLO Exercise (ASSIGNMENT)
This assignment is due Friday, March 22 at 11:59 PM. Late submissions will be accepted for ten days through Monday, April 1, and a one-grade late deduction will be added to your score. This assessment will ask you to do several things:
1. Read/view a set of primary sources, including art works, related to the founding and development of the Spanish mission system in California
2. Analyze and synthesize primary and secondary sources in response to a historical thesis or question.
3. Articulate a cause or consequence of the event represented by the sources.
4. Describe one historical personality involved in this event and explain his or her significance in this event.
Write your answers directly into Canvas. Do not send back any files.
Here is the nuts-and-bolts video on the SLO exercise that was recorded in 2019. This video was recorded with the Camtasia software and it does include the closed-captioning feature. Just click the “CC” icon on the YouTube viewer to access the subtitles.
**NOTE: For this exercise, you are encouraged to bring in any information that you’ve learned about the historical period/topic from lecture, textbook, primary source documents, films and other sources. The term “secondary sources” refers to outside materials, including readings from “Between the Conquests.”**
Formal Instructions:
Read/view the attached set of primary sources, (the Father Duran and Indian laborer drawings, and the Father Jayme and La Perouse documents)
Address the following thesis statement: How do these sources prove that the policies of the Spanish Crown and Franciscan officials directly contributed to the cultural destruction of the California native populations as the mission system was being established? Explain in at least 5-6 sentences (based on your analysis of the primary and secondary sources) how the sources prove the thesis statement?
Articulate a cause or consequence of the California Mission system represented by the sources. Name and describe one cause or consequence of an event discussed in these sources in at least 5-6 sentences:
Describe one historical personality involved in this event ( the California Mission system) and explain his or her significance in this event. Name one person involved in this event. Why was that person significant? Compose your answer in at least 5-6 sentences:
History 115 SLO Assessment: Set of Primary Source Documents
Source #1: Father Narciso Duran and Child, Mission San Jose (1844 painting)
Source #2 Father Luis Jayme criticizes the behavior of Spanish Soldiers (1772)
With reference to the Indians, I wish to say that great progress would be made if there was anything to eat and the soldiers would set a good example. We cannot give them anything to eat because what Don Pedro has given is not enough to last half a year for the Indians from the Californias who are here. Thus little progress will be made under present conditions. As for the example to be set by the soldiers, no doubt some of them are good exemplars and deserve to be treated accordingly, but very many of them deserved to be hanged on account of the continuous outrages which they are committing in seizing and raping the women. There is not a single mission where all the gentiles have not been scandalized, and even on the roads, so I have been told. Surely, as the gentiles themselves state, they are committing a thousand evils, particularly those of a sexual nature. The fathers have petitioned Don Pedro concerning these points, but he has paid very little attention to them. He has punished some, but as soon as they promised him that they would work at the presidio, he turned them loose. That is what he did last year, but he does not even punish them or say anything to them on this point. I suppose that some ministers will write you about the cases which have occurred at other missions. I shall speak only of Mission San Diego. At one of these Indian villages near the mission of San Diego, which said village is very large, and which is on the road that goes to Monterey, the gentiles therein many times have been on the point of coming here to kill us all, and the reason for this is that some soldiers who were carrying the mail to Monterey turned their animals into the fields and they ate up their crops. Three other Indian villages about a league or a league and a half from here have reported the same thing to me several times. For this reason on several occasions where Father Francisco Dumetz or I have gone to see these Indian villages, as soon as they us they fled from their villages and fled to the woods or other remote places, and the only ones who remained in the villages were some men and some very old women. The Christians here have told me that many of the gentiles of the aforesaid villages leave their huts and the crops which they gather from the lands around their villages, and go to the woods and experience hunger. They do this so that the soldiers will not rape their women as they have already done so many times in the past. No wonder the Indians here were bad when the mission was first founded. To begin with, they did not know why they (the Spaniards) had come, unless they intended to take their lands away from them. Now they all want to be Christians because they know that there is a God who created the heavens and earth and all things, that there is a Hell, and Glory, that they have souls, etc., but when the mission was first founded