wo different accounts of the 1770 Boston Massacre and the Declaration of Independence

 

Guidelines for Part 1 of the Unit 1 Exam:

For Part 1 of the Unit 2 Exam, read the three documents attached above (two different accounts of the 1770 Boston Massacre and the Declaration of Independence) and examine the two images located below and attached above. Using the documents, the images, and the textbook, write an essay answering the questions listed below. Grades will be based on the content of the answer and must be more than 400 words in length. Direct quotes do not count toward the required word count.

Part 1 Questions: 

1. In Document 1 and Document 2, what are the primary differences in how each author described this event? Why do you think each author chose to describe the event in that way?

2. What elements of Image 1 reinforce the account from Document 1? How do you think this imagery affected Bostonians and other American colonists? Why?

3. What message did Benjamin Franklin hope to convey with the phrase, “Join, or Die” and Image 2? Why did that message become even more relevant during the 1770s?

4. Why do you think Image 1 and Image 2 became important pieces of propaganda for American Patriots? In want ways do you see the messages conveyed by these images reflected in the Declaration of Independence (Document 3)?

How did the Revolution’s language of liberty affect slaves and slavery in the 1770s and 1780s?

or Part 2 of the Unit 2 Exam, choose ONLY 1 essay question from the list below, which covers chapters 5 and 6 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

Part 2 Essay Questions:

1 – What problems did the British government face after the Seven Years’ War, and what solutions did it propose? How reasonable were London’s solutions, and in what ways did the colonists view them as an attack on their liberty?

2 – Revolution is a dynamic process with consequences no one can anticipate. Explain the initial goals of the colonists in 1765 at the time of the Stamp Act and the evolution of their ultimate decision to declare independence in 1776.

3 – Many students believe that the Revolutionary War was a short and relatively painless war. However, for Americans, only the Vietnam War lasted longer than the Revolutionary War. In a thoughtful essay, describe why the war was so lengthy and what the costs involved were for the British and for the Americans.

4 – Compare the relative advantages of the American and the British militaries. How was George Washington able to secure a victory over the most powerful nation in the world?

5 – Discuss the ways in which both supporters and opponents of independence used the concepts of “freedom” and “slavery” during the American Revolution. Be sure to consider the perspectives of Thomas Paine and Samuel Seabury (both in “Voices of Freedom”), the slaves who fought for both sides, and others whose ideas you consider significant.

6 – To what extent did Revolutionary-era Americans agree with Noah Webster’s statement that equality was the very soul of a republic? Your response should define what Americans meant by equality and should consider groups that seemed to enjoy equality as well as those groups that did not.

7 – How did the Revolution’s language of liberty affect slaves and slavery in the 1770s and 1780s? Be sure to include in your response information from “Voices of Freedom.”

8 – How did women react to the language of freedom and liberty? Be sure to include in your response Abigail Adams’s opinions that appear in “Voices of Freedom.”

9 – Not everyone supported the independence movement within the colonies. Explain who supported independence and who did not. Be sure to include a discussion about how socioeconomic standing, race, religion, and gender affected an individual’s support for or opposition to independence. Also consider why the other regions of the British Empire, such as Canada, the Caribbean islands, and Florida, did not also rebel and seek independence.

10 – How did the Revolution transform religion in the new nation? Consider especially issues related to religious toleration, religious liberty, and church-state relations.

9 – What liberties and freedoms of Americans were being violated by European powers prior to the War of 1812?

 

For Part 3 of the Unit 2 Exam, choose ONLY 1 essay question from the list below, which covers chapters 7 and 8 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

Part 3 Essay Questions:

1 – Compare the Articles of Confederation to the Constitution. Which document did a better job of protecting liberties? Running a government? Explain your answer with specific examples.

2 – Who became full-fledged members of the American political community under the U.S. Constitution? Fully explain what criteria were used and who was excluded from membership.

3 – Explain the arguments of the Anti-Federalists. How did they define liberty and what role did they see government having in protecting that liberty?

4 – Using Letters from an American Farmer and Notes on the State of Virginia, discuss the reach of American citizenship. What did it take to be free and to have liberties in the new nation? According to Crèvecoeur and Jefferson, would there ever be a time when America might be a melting pot of more than just white Europeans?

5 – Under President Washington, Secretary of War Henry Knox had hoped to pursue a more peaceful policy with the Indians. How did U.S. policy concerning the Indians unfold in the 1790s?

