I​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ want the writer check every question 1 to 4 each questi

I​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ want the writer check every question 1 to 4 each question have to answer on essay and should be cited both in-text and bibliography. So each q​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​uestion has own a bibliography kindly read carefully the instructions. Please no extension or na hours. I give you time to finish until due date​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​.

I​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ want the writer check every question 1 to 4 each questi

I​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ want the writer check every question 1 to 4 each question have to answer on essay and should be cited both in-text and bibliography. So each q​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​uestion has own a bibliography kindly read carefully the instructions. Please no extension or na hours. I give you time to finish until due date​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​.

In this paper, your research question and information provided in the essay will

In this paper, your research question and information provided in the essay will be supportive of the question that “The emancipation proclimation desired to set all slaves free but it did just the opposite by binding them to economic hardship and further oppresion”. This paper needs a total of 5 primary sources and 5 secondary sources with in-text citations and a bibliography. Follow the theme of emancipation and the impact it had on slaves in 1863. They were not set completely free. They succomb to new racism such as the KKK, economic hardship such as share cropping and civil rights issues within the southern states. Use and find sources regarding this infromation and cite it in this paper. I will attach a criteria sheet for further information.

https://www.americanyawp.com/reader/25-the-cold-war/dwight-d-eisenhower-atoms-fo

Dwight D. Eisenhower, “Atoms for Peace” (1953)

Paul Robeson’s Appearance Before the House Un-American Activities Committee (1956)


Students will be asked to read primary documents for every required chapter reading from the supplemental primary reader American Yawp (Links to an external site.). Students will select one primary document and are expected to write a summary and analysis of the primary evidence. To complete the summary and analysis students must address these specific questions.
1.Who was the author[s], date and/or origins of the primary source?
2.To whom was document directed?
3. What was the main idea and/or argument of the primary source?
4. What was its political, religious, and/or social message?
5.How does it relate to the era it originated or what does it teach us about the society where it originated?
Students will need to thoroughly address the questions based on their reading of the documents. The primary source analysis must be written in paragraph form NOT numerically.

In at least two (2) well-developed paragraphs, discuss the cause and effect of t

In at least two (2) well-developed paragraphs, discuss the cause and effect of the attacks of September 11, 2001.
What were some of the events or circumstances leading to 9-11? Why did Al Qaeda attack the US?
What sorts of circumstances and events have come after the attacks. In other words, what were the effects of the attacks on U.S. policy and actions and developments in the Mid East?
A well-developed paragraph should have 8-12 sentences, including a topic sentence and supporting detail. Use you own words. Do not copy or quote directly from a source.
Cite your sources using Chicago Style Format.

