For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapter 15 and part of chapter 16 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 did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART3:
For part 3 of the Unit 1 Exam,
choose ONLY 1 essay question
from the list below, which covers part of ch.
History Essay. Part one. choose ONLY 1 essay question from the.docxpooleavelina
History Essay.
Part one.
choose ONLY 1 essay question from the list below, which covers chapter 15 and part of chapter 16 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.
Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART TWO
For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers part of chapter 16 and all of chapter 17 in ...
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docxrhetttrevannion
For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapters 1 and 2 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 - Compare Indian society with that of the Europeans. What differences were there? Similarities? Be sure to include in your analysis ideas about religion, land, and gender roles as well as notions of freedom.
2 - The sophistication and diversity of the peoples in the early Americas are remarkable. Explore that diversity in an essay that discusses early Native American culture, architecture, religion, gender relations, economy, and views of freedom.
3 - The Spanish had a long history of conquering in the name of God. From the
reconquista
to the
conquistadores
to the settlement of the New World, Spain justified its conquests as a mission to save the souls of heathens—while putting them to work in subhuman conditions. Explore this paradox of conquering and killing in the name of saving. Remember to think about what else was going on in the world at that time with regard to the Protestant Reformation and the Inquisition.
4 - What was a borderland? Compare the roles the French, Dutch, and Indians played in the borderlands of North America. In the seventeenth century, did any group have an advantage? Explain your answer.
5 - Many degrees of freedom coexisted in seventeenth-century North America. Discuss the various definitions of freedom. Be sure to include slaves, indentured servants, women, Indians, property owners, and Puritans in your discussion. Identify any similarities and differences among these different versions of freedom.
6 - Explain the reasons behind the various conflicts between the English and the Indians. How do differing perceptions of land and liberty fit into the story? How do trade and religion play a part?
7 - John Winthrop distinguished between natural and moral liberty. What was the difference? How did moral liberty work, and how did Puritans define liberty and freedom? Discuss the restrictions of moral liberty and the consequences as illustrated by Roger Williams and Anne Hutchinson. Be sure to address Winthrop’s speech in the “Voices of Freedom” box.
8 - Compare the Chesapeake and New England colonies. Explore the various reasons for the colonists’ emigrating to the New World, their economies, gender roles, demographics, religion, and relations with the Indians. How did land ownership compare from one region to the other? Which pattern of settlement is more representative of American development after the seventeenth century?
PART 3:
For part 3 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapters 3 and 4 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 require.
Reflection on GrowthFor this activity, you will reflect on your .docxcargillfilberto
Reflection on Growth
For this activity, you will reflect on your academic growth in the course.
Directions:
1. Respond to the following in a Primary Post of at least 200 words:
How do you feel you have grown as a student in this course? How will the knowledge you have gained prepare you for your future?
2. Post your Primary Post to the discussion.
3. Review your classmates' Primary Posts.
4. Thoughtfully respond to a minimum of two classmates with 100 word Secondary Posts each.
5. Be sure to cite all sources.
KIMBERLY’S POST:
In this course I have learned that history provides us with a crystal-clear picture of how various aspects of society, including technology, governmental systems, and even society as a whole, functioned in the past, enabling us to comprehend how it came to function in the manner that it does today. History enables us to observe and comprehend how societies and individuals behaved. For instance, even when a nation is at peace, we can evaluate war by looking back on previous events. The information that is used to make laws or theories about various aspects of society can be found in history. What I’ve learned in this history class can assist us in becoming more educated citizens. It reveals who we are as a group and being aware of this is essential to preserving a democratic society. Through educated debates and the refinement of people's fundamental beliefs, this information enables individuals to take an active role in the political arena. People can even alter their previous beliefs with the knowledge of history.
During this course, I have gained a sense of identity from our history. In fact, one of the main reasons why history is still taught in schools all over the world is because of this. Historians have gained insight into the origins of nations, families, and groups, as well as their evolution and development over time. An individual can comprehend how their family interacted with larger historical change when they take it upon themselves to delve deeply into their own family's history.