6 – Alexander Hamilton’s plan called for commercial industrialization, which many Americans viewed positively. Explain why some Americans opposed Hamilton’s position. What were some of the alternative plans for development?

7 – Women were increasingly coming to believe that they too had the right to knowledge, education, public discourse, and employment. Discuss the various arguments being made in the late eighteenth and early nineteenth centuries by women regarding their changing roles in the new republic.

8 – In what ways can Thomas Jefferson’s presidency be considered a revolution? Did his presidency deliver an Empire of Liberty as he envisioned? Why or why not?

9 – What liberties and freedoms of Americans were being violated by European powers prior to the War of 1812? How did Jefferson and Madison view liberty in terms of British and French behavior on the seas? How did the War Hawks view liberty? Was war the only answer by 1812?

10 – Did the United States really win the War of 1812? Examine the terms of the peace settlement. What happened to the Canadian borderland? What was gained? What was the greater victory for America?

How did Americans conceptualize the region of the Trans Mississippi West in order to justify settling the region?

How did Americans conceptualize the region of the Trans Mississippi West in order to justify settling the region?

answer those 3 prompts in Essays separately.

each essay should answer the prompt enough so word limit between ( 200-500 words)

need it in 3 hours

 

1. Western expansion was a significant undertaking. How did Americans conceptualize the region of the Trans Mississippi West in order to justify settling the region? How did rail aid this movement and what ultimately happened to the indigenous people there?

2. Compare and contrast the views of Social Darwinism, the Ideology of Success, the Gospel of Wealth, and Laissez-faire. What do they all have in common and in what ways are they different? Who came up with these ideas? Explain what segments of society identified with each ideology and why each had a popular appeal in America in the late nineteenth century.

3. Between 1877 and 1900 certain factors converged to produce a clear American foreign policy. Discuss those factors and how Josiah Strong, Frederick Jackson Turner and Alfred T. Mahan contributed to this. Cite examples of American Manifest Destiny and the New American Imperialism in the Caribbean, Latin America or the Pacific to demonstrate how they were reflected in America’s move toward a coherent foreign policy.

Was the Civil War Inevitable?

WRITING ASSIGNMENT # 4B: Was the Civil War Inevitable?

The Civil War has been studied more than any other event in American History. One reason for the enduring interest in this war most likely lies in the fact, that the conflict pitted American against American. It should, therefore, come as no surprise that one of the most debated questions in American history has been, “Was the Civil War Inevitable?

INSTRUCTIONS:

Your discussion for this essay will be based on the following readings and map analysis. Use the information that you gather to support your argument/position. The questions in each section will assist you in understanding the content and to prepare for the essay.

  • Review and identify relevant sections of Chapter 15
  • Read John C. Calhoun’s last speech written during the great debate over the Compromise of 1850.
  • Note that at one part of his speech Calhoun claims that the Union is in danger, stating “That the immediate cause is the almost universal discontent which pervades all of the States composing the southern section of the Union…” What evidence have you found in the readings and maps to support or refute his claim?
  • Study the  Kansas Nebraska Act map .
  • Consider these questions when you analyze the document and map:
    • What fears does Calhoun express regarding the future status of the South in the Union?
    • According to Calhoun, what choices do the Southern states have?
    • After studying the map and the events described in “Bleeding Kansas”, what evidence do you find to support or refute Calhoun’s statements?
  • Read Lincoln’s speech titled “A House Divided,”. The introduction which begins with the often quoted proverb from the Bible can be read in Chapter 15 of the textbook. As you read the speech consider the following questions:
    • What argument is Lincoln presenting in his introduction?
    • How does he support his argument in the speech?
    • Compare Lincoln’s arguments in his speech to Calhoun’s arguments. Identify similarities and differences.
  • Review the Chapter 15 section titled Secession, and closely examine the  Secession map which is also available at this link. Consider the following questions when you analyze the map and write your essay:
    • Note the order in which the first states seceded from the Union, and which state led the process. What conclusion(s) can be reached from this information?
    • Note the state of Virginia. What did the western section decide to do?
    • Note the states which did not secede immediately. What factors may have influenced their decision to wait and then secede?
    • Note the slave states that did not secede. What factors may have influenced their decision?
    • Does the pattern of secession support or refute Calhoun’s argument?

PREPARE AND SUBMIT:

Write a well-organized essay, a minimum of 700 words (but not limited to), including supporting details from the documents/textbook/other sources in which you analyze and discuss the material that has been assigned by addressing the following question:

In your opinion, “Was the Civil War inevitable”?