Module 5: The Lawrence Textile Mill Strike of 1912 -ONLY USE “PRIMARY SOURCES th

Module 5: The Lawrence Textile Mill Strike of 1912
-ONLY USE “PRIMARY SOURCES that I HAVE PROVIDED for you attached in File!!!
– Answer two discussion questions.
– Please FOLLOW “Discussion Post Directions” very carefully! (Attached in FIle)!
– Be sure to refer to the discussion instructions in the course information folder for full directions and rubric.
Questions:
1. In Bread & Roses, author Bruce Watson details the origins of the textile industry in Lawrence, Massachusetts, during the 19th century. What specific factors contributed to the development of the textile industry in Lawrence? In previous modules this semester, we’ve focused on the growth of industry during the second half of the 19th century. In what ways did the development of industry in Lawrence reflect the broader growth of industry in the United States during this period in the past?
2. Bruce Watson titled chapter 2 of Bread & Roses, “Immigrant City,” a reference to the significance of immigration in the history of Lawrence, Massachusetts. Who immigrated to Lawrence during the late 19th and early 20th centuries, and why? What was life like for immigrants in Lawrence during this era? In previous modules this semester, we’ve focused on the influx of immigrants during the second half of the 19th century. In what ways did the immigrant experience in Lawrence reflect the broader immigrant experience in the United States during this period in the past?
3. In Bread & Roses, author Bruce Watson describes the living and working conditions ordinary laborers experienced in turn of the 20th century Lawrence, Massachusetts. What examples from the book typify the living and working conditions in Lawrence? What examples from the assigned primary source evidence illustrate the working conditions in the Lawrence textile mills? In previous modules this semester, we’ve focused on the living and working conditions prevalent in the nation’s cities during the Gilded Age. In what ways did the living and working conditions in Lawrence reflect the broader living and working conditions in the United States during this period in the past?
4. The Lawrence textile mill strike of 1912 lasted sixty-three days, from January 12 to March 14. What specific factors caused textile mill workers to strike? What were the strikers’ demands/goals? What examples from Bread & Roses and the assigned primary source evidence demonstrate such motivations and goals? How do the Lawrence strikers’ motivations and goals compare with those of strikers you’ve learned about previously this semester?
5. In Bread & Roses, author Bruce Watson details a number of challenges that the Lawrence textile mill strikers experience during their sixty-three day strike. What examples from Bread & Roses and the assigned primary sources indicate the challenges the strikers endured? How do these challenges compare with the challenges strikers experienced in previous strikes you’ve learned about this semester?
6. In Bread & Roses, author Bruce Watson focuses on a range of strategies adopted by the Lawrence mill strikers. What examples from Bread & Roses and the assigned primary source evidence demonstrate the strikers’ strategies? How do the strategies compare with those employed in other strikes you’ve learned about this semester?
7. Very few strikes were successful at the turn of the 20th century. Even so, the Lawrence mill strike of 1912 did enjoy a measure of success. Referring to Bread & Roses, what specific successes did the Lawrence mill strike achieve? Why was this strike relatively successful, unlike many strikes of this era? In what ways did public reaction to the strike contribute to the strike’s success?
8. Bruce Watson writes on pg. 3 of Bread & Roses, “What happened in Lawrence has been too often relegated to history’s ghettos.” In other words, this is the sort of event (a strike) in a field of United States history (the history of the labor movement) that is mainly overlooked, if not forgotten entirely. Consider how Watson’s claim relates to a controversy in Maine from 2011 over a mural depicting the history of the labor movement in the state. Here are two links to stories related to this controversy: http://www.huffingtonpost.com/2011/03/23/maine-paul-lepage-unions-labor-mural_n_839520.html and http://www.huffingtonpost.com/2011/03/28/maine-labor-mural-removes_n_841369.html. Based on these two accounts and your own experience, do you agree that labor history is generally overlooked? If you agree, why do you think that the history of the labor movement is overlooked? If you disagree, why? In that same paragraph, Watson asserts that the broader history of Lawrence textile mill strike of 1912 is “a quintessentially American event, one of which the entire nation can be proud.” Do you agree or disagree that this is an event in United States history that the nation can be proud of? Why?

**Assignment 1** -The Cold War First, you will watch this video: The cold war(I’

**Assignment 1**
-The Cold War
First, you will watch this video:
The cold war(I’ll provide you with the link), a film that considers the status of American identity, freedom, and equality in 1945, and turns our attention to the emerging cold war. It also examines the development and application of the containment policy in Europe and Asia, and the fear of communism at home.
You will need to use your TXST account to view the entire film.
(Links to an external site.)
Second, you will write about THREE things you learned; your post must be at least 250 words. End your post by asking a question your classmates might answer. This part of the discussion is due by Thursday, July 28, 2022, at 11:59 p.m.
Finally, you will comment on TWO of your classmates’ posts, making sure that your comments on each post are at least 150 words each.
As you compose your peer assessment–being sure to use a friendly and supportive tone–include the following components:
point out something they did well, or something they mentioned that you did not;
point out something you think they could have done better, or something you mentioned that they did not;
tell them how well did you think they did in discussing the film.
Make sure you use good grammar and that you proofread all of your entries for typos. If your posts are under the word count, you will automatically receive a zero.
———————————————————————-
**Assignment 2**
-Chapter 25 review handout
You will need to read and answer the qs (I will provide the textbook under the name (“textbook”)
Chapter 25 Review Handout will be uploaded in the files
(ch 25 will be on page 271)
For the ID section, do make sure you rewrite the answers in your own words; if you simply copy and paste, you will receive a zero. Use Google if you need more information than is in the textbook.
———————————————————————–
**Assignment 3**
-Chapter 26 review handout
You will need to read and answer the qs (I will provide the textbook under the name (“textbook”)
Chapter 26 Review Handout will be uploaded in the files
(ch 26 will be on page 302)
For the ID section, do make sure you rewrite the answers in your own words; if you simply copy and paste, you will receive a zero. Use Google if you need more information than is in the textbook.
—————————————————————————-
**Assignment 4**
This week’s chapters cover The Cold War (late 1940s-early 1960s) and The Affluent Society (1950s to 1960s).
As with Weeks 1 and 3, you will need to find a theme/topic and then five events from newspapers that support that theme/topic.
Here are the specific details:
You will write a 150-word introduction that explains the theme and why you have chosen the theme.
You will write an explanation of at least 150 words for each event on your timeline. (This means you’ll have five paragraphs, hence the name–five-point timeline.)
You will use newspapers or magazines FROM THE TIME PERIOD to gather your information. Do NOT simply use Google; the information MUST COME FROM MAGAZINES OR NEWSPAPERS FROM THE TIME PERIOD.
Use Chicago or MLA to cite your information. MAKE sure you accurately cite the information so that you are not plagiarizing what you find.
If you’re doing the math correctly, you will see that your final submission will be at least 900 words. If your work is shorter than 900 words, you will automatically receive a zero.
If you include information/people/events that are already in your textbook, you will automatically receive a zero for this assignment; the goal is for you to learn new information.
Five-Point Timeline Rubric (
PLEASE MAKE SURE That:
This criterion is linked to a Learning OutcomeTheme/Topic
Theme is appropriate to the chapters covered that week
This criterion is linked to a Learning OutcomeContent
Exceptionally well presented and argued.
*Ideas are detailed, well developed, supported with specific evidence & facts, as well as examples and specific details.
*Does NOT repeat information that was presented in the chapter.
This criterion is linked to a Learning OutcomeSources
Used appropriate sources (only used primary sources) and cited them correctly
This criterion is linked to a Learning OutcomeGrammar and Mechanics
*Essay is free of distracting spelling, punctuation, and grammatical errors.
*Absent of fragments, comma splices,
and run-ons.
This criterion is linked to a Learning OutcomeFormat
*Meets all formal and assignment requirements and evidences attention to detail.
*All margins, spacing and indentations are correct.
*Essay is neat and correctly assembled with professional look.