SHELIA’S POST:
In this American History II course, I feel I have grown academically. My academic growth is reflected not only in the grades I have received but in the treasure of priceless and important historical information I have been exposed to this semester. I have received, learned and have grown as a student in this course because I have had the opportunity to obtain valuable American History that was not covered in my previous history courses from presidents, wars, to supreme court rulings, house of representatives, congress and other government . I was glad to have current American History as well as much needed African American History in this course. Although a virtual class Mr. Fogg assignments allowed us to freely write and discuss our thoughts with each other as student peers and was availble for conferences. The most memorable lesson will be the CPI: Longview Red Hot Summer because I have personal ties in Longv.
POL 2301, United States Government 1 Course Learniajoy21
POL 2301, United States Government 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Discuss the influences of Enlightenment philosophers and their ideas on the American colonial
movement toward revolution.
1.2 Describe the impact of John Locke’s political philosophy on the key characteristics of the
Declaration of Independence and the U.S. Constitution.
1.3 Trace the origins of the colonial experience that led to the revolution.
2. Identify the distinctive attributes of the U.S. Constitution and the Bill of Rights.
2.1 Explain how the fundamental weaknesses of the Articles of Confederation were addressed by
the new U.S. Constitution and the Bill of Rights.
2.2 Summarize the major political features of the U.S. Constitution and the Bill of Rights that help
ensure against the development of tyranny.
2.3 Describe the purpose and process of amending the U.S. Constitution.
2.4 Define federalism and its purpose in American government.
2.5 Trace the evolution of federalism from the Civil War period through today, including dual
federalism, cooperative federalism, new federalism, and competitive federalism.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
1.2
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
1.3
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
2.1
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
2.2
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
2.3
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
2.4
Unit Lesson
Chapter 3, pp. 71–102
Unit II Assessment
2.5
Unit Lesson
Chapter 3, pp. 71–102
Unit II Assessment
UNIT II STUDY GUIDE
The U.S. Constitution and American Federalism
POL 2301, United States Government 2
UNIT x STUDY GUIDE
Title
Required Unit Resources
In order to access the following resources, click the links below.
Throughout this course, you will be provided with sections of text from the online textbook American
Government 2e. You may be tested on your knowledge and understanding of the material presented in the
textbook as well as the information presented in the unit lesson.
Chapter 2: The Constitution and Its Origins, pp. 37–64
Chapter 3: American Federalism, pp. 71–102
Unit Lesson
Influences on the Founders and the Right to Revolution
Beginning in the late 1600s and throughout the 1700s, immigrants traveled to the New World in search of new
opportunities. Some fled from religious persecution, political oppression, and poverty. Others were drawn
toward the open expanses of land and freedom. They came from England, Ireland, Spain, and Sweden. They
were Pilgrims and Puritans, Catholics and Quakers, and Lutherans and Anglicans. Some arrived still bound
with an allegiance to their old countries. Others immigrated i ...
History Essay. Part one. choose ONLY 1 essay question from the.docxpooleavelina
History Essay.
Part one.
choose ONLY 1 essay question from the list below, which covers chapter 15 and part of chapter 16 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.
Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART TWO
For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers part of chapter 16 and all of chapter 17 in ...
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docxrhetttrevannion
For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapters 1 and 2 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 - Compare Indian society with that of the Europeans. What differences were there? Similarities? Be sure to include in your analysis ideas about religion, land, and gender roles as well as notions of freedom.
2 - The sophistication and diversity of the peoples in the early Americas are remarkable. Explore that diversity in an essay that discusses early Native American culture, architecture, religion, gender relations, economy, and views of freedom.
3 - The Spanish had a long history of conquering in the name of God. From the
reconquista
to the
conquistadores
to the settlement of the New World, Spain justified its conquests as a mission to save the souls of heathens—while putting them to work in subhuman conditions. Explore this paradox of conquering and killing in the name of saving. Remember to think about what else was going on in the world at that time with regard to the Protestant Reformation and the Inquisition.
4 - What was a borderland? Compare the roles the French, Dutch, and Indians played in the borderlands of North America. In the seventeenth century, did any group have an advantage? Explain your answer.