The Negro Artist and the Racial Mountain

Africanamericanhistory

Your initial post must be a minimum of 150 words. Your response to your classmate must be a minimum of 75 words.

**You are encouraged to respond to more than one peer, but your primary peer response must meet the word count.

Choose 1-2 poems or Hughes’ “The Negro Artist and the Racial Mountain”. Explore their meaning and how you may relate to the content and/or how your selection(s) reflects real life situations.

OR

In “Sweat”, Hurston tells the story of abuse and survival. Discuss Delia’s psychological abuse and how it eventually transformed her.

https://www.modernamericanpoetry.org/dashboard

Harlem

https://www.poemhunter.com/poem/i-too/

OR

https://www.houstonisd.org/site/handlers/filedownload.ashx?moduleinstanceid=133958&dataid=193682&FileName=sweat.pdf

: The Stamp Act Resolutions and Declaratory Act

WRITING ASSIGNMENT # 2A: The Stamp Act Resolutions and Declaratory Act

After the British success in the French and Indian War, relations between the colonists and the mother country started to deteriorate. Britain’s attempt to tighten control over its colonial empire and to finance its administration by imposing new taxes aroused American resentment. Colonial opposition to British policies eventually led to armed resistance.

INSTRUCTIONS

  • Review the relevant sections in Chapter 6.
  • Read the following documents:

Document 1: The Stamp Act Resolutions

Document 2: The Declaratory Act of 1766

If you are interested in reading the Resolutions transcript full transcript of the Declaratory Act, you will find them on the previous page.

As you read each document identify and be prepared to discuss the information that addresses the following points. Keep in mind that answering the following questions does not constitute an essay. This information must be incorporated into your essay.

Document 1 is an extract from the Resolutions that were passed by the Stamp Act Congress in 1765. Note, these are not the Virginia Resolves presented by Patrick Henry to the Virginia assembly, although reading and comparing the two may help you in your discussion. You are being asked to “Note the line of argument.”

  • In order to do this, you must examine each statement separately and determine what the colonist are proposing/arguing.
  • The next step is to identify how each statement that follows is related to the preceding statement. How are they being used to validate/argue for the view, opinion, or rationale being presented in each statement?

Document 2 is an excerpt from the Declaratory Act of 1766, passed by Parliament.

  • Note the tone of the document. According to their statements, what is the relationship that exists between the crown and the colonies?
  • What are they prepared to do to enforce that relationship?

PREPARE AND SUBMIT:

Write a well-organized essay, a minimum of 700 words (but not limited to), including supporting details from the documents/textbook/other sources in which you analyze and discuss the material that has been assigned by addressing the following questions:

  1. Discuss the main arguments that the colonists are presenting to Parliament, how they support those arguments, and how these resolutions reflect the attitudes toward local affairs developed during the preceding century.
  2. Discuss how Parliament refutes American claims, and how the Declaratory Act reflects the English view on the nature of empire, as opposed to the view held by most colonists.

network security within an on-premise environment

network security within an on-premise environment

1. Compare and contrast the difference of network security within an on-premise environment and a cloud environment. Give some examples of areas that are common and areas that are different.

APA format, 300 Words

2. Why are firewalls so important within an IT environment? What are the different firewalls and are all types still in use today?

APA format, 300 Words

3. List three network threats and list the IT infrastructure domain that the threat may harm. Why/How does those threats harm that particular domain?

APA format, 300 Words

Should we remove Confederate monuments?

Should we remove Confederate monuments?

There is a debate over whether to remove Confederate monuments. Part of the debate involves what the Confederacy stood for. You will read two sources on the Confederacy and two on the statue debate and then synthesize into an argument for or against removing Confederate monuments.

Assignment directions

Read TWO of the sources about the Confederacy below AND TWO of the sources about the monuments debate below. Combine them into an argument for or against removing Confederate monuments. 1. Go through each source and identify key points to support your argument on what the Confederacy stood for and/or the monuments’ history and/or the national history since then and/or the politics of today.2. Organize your paper by argument, not by source. You can use the matrix format we learned about in last week’s assignment or some other outline format.3. Write the synthesis paper, arguing either for removing the Confederate monuments or keeping the Confederate monuments, supported by specific points and facts from the four sources you are using. You are only submitting the synthesis paper.Use only the information from the four sources you chose (and the Lecture Notes if needed). I want your analysis, not something you found on the Internet on the subject. Be very clear whether something is your idea, the idea of the person or people who wrote the article or document, or the idea of the person quoted in the article or document.  Work alone.2-4 pages, 12 point font, 1 inch margin all around, double-space. You don’t need a title page or Works Cited since you are only discussing the four sources which you will identify in the first paragraph or as soon as you start discussing them. Use proper American English spelling, grammar, punctuation, capitalization, and paragraphs.