they did not know these things; instead they thought they were like animals, and when the vessels came at first, they saw that most of the crews died; they were very loathe to pray, and they did not want to be Christians at all; instead they said that it was bad to become a Christian and then they would die immediately. No wonder they said so when they saw how most of the sailors and California Indians died, but now, thanks be to the Lord, God has converted them from Sauls to Pauls. They all know the natural law, which so I am informed, they have observed as well or better than many Christians elsewhere. They do not have any idols; they do not go on drinking sprees; they do not marry relatives; and they have but one wife. The married men sleep with their wives only. The bachelors sleep together and apart from the women and the married couples. If a man plays with any woman who is not his wife, he is scolded and punished by his captains. Concerning those from the Californias I have heard it said that they are given to sexual vices, but among those here I have not been able to discover a single fault of that nature. Some of the first adults whom we baptized, when we pointed out to them that it was wrong to have sexual intercourse with a woman to whom they were not married, told me that they already knew that, and that among them it was considered to be very bad, and so they do not do so at all. “the soldiers,” they told me, “are Christians and, although they know that God will punish them in Hell, do so, having sexual intercourse with our wives. We,” they said, “although we did not know that God would punish us for that in Hell, considered it to very bad, and we did not do it, and even less now that we know that God will punish us if we do so.” When I heard this, I burst into tears to see how these gentiles were setting an example for us Christians. Source #3 Jean Francois La Perouse Describes the Mission Indians of Carmel (1786)
The color of these Indian, which is that of Negores; the house of the missionaries; their storehouses;…the appearance of the ground on which the grain in trodden out; the cattle, the horses, everything in short, brought to our recollection a plantation at Santo Domingo or any other West Indian island. The men and women are collected by the sound of a bell; a missionary leads them to work, to the church, and to all their exercises. We observed with concern that the resemblance is so perfect that we have seen both men and women in irons, and others in the stocks. Lastly, the noise of the whip might have struck our ears, this punishment also being administered. Corporal punishment is inflicted on the Indians of both sexes who neglect the exercises of piety, and many sins, which in Europe are left to Divine justice, are here punished by irons and the stocks. And lastly, it must be observed that the moment an Indian is baptizes, the effect is the same as if he had pronounced a vow for life. If he escapes to reside with his relations in the independent villages, he is summoned three times to return; if he refuses, the missionaries apply to the governor, who sends soldiers to seize him in the midst of his family and conduct him to the mission, where he is condemned to receive a certain number of lashes with the whip. They have so little courage that they never make any resistance to the three or four soldiers who so evidently violate the rights of men in their persons. The custom is kept up because theologians have decided that they could not in conscience administer baptism to men so inconstant unless the government would in some measure serve as their sponsor and answer for their perseverance in the faith. Punishments are adjudged by Indian magistrates, called caciques. There are three in each mission…These caciques are like the overseers of a plantation: passive beings, blind performers of the will of their superiors. Their principal function…is to maintain order and the appearance of attention. Women are never whipped in public, but in an enclosed and somewhat distant place that their cries may not excite a too lively compassion, which might cause the men to revolt. The latter, on the contrary, are exposed to the view of all their fellow citizens, that their punishment may serve as an example. They usually ask pardon for their fault, in which case the executioner diminishes the force of his lashes, but the number is always irrevocable. An hour after supper, they take care to secure all the women whose husbands are absent, as well as the young girls above the age of nine years, by locking them up, and during the day they entrust them to the care of elderly women. All these precautions are still inadequate, and we must have seen men in the stocks and women in irons for having eluded the vigilance. These Indians have no knowledge of a God or of a future state… The missionaries, persuaded from their prejudices and perhaps from their experience that the reason of these men is scarcely ever developed, consider this a just motive for treating them like children, and admit only a very small number to the communion… The government is a true theocracy for the Indians, who believe that their superiors have immediate and continual communication with God, and that they cause him to descend every day on the altar. By virtue of this opinion, the holy fathers live in the midst of the villages with the greatest security. Their doors are not shut, even in the night.