5 - Many degrees of freedom coexisted in seventeenth-century North America. Discuss the various definitions of freedom. Be sure to include slaves, indentured servants, women, Indians, property owners, and Puritans in your discussion. Identify any similarities and differences among these different versions of freedom.
6 - Explain the reasons behind the various conflicts between the English and the Indians. How do differing perceptions of land and liberty fit into the story? How do trade and religion play a part?
7 - John Winthrop distinguished between natural and moral liberty. What was the difference? How did moral liberty work, and how did Puritans define liberty and freedom? Discuss the restrictions of moral liberty and the consequences as illustrated by Roger Williams and Anne Hutchinson. Be sure to address Winthrop’s speech in the “Voices of Freedom” box.
8 - Compare the Chesapeake and New England colonies. Explore the various reasons for the colonists’ emigrating to the New World, their economies, gender roles, demographics, religion, and relations with the Indians. How did land ownership compare from one region to the other? Which pattern of settlement is more representative of American development after the seventeenth century?
PART 3:
For part 3 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapters 3 and 4 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 require.
Reflection on GrowthFor this activity, you will reflect on your .docxcargillfilberto
Reflection on Growth
For this activity, you will reflect on your academic growth in the course.
Directions:
1. Respond to the following in a Primary Post of at least 200 words:
How do you feel you have grown as a student in this course? How will the knowledge you have gained prepare you for your future?
2. Post your Primary Post to the discussion.
3. Review your classmates' Primary Posts.
4. Thoughtfully respond to a minimum of two classmates with 100 word Secondary Posts each.
5. Be sure to cite all sources.
KIMBERLY’S POST:
In this course I have learned that history provides us with a crystal-clear picture of how various aspects of society, including technology, governmental systems, and even society as a whole, functioned in the past, enabling us to comprehend how it came to function in the manner that it does today. History enables us to observe and comprehend how societies and individuals behaved. For instance, even when a nation is at peace, we can evaluate war by looking back on previous events. The information that is used to make laws or theories about various aspects of society can be found in history. What I’ve learned in this history class can assist us in becoming more educated citizens. It reveals who we are as a group and being aware of this is essential to preserving a democratic society. Through educated debates and the refinement of people's fundamental beliefs, this information enables individuals to take an active role in the political arena. People can even alter their previous beliefs with the knowledge of history.
During this course, I have gained a sense of identity from our history. In fact, one of the main reasons why history is still taught in schools all over the world is because of this. Historians have gained insight into the origins of nations, families, and groups, as well as their evolution and development over time. An individual can comprehend how their family interacted with larger historical change when they take it upon themselves to delve deeply into their own family's history.
SHELIA’S POST:
In this American History II course, I feel I have grown academically. My academic growth is reflected not only in the grades I have received but in the treasure of priceless and important historical information I have been exposed to this semester. I have received, learned and have grown as a student in this course because I have had the opportunity to obtain valuable American History that was not covered in my previous history courses from presidents, wars, to supreme court rulings, house of representatives, congress and other government . I was glad to have current American History as well as much needed African American History in this course. Although a virtual class Mr. Fogg assignments allowed us to freely write and discuss our thoughts with each other as student peers and was availble for conferences. The most memorable lesson will be the CPI: Longview Red Hot Summer because I have personal ties in Longv.
POL 2301, United States Government 1 Course Learniajoy21
POL 2301, United States Government 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Discuss the influences of Enlightenment philosophers and their ideas on the American colonial
movement toward revolution.
1.2 Describe the impact of John Locke’s political philosophy on the key characteristics of the
Declaration of Independence and the U.S. Constitution.
1.3 Trace the origins of the colonial experience that led to the revolution.
2. Identify the distinctive attributes of the U.S. Constitution and the Bill of Rights.
2.1 Explain how the fundamental weaknesses of the Articles of Confederation were addressed by
the new U.S. Constitution and the Bill of Rights.
2.2 Summarize the major political features of the U.S. Constitution and the Bill of Rights that help
ensure against the development of tyranny.