Sources

Confederacy Sources

1. South Carolina secession (Links to an external site.)2. Georgia secession (Links to an external site.)3. Mississippi secession (Links to an external site.)4. Texas secession (Links to an external site.)5. Stephens speech (Links to an external site.)

Monument Debate Sources

1. Washington Post article (Links to an external site.)2. Vox article (Links to an external site.)3. Washington Post article — masculinity (Links to an external site.)4. AIER article (Links to an external site.)5. NPS article (Links to an external site.)

  Why is it important to recognize and understand different African ethnicities when trying to understand the history of African Americans?

Please take a minute to look at the 8 questions below.  You are asked to answer three (3) of the following eight (8) questions.   You should provide an analysis that does more than summarize, and you should aim for an original view of how the material combines—or doesn’t—as you see fit.  You are free to use parenthetical citations (ie, Takaki, 4; Caldwell, 8).  Please draw from the A-V material (videos, films,) and please be sure that bulk quotes do not take the place of your own analysis.  You can just cite the film with a general citation (ie, “Cachoiera” ) and you need not cite lecture material.  You need not cite lecture materials specifically, although you are of course welcome to use material from class.

Ideal responses will be original, insightful, and comprehensive, with a clear statement (thesis) that lays out your argument.  But we will bear in mind that you are working with a limited word count.  Each answer should be between 500 and 800 words.  Your total submission is likely to be around 10 pages, in a regular (ie, Times New Roman) font and 12-point size.  The cumulative word count should therefore be somewhere between 2000 and 3200 words.  You may write more on some questions, and less on others. In each case, you should still have a thesis and an argument that is supported from citations from the texts.

Again, please answer three (3) of the following eight (8) questions.

THE RELATED MATERIAL TO BE CITED:

1. The main reading:

Ron Takaki, A Different Mirror: A history of multicultural America  (ONLY CH 2,3,4,5,6,7,8)

2.  Desmond, “In Order to Understand”

https://www.nytimes.com/interactive/2019/08/14/magazine/slavery-capitalism.html?mc=aud_dev&ad-keywords=AudDevGate&fbclid=IwAR3pllDsbUegGSkXekXKx0rFwGdf2hZ9kVf4En-ZlDIgCemRBXUUmgqPh2M&dclid=COzg592Mi-wCFQRGAQoduTYJYA

3.  Caldwell, “The Negroization of the Chinese”

4.  Wolf, “Europe and the Peoples”

I have attached it.

PLEASE DO NOT USE OTHER MATERIAL
1 The system of slavery that developed in colonial British American and expanded after American independence was based, obviously, upon race and ideas of racial difference. Yet Takaki speaks of “hidden” origins of slavery that he contends were rooted in class.  What does he mean? What evidence can be found for his argument? What evidence counters his view, and the views of others who agree with him.  What do you think, and why?

2   How did ideas about “civilization” and “savagery” play a role in the colonial period and during the early history of the United States?

3   America was once described as a nation built “by stolen bodies on stolen land.” This idea hints at the connection between indigenous people/Native Americans and Africans/African-Americans.  To what extent are Native American and African American histories interconnected?  To what extent do both histories extend to the history of American relations with Mexico?

4   Slavery is often thought of something that was limited to the American South. How/Why is this point of view erroneous?

5  What does it mean to speak of a “racialized” class consciousness on the part of White Americans? How did ideas around race and class come together within the white/European population during the colonial and antebellum period?

6   Why is it important to recognize and understand different African ethnicities when trying to understand the history of African Americans?

7   How does the struggle to abolish slavery help us to understand the concepts of base and superstructure? What other examples from the colonial period and antebellum (pre-Civil War) period are helpful for grasping this concept?

8  In many ways, the Civil War is the central event in America’s history. While the American revolution (1776-1783) created the United States, the Civil War (1861-1865) determined what kind of nation it might be.  To this extent, the great African American historian W.E.B. DuBois spoke of the Civil War as the “true American Revolution.”  What does it mean to see the American Civil War as a revolutionary struggle? What perspective(s) does this view allow? What connections does it make possible? What, if any, are the limitations of this view?