Category: History

Choose an event, discovery, or person from the ancient or medieval world that you believe is revolutionary. Write an analysis of this explaining why it is revolutionary. Explain the significance of this topic by showing how it influenced the course of history. I am writing about the Third Servile War and how it was significant and revolutionary. 

According to historian Kim Wagner, scholars have often compared British colonialism favourably to the violence and brutality in other European colonies like German East Africa, Namibia, or the Belgian Congo. Based on a wide reading in the digitised materials below answer the following questions:
What is Wagner’s argument? Based on your reading of other secondary sources, would you agree or disagree with his claims?
You need to refer to at least four of the publications listed below and use footnotes according to the Chicago Style A. You do not need to, and should not draw on any sources other than the ones prescribed for this assessment.

Education Case Study Presentation:
Student Constitutional Rights
Objective: The Constitution begins with the famous three-word phrase, “We the People.” This implies that all citizens are entitled to the rights and freedoms spelled out in the Constitution. Since the 14th Amendment gives us our citizenship as soon as we are born, students have Constitutional rights, too. The Supreme Court has taken a nuanced view of student rights, however. For this project, we will explore 26 court rulings that affect you as a student.
The Court Cases:
A) Tinker vs. Des Moines (Student disciplined for wearing peace-sign armband to protest war)
B) Bethel School District vs. Fraser (Student gives sexually suggestive speech at student assembly)
C) Hazelwood vs. Kuhlmeier (Student newspaper tries to print story about teen pregnancy)
D) Morse vs. Frederick (Student suspended for “Bong Hits For Jesus” sign during school parade)
E) Snyder vs. Blue Mountain School District (Student punished for criticizing Principal on internet)
F) Hawk and McDonald-Martinez vs. Easton Areas School District (“I Heart Boobies” wristband)
G) Board of Education vs. Earls (Mandatory drug testing of student athletes)
H) Guiles vs. Marineau (Student wears t-shirt that criticizes the President in school)
I) New Jersey vs. TLO (Principal conducts criminal search of a student in school)
J) Santa Fe Independent School District vs. Doe (Students led a prayer before a school event)
K) Safford Unified School District vs. Redding (School officials strip-searched student for drugs)
L) Island Trees School District vs. Pico (School bans controversial books from school library)
M) Ingraham vs. Wright (Principal paddles student for misbehaving)
N) Pyle vs. School Committee of South Hadley (School bans “Co-Ed Naked” t-shirts)
0) West Virginia State Board of Education vs. Barnette (All students mandated to say Pledge)
P) Goss vs. Lopez (Student suspended from school without getting chance to plead his case)
Q) Broussard vs. School Board of Norfolk (Student disciplined for “Drugs Suck” t-shirt)
R) Thomas vs. Board of Education (Students punished for controversial magazine printed outside of school)
S) Olff vs. East Side Union High School District (Student suspended for having a hippie hairdo)
T) Henry vs. City of St. Charles School (Student passed out condoms during class election)
U) Desilets vs. Clearview Regional Board (Student newspaper banned from reviewing R rated movies)
V) Melton vs. Young (Students suspended for wearing Confederate flag clothing)
W) Beussink vs. Woodland R-IV School District (Student suspended for internet posts about school)
X) Canady vs. Bossier Parish School District (Students required to wear school uniforms)
Y) Chambers vs. Babbitt (Minnesota student banned from wearing “Straight Pride” t-shirt)
Z) Klein vs. Smith (Student suspended for flipping off teacher off school grounds after school)
AA) Engel v. Vitale (Prayer in school)
AB)Abington School District v. Schempp (School was mandated Bible readings during the school day)
Directions:
Choose a court case from the list above.
Research your case.
Prepare your arguments that you will present to the class by answering the following questions on the powerpoint you will create:
Slide 1: Intro Slide
Slide 2: As you see it, what happened? Summarize the case.
Slide 3: Who are the people involved in this case? What is their argument?
Slide 4: How does the Constitution factor into this case? What civil right is being
violated?
Slide 5: Does the Constitution protect the student in this situation? Why or why not?
Slide 6: State your stance on the case and support it.
Slide 7: References
You must have pictures ON EACH SLIDE. Pictures must be clear and appropriate. They must add to the purpose and design of the slides.
Slides should be clear, easy to read, and well balanced.
Correct spelling/grammar

Write this essay only with information from The American Yawp chapter 14
Causes of the Civil War
Between 1860 and 1865, the deadliest war in American history raged as Americans fought one
another over the shape of their nation’s future. Trace the origins of this great conflict from its
roots in the early nineteenth century to the first shots at Fort Sumter in 1861. How did westward
expansion and war with Mexico contribute to the growing sectional crisis? Describe the various
events, pieces of legislation, legal decisions, regional divisions, and differing mindsets that led to
the Civil War. Finally, access the significance of slavery in bringing on this great conflict.

Read the Declaration of Causes of Secession for Texas or South Carolina and the Confederate States of America Constitution, Article I (one) Section 9, and Article IV (four) Section 2, part 3. Write an essay that explains how state secession and the formation of the confederacy were closely related to the institution of slavery. Your essay should identify the states and leaders who established the CSA, as well as identifying significant references to slavery in the source documents, and explain whether slavery was linked to economic, political and/or social factors.