2.3 Describe the purpose and process of amending the U.S. Constitution.
2.4 Define federalism and its purpose in American government.
2.5 Trace the evolution of federalism from the Civil War period through today, including dual
federalism, cooperative federalism, new federalism, and competitive federalism.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
1.2
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
1.3
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
2.1
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
2.2
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
2.3
Unit Lesson
Chapter 2, pp. 37–64
Unit II Assessment
2.4
Unit Lesson
Chapter 3, pp. 71–102
Unit II Assessment
2.5
Unit Lesson
Chapter 3, pp. 71–102
Unit II Assessment
UNIT II STUDY GUIDE
The U.S. Constitution and American Federalism
POL 2301, United States Government 2
UNIT x STUDY GUIDE
Title
Required Unit Resources
In order to access the following resources, click the links below.
Throughout this course, you will be provided with sections of text from the online textbook American
Government 2e. You may be tested on your knowledge and understanding of the material presented in the
textbook as well as the information presented in the unit lesson.
Chapter 2: The Constitution and Its Origins, pp. 37–64
Chapter 3: American Federalism, pp. 71–102
Unit Lesson
Influences on the Founders and the Right to Revolution
Beginning in the late 1600s and throughout the 1700s, immigrants traveled to the New World in search of new
opportunities. Some fled from religious persecution, political oppression, and poverty. Others were drawn
toward the open expanses of land and freedom. They came from England, Ireland, Spain, and Sweden. They
were Pilgrims and Puritans, Catholics and Quakers, and Lutherans and Anglicans. Some arrived still bound
with an allegiance to their old countries. Others immigrated i ...
H ist ory 2 0 F inal S t udy G uide Please bring w it h.docxwhittemorelucilla
H ist ory 2 0 F inal
S t udy G uide
Please bring w it h you t o c lass a green book, a w rit ing t ool, and one sheet of not es (front and bac k)
t hat you w ill be required t o t urn in w it h your t est .
R equired
Long E ssay (7 - 9 paragraphs)
Be spec ific , use exam ples, and quot es w here nec essary.
1 . “In the years between 1815 and 1848, two rival political programs appeared, reflecting rival sets of hopes. Some
Americans felt largely satisfied with their society the way it was, slavery and all, especially with the autonomy it provided
to so many individual white men and their local communities. They wanted their familiar America extended across
space. Other Americans, however, were beguiled by the prospect of improvement to pursue economic diversification
and social reform, even at the risk of compromising some precious personal and local independence. They envisioned
qualitative, not just quantitative, progress for America.”
Explain this passage from Daniel Walker Howe. What are these “rival political programs,” what specifically did they
want America to look like, and in what ways did they advocate for their respective visions? Furthermore what is the
difference between “qualitative” and “quantitative” progress and how do they differ? Finally, how does the Civil War
figure in these conflicting visions?
C hoose t w o: S hort E ssay (3 - 5 paragraphs)
Be spec ific , use exam ples, and quot es w here nec essary.
1 . Explain the difference between Alexander Hamilton’s vision of the United States and Thomas Jefferson’s. Which
path or paths did America eventually take?
2 . Why was/is Andrew Jackson such a controversial figure?
3 . Who were the Whigs?
4 . What was the Second Great Awakening and how did it animate the Age of Reform in the 1820s and 1830s?
5 . What was the Seneca Falls Convention and why was it important?
6 . Why did slavery take root in the South and not in the North, please be specific.
7 . Who was John Brown and why was his life and death significant?
teny
teny
teny
teny
...
1) One Spanish official remarked, the maxim of the conqueror mus.docxkarisariddell
1) One Spanish official remarked, “the maxim of the conqueror must be to settle.” Explain what you think he meant by this statement. Illustrate the various ways conquerors settled the New World, commenting on what worked, what did not work, and the consequences of those methods.
(2) Once England decided to create an overseas empire, it did so with impressive speed. Explain the motives behind English expansion to the North American continent, including the Great Migration.
(3) Explain the impact on colonial life of the religious revival movement known as the Great Awakening. Be sure to discuss its social as well as religious effects. What do you imagine some of the Great Awakening’s “significant political consequences” alluded to by Eric Foner might have been?