Source #4: Indian neophytes were responsible for plowing acres of mission property

During the Constitutional Convention, the discussion on whether or not to include a Bill of Rights occurred and the idea was rejected. Supporters of the Constitution, the Federalists, thought a bill of rights was unnecessary and even dangerous. The authors of The Federalist Papers, including James Madison, argued for ratification of the Constitution without a bill of rights. They thought no list of rights could be complete and that therefore it was best to make no list at all, lest the list become a limit to liberty and freedom as opposed to its guarantor (an idea later enshrined in the 9th Amendment).
However, New York and several other states were initially opposed to ratification and only agreed to ratify with the promise that the First Congress would add rights to the Constitution through the amendment process. They feared that without explicit restriction, the federal government would abuse those powers it was granted; primarily those found in Art. I Sec. 8., coupled with the Necessary and Proper [Elastic] Clause. The first declaration in the preamble to the Bill of Rights makes this concern explicit, reading: “The Conventions of a number of the States, having at the time of their adopting the Constitution, expressed a desire, in order to prevent misconstruction or abuse of its powers, that further declaratory and restrictive clauses should be added: And as extending the ground of public confidence in the Government, will best ensure the beneficent ends of its institution.”
Taking what you have learned in class as the basis for your response, was the Bill of Rights a necessary addition to the Constitution? Why or why not? Does the 14th Amendment’s incorporation of the Bill of Rights onto the states, in addition to the federal government, alter the importance of the Bill of Rights? Be sure to provide a defense of your position.
Feel free to reference current events, including legislation, executive action, and judicial opinions in your response. Cite your sources!

For this assignment, you will CHOOSE ONE of the political parties to write on: either the Federalists OR the Republicans. Choose whichever party interests you or you feel you know the most about. Once you choose your party, you will assume the role of a member from that party – pretend that you are either a Federalist or Republican from the 1790s. There are three parts to this assignment:
Complete steps one and two in the same post:
1. Present four paragraphs consisting of six sentences for each paragraph. The first paragraph should explain, as specifically you can, what your profession is in the 1790s and why you choose your party. The second paragraph provides a specific political position you take as a member of that party, with explanation. The third paragraph provides a specific economic position you take as a member of that party, with explanation. The fourth paragraph provides a specific diplomatic position you take as a member of that party, with explanation. You will explain here which European nation you support, with explanation. In a final sentence identifies the political leader you most support. 2. Then write a paragraph of five to six sentences critiquing the document below appropriate to your party:
Federalists will analyse the Alien and Sedition Acts, identifying them and explaining what were the legitimate causes of them.
Republicans will analyse the Kentucky Resolutions, identifying them and explaining what were the legitimate causes of them.
This paragraph must not be less than 5 sentences or more than 6 sentences.

The mark scheme requirements: Structure and Focus:
• Engages closely with the question throughout, showing a mature appreciation of its wider implications; • Structure is lucid and allows for the development of a coherent and cogent argument;
• Factual evidence and descriiptive material is used to support the argument, and is both concise and relevant.
Argument and Expression:
• Fluent, coherent and accurate writing;
• Confident command of scholarly vocabulary used by historians;
• Goes well beyond the effective paraphrasing of the ideas of other historians;
• Good conceptual command of the historical and, where relevant, historiographical issues under discussion; • Displays originality and imagination, as well as analytical skills of a high order;
• Moves between generalizations and detailed discussion confidently.
Range of Knowledge:
• Demonstrates a comprehensive knowledge and good understanding of the subject under discussion;
• Demonstrates extensive in-depth reading and critical analysis of the texts, secondary literature and (where relevant) contemporary sources;
• Evaluates the nature and status of the evidence at their disposal; identifies contradictions and attempts a resolution.