Choose TWO to answer and be sure to include information from Chapters 1-15 This

Choose TWO to answer and be sure to include information from Chapters 1-15
This exam is NOT timed. You may use your textbook, video resources, etc but wherever you get your information from you MUST cite in your responses
Each question is organized around a central theme, but also provides you with the freedom to answer it in a manner of your choosing. You get to decide what information to use AND to leave out). Regardless of the choices you make regarding the content, you must include a well-written, clear and persuasive thesis statement that is supported by SPECIFIC EXAMPLES, which are organized into separate distinct paragraphs.
At the end of each chapter of the textbook, there is a list of KEY TERMS. In each essay, you must have a minimum of 5 in your essay response. Bold and Underline the Key Terms.
You are submitting Two (2) distinct essay responses for this midterm test. Each essay response should be a minimum of 3 pages.
1 Explain the context in which the republic developed from 1800 to 1865. Explain the extent to which politics, economics, and foreign policy promoted the development of American identity from 1800 to 1848. Then explain how regional differences related to slavery caused tension in the years leading up to the Civil War. Explain the political causes of the Civil War.
2 If the enduring vision of America is embodied in the Declaration of Independence’s statements about equality and universal rights to justice, liberty, and self-fulfillment, how much progress toward those ideals had African-Americans and women made by 1865? Back up your evaluation with as many specific facts as possible about the status of African-Americans and women at the end of the Civil War. “Change over time” has always been a part of the American experience. Discuss the role of women, African Americans and Native Americans, and other minority groups and how their lives have changed in our class up until 1865.
3 In what respects was the Constitution of the United States as written and ratified in 1787 undemocratic? How was the American political system democratized between 1789 and 1865? What undemocratic features remained to be addressed? Give as many specific examples in your answer as possible.
Extra Credit Opportunity
Who really makes a difference? Can one individual influence the direction of history? Our studies this semester point to YES. But who, in American history, was the most influential? Select 2-3 individuals who had a significant and lasting impact on the history of the United States, (You must choose individuals before 1865)

You need to find a primary source on social reform movements that grew out of th

You need to find a primary source on social reform movements that grew out of the Market Revolution. Again, it can be on any topic connected to these social reform movements you want. That means you should draw some conclusions from it, not just summarize what it says.
* Include a link to the source you found.
A Wikipedia page is not a primary source. The chapters in the American Yawp textbook are not primary sources. A page with just background information on these reforms is not a primary source. Encyclopedia articles are not primary sources.
Suggestions: This is a broad topic so there are many types of primary sources you could find. There were a range of social reform efforts that were active during this time period. You could find a primary source from the 1830s or 1840s on any of these topics: temperance, prostitution, the creation of institutions, prison reform, abolition, women’s rights, etc.