(4) 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. What were the political and social consequences of the Revolution that had emerged by 1783?
(5) Identify the three major ways that the U.S. Constitution addressed the institution of slavery. Would you say the Constitution was a proslavery or an antislavery document? Explain your answer.
(6) 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?
(7) The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
(8) Andrew Jackson, one historian has written, was the “symbol for an age.” How might Jackson be considered symbolic of certain ideas and trends in the early nineteenth century? Can you think of other appropriate symbolic figures for that period, and possibly for contemporary American politics as well?
(9) Many Americans and immigrants from other lands believed California presented a magnificent opportunity for economic freedom once gold was discovered. However, the boundaries of freedom were tightly drawn in California. Explain the expansions and limitations of freedom there. Please include elements from the Daughter of Fortune story to support your arguments.
(10) Explain how the various parties reacted to the Kansas-Nebraska Act. Be sure to discuss why the Whig Party failed, why the Democratic Party split, and why the Republican Party unified. How did each party view slavery and define freedom?
.
1. Discuss the Atlantic Slave Trade. Describe the Middle Passage fro.docxcorbing9ttj
1. Discuss the Atlantic Slave Trade. Describe the Middle Passage from Africa to the colonies. Specifically, describe the passage and answer who was taken from their homeland and why? Finally, state where most of these individuals ended up in the colonies?
2. How did Black soldiers shape the history of the United States politically, militarily and socially? Write an essay discussing black participation in the Revolutionary War. Discuss the effect this conflict had on African Americans.
3. Write an essay tracing the abolitionist movement in the United States, 1820 to 1860. To what, if any, degree did the movement contribute to the Civil War?
4. How did African Americans fare during Reconstruction? Was Reconstruction a failure or a success? In what areas were the rights and hopes of African Americans protected during the 1860s/1870s? What accomplishments or rights did African Americans gain during this era? How did White Supremacy approach and manipulate federal law during the era?
individual essay questions
.
For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docxrhetttrevannion
For Part 2 of the Unit 3 Exam, choose
ONLY 1 essay question
from the list below, which covers chapters 9 and 10 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 - Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new nation. Discuss the internal borderlands within the West.
2 - Discuss the impact of the market revolution on women and African-Americans (both free and slave).
3 - Explain the shift from artisan to factory worker, and discuss the factory system. What were the advantages and disadvantages? Who was left out? Who benefited? What were some ways workers responded?
4 - Thoroughly describe the arguments made that linked American freedom to westward expansion. Who or what were obstacles to freedom in the pursuit of expansion? How did Americans deal with those obstacles?
5 - Explain how transcendentalism and the Second Great Awakening affected the definitions of freedom. How were both movements a response to the market revolution?
6 - One German newcomer wrote that “there aren’t any masters [in America], here everyone is a free agent.” How accurate a statement was that? Why would a German immigrant view America as free? Do you think an Irish immigrant would feel the same way about America? Why or why not?
7 - The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
8 - Explain how Democrats and Whigs viewed liberty and the role of government in securing liberty.
9 - Analyze the arguments that were presented during the nullification crisis. Be sure to comment on how Daniel Webster and John C. Calhoun interpreted the Constitution differently and how each defined the rights of states. Finally, speak to how the crisis illustrated the growing sectional differences in America.
10 - Thinking back to previous chapters, analyze America’s policies toward Indians from the Washington administration through the removal of Indians from the southeastern states in the 1830s and early 1840s. What ideas and policies about Indians remained the same? Which changed? Why?
.
Discuss three (3) ways that large organizations are increasingly eng.docxrhetttrevannion
Discuss three (3) ways that large organizations are increasingly engaging in social entrepreneurship and the importance of stakeholder relationships in this effort.
Describe the concept of ‘Third Sector’ innovation and reflect on the motive of non-profit entrepreneurial organizations to service these social needs. Next explain how the concept of uneven global distribution of innovation influences this sector. Provide examples to support your rationale.