Essay topic content:
Second World War and its effects on Britain at home and on the British Empire. The Second World War was a global conflict, fought out across multiple theatres in Europe, North Africa, East Africa and East Asia, with profound consequences for Imperial power and governance. This lecture will explore the build up to the war, as well as the way it affected the peoples’ lives from Manchester to Mumbai. Also how central questions of race and democracy became in the disruption and displacement of the war, exploring its consequences in Metropole and Colony. The thesis for the essay should also address this question: What does the British war effort tell us about wider Imperial governance? in order to fully answer the actual essay question
Use Secondary sources for the essay about 8-10 historians should be used including these specifically:
*Killingray, David and Plaut, Martin, Fighting for Britain: African Soldiers in the Second World War (Boydell & Brewer, 2010), Chapter 2 “Recruiting”, pp. 35-81
*Rose, Sonya, Which People’s War? National Identity and Citizenship in Britain, 1939-1945 (Oxford, 2003), Chapter 7 “Race, Empire and Nation”, pp. 239-284.
The other readings should be from this list: Barkawi, T., Soldiers of Empire: Indian and British Soldiers in World War II (Cambridge, 2017) Bland, Lucy Bland, Lucy, Britain’s ‘Brown Babies’: The Stories of Children Born to Black GIs and White Women in the Second World War (Manchester, 2020) Calder, Angus, The People’s War: Britain 1939-1945 (Pimlico, 1992) Chand, Alison, ‘Gendered identities in British regions in wartime: Women in reserved occupations in Glasgow and Clydside in the Second World War’, Journal of Scottish Historical Studies, 40/1 (2020) 40-62. Chevalier, Natacha, Food in Wartime Britain: Testimonies from the Kitchen Front, 1939-1945 (Routledge, 2020) Edgerton, David, ‘The nationalisation of British history: Historians, nationalism and the myths of 1940’, English Historical Review, 136/582 (2021), 950-985. Fennell, J., Fighting the People’s War: The British and Commonwealth Armies and the Second World War (Oxford, 2019) Field, Geoffrey, Blood, Sweat, and Toil: Remaking the British Working Class, 1939-1945 (Oxford, 2011) Gottlieb, Julie V., ‘Gender and the “Jews’ War”: Women, anti-semitism, and anti-war campaigns in Britain, 1938-1940’, Diplomacy & Statecraft, 31/4 (2020),745-770 Hinton, James, ‘The “Class” complex: Mass-observation and cultural distinction in pre-war Britain’, Past & Present, 199/1 (2008), 207-236. Jackson, A., The British Empire and the Second World War (London, 2006) Khan, Y. The Raj at War: A People’s History of India’s Second World War (London, 2015) Killingray, David and Plaut, Martin, Fighting for Britain: African Soldiers in the Second World War (Boydell & Brewer, 2010) Kushner, Tony ‘ “Without Intending any of the Most Undesirable Features of a Colour Bar”: Race Science, Europeanness and the British armed forces during the Twentieth Century’, Patterns of Prejudice, 46/3–4 (2012), 339–74. Raghavan, S., India’s War: The Making of Modern South Asia, 1939-1945 (London, 2017) Rose, Sonya, Which People’s War? National Identity and Citizenship in Britain, 1939-1945 (Oxford, 2003) Roy, Anwesha, ‘World War II and the prospect of “Quit India” in Bengal: Perceptions, rumours and revolutionary parties’, South Asia, 44/1 (2021), 16-32 Todman, D., Britain’s War: A New World, 1942-47 (London, 2020) Webster, Wendy, Englishness and Empire 1939-1965 (OUP, 2018) Webster, Wendy, Mixing It: Diversity in World War Two Britain (OUP, 2007) White, Jerry, The Battle of London, 1939-45: Endurance, Heroism and Frailty Under Fire (Bodley Head, 2021) PLEASE USE FOOTNOTE STYLE REFRENCING
I have attached some lecture slides to assist with understanding the topic –