“Here is your review guide for your final exam.
You will answer 4 questions of your own choice (do not answer all 5).
The map is now extra credit and will open during your submit your exam period
It is the Republics of the former Soviet Union.
Final Exam
History of the 20th Century 
Review Guide          
Compare and contrast the ways in which two Asian societies mobilized resistance to European imperialism.
_____________________________________________________________(9)
2. Given the enormous military superiority of the United States at the end of WWII, do you think it would have been possible to avoid the postwar division of the world into two hostile camps? Did the United States fail to use its power effectively? Why or why not?  _____________________________________________________________(10)
3. To what extent was the Cold War an ideological conflict? To what extent did it center on other Issues? _____________________________________________________________(11)
4. Compare and contrast the experiences of at least three different Eastern European countries and/or Soviet republics in the transition from communist rule. What have been some of the problems? Successes? _____________________________________________________________(12)
5. Discuss at least three causes for the rise to political importance of radical Islamists in so many countries of the Middle East.  What forms of resistance have they met within these countries?
_____________________________________________________________(15)
6. Have the last twenty years been characterized by greater of lesser global integration in political and economic affairs?
______________________________________________________________(18)”
I need any four of these answered in detail and accurately – i attached the textbook we use in class and notes to get information for these answers please use dates, etc.. 
DON’T cite anything, just make it well informative and use the correct fact – and answer the questions properly 

Initial posts are due by 11:55 p.m., ET, Thursday
Peer responses are due by 11:55 p.m., ET, Sunday
All discussion assignment participation should be informed by your critical synthesis of assigned reading, supplemental resources and additional research.
For your weekly “initial post,” you must address the assigned questions/topics with a thoughtfully-constructed response.
All initial posts should be cogently argued and supported by a minimum of two credible source citations from assigned or supplemental reading (ideally, with 50% or more citations from additional research via peer-reviewed journal articles or credible book chapters) and include citations.
For your participation posts, you must construct and post at least two “substantive” replies to your course-mates’ or instructor discussion conversations. Substantive replies must incorporate a minimum of one source/citation to support post observations and analysis (to include all footnote or end note source information); and must link the discussion(s) to the assigned lesson or course objectives.
If you meet or exceed these discussion participation expectations, you will earn full credit for weekly discussion participation. Your assessment scores will be documented each week in the course Gradebook; along with specific feedback describing shortfalls and reasons for any deductions.
Please address the following question: 
When Osman was starting out in about 1280, he controlled a fairly limited bit of real estate and surrounded by other Seljuks whose territories operated much like his did. What was it about the reign of Osman that was different? Why was he more successful than his neighbors? Osman’s heirs continued to expand west. How significant to their successes was the weakness of their neighbors, the Byzantines and various Seljuks? Are these weaknesses sufficient enough to explain why the Ottomans rose to power? Or was there a strength to the Ottoman system of rule that aided them?
reference:
Osman’s Dream : The History of the Ottoman Empire
Caroline Finkel

Hello, 
This is the exact directions from my professor. Based on the trial summary that I also assigned to you. 
I have attached a document she gave on Chicago citations if you need. 
HIS 320/ Annotated Bibliography
Instructions:
This assignment is to further develop the
background history of your trial summary.  While you used the textbook in the trial
summary assignment, you will now find 2-3 scholarly, secondary sources to use
in your final paper instead of the textbook.  You will analyze those secondary sources in
the annotated bibliography.  The
sources you select should be about the historical time period of your trial and
connect to either NY or the US.  Ideally,
the sources would address one or more of the themes you identified in the trial
summary.
An annotated bibliography is a
bibliography of the sources you intend to use to complete your paper with
additional information (annotations) following each source.  Your assignment must contain 2-3 scholarly
secondary sources (academic journal articles and/or books).  A secondary source is a source that has been
written recently but is about the time period of your trial.  An example would be an article written in 2014
titled “Abortion during the Progressive Era”. 
If the source was written during or around the time of your trial than
it is a primary source and may not be used. 
Your source must also be scholarly, meaning from a peer reviewed journal
or published by a university press.  You
may not use any articles from periodicals or newspapers.  I recommend using CUNY+, JSTOR, and EBSCO
Host searches located through the John Jay Library website.  You should use your trial themes and time
period to begin your search. You may also want to narrow your search results to
“History” if you are coming up with too many hits. If you need assistance in
using the John Jay Library electronic databases, I recommend contacting a
reference librarian.
Please begin your assignment with the name
and brief synopsis of your trial.
Next, for each secondary source you locate
to help you contextualize your trial, you must give the bibliographic citation
and a brief annotation.  Each source annotation
should look as:
[Insert full Chicago bibliographic
citation for the source]
·       A brief overview
of the source.
·       An argument
summary of the source.
·       How the source
will assist you to understand your trial.
·       Two quotes or
paraphrases which will assist you in contextualizing your trial.
This assignment will serve as a reference
for you as you begin to build your thesis statement and paper outline for your
draft.
Requirements:
Length:  2-3
sources total.  Entries should be
anywhere between 200 to 250 words for each source, not including the
quotes.
Format: 12 pt. 
Each source is single-spaced, with a double-space between each
source.  The sources should be alphabetized
according to author’s last name.
Citation Style: The citations must be in Chicago
format. Use the tipsheet provided for reference.

MLA FORMAT 
Slides 1 – 2 – Introduce your subject, main argument
Slides 3-6 –relevant information and evidence in bullet point form
All slides MUST include relevant images (portraits, pictures, maps, covers of newspapers, paintings, graphs, charts, etc.)
Slides 6-10– additional evidence and items of vital importance
Slides 11-15 – Conclusion and main argument argument on significance
Last slide – works cited and sources used

write a 500+ word essay about why fascism ended. due Monday (5/13). if using sources, cite and create a bibliography.