I am adding a web link for you to review, here are a few web links on Social Entrepreneurship
1. From Forbes.com here is a list of several young social entrepreneurs.
http://www.forbes.com/special-report/2012/30-under-30/30-under-30_social.html
2.
From Stanford University:
Social Entrepreneurship: the case for Definition.
http://ssir.org/articles/entry/social_entrepreneurship_the_case_for_definition
.
Discuss this week’s objectives with your team sharing related rese.docxrhetttrevannion
Discuss
this week’s objectives with your team sharing related research, connections and applications made by individual team members.
Prepare
a 350- to 1,050- word Reflection from the learning that took place in your team forum with:
·
An introduction
·
A body that uses the objectives as headings (2.1, 2.2, 2.3, & 2.4 spelled out). After commenting on or defining the objectives (no names) include a couple of individual team member’s specific connections and/or applications by name.
·
A conclusion that highlights a few specifics from the body of the Reflection.
·
A reference page that lists the e-text plus at least two other sources.
.
Discuss theoretical considerations or assumptions relevant to yo.docxrhetttrevannion
Discuss theoretical considerations or assumptions relevant to your issue. To determine these, consider the research hypothesis you developed in earlier units. What theory or theories (e.g., social learning theory, critical theory, constructivism theory, human behavioral theory, network theory, routine activities theory, etc.) would help to explain the relationship you hypothesize exists between your independent and dependent variables?
.
Discuss theprinciple events of PROCESS AND THREAD used in both t.docxrhetttrevannion
Discuss the
principle events of PROCESS AND THREAD used in both the hosting OS and the OS management of the appropriate QUEUES. OS may only include Linux, Windows, Unix, ROS, RTOS, and Mainframe.
Initial Discussion - 300 words
2 Responses - each 250 words.
.
Discuss the Windows Registry System Hive1) What information.docxrhetttrevannion
Discuss the Windows Registry System Hive:
1) What information is retained in the hive?
2) Specifically, what security incident information could be extracted from the System Hive?
1) It should be a minimum of 400 Words not including references
2) APA Format and scholarly References needed
.
Discuss the way the idea of heroism develops from Gilgamesh th.docxrhetttrevannion
Discuss the way the idea of heroism develops from
Gilgamesh
through
The Iliad
/
The Odyssey
, and
The Aeneid.
Focus your discussion of heroism in each text around both the connection between heroic action and divine will and the relationship between the hero and his people. THREE PARAGRAPHS
Compare the role of vengeance in
Agamemnon
,
Medea
, and
Beowulf
. In what ways does the avenger stand for justice? In what ways does the avenger pose a threat to the continuance of society? What does each text lead you to conclude about the viability of revenge in a civilized society? THREE PARAGRAPHS
Compare the depiction of love in
The Aeneid
,
Sir Gawain and the Green Knight
, and the Wife of Bath's Prologue and Tale. What place does love have in society in each text? What problems does it pose? How, if at all, are those problems resolved? THREE PARAGRAPHS
1 PAGE
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Discuss the ways in which the history of the U.S. was presented in t.docxrhetttrevannion
Discuss the ways in which the history of the U.S. was presented in the stock certificate for the 1876 Centennial International Exhibition in Philadelphia by F. O. C. Darley and S. J. Ferris. Compare it with the overall narrative of nationhood contained in the early 19th century relief sculptures above the doorways in the Capitol Rotunda in Washington, D. C. Be sure to comment on the ways in which these images would have been influenced by the locations in which they were viewed.
200-300 words, work sited
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Discuss the value of Lean Systems Engineering to systems develop.docxrhetttrevannion
Discuss the value of Lean Systems Engineering to systems development (1 – 2 pages).
This assignment will be graded on two factors: 1.) the degree to which the response depicts clear and comprehensive understanding of the topic/material (80 points); and 2.) the degree to which the response is well thought through and clearly articulated (20 points).
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discuss the various pathways interest groups use to influence politi.docxrhetttrevannion
discuss the various pathways interest groups use to influence politics and policy in the U.S. Discuss three way interest groups influence government. What are these methods, how do they work, and why are they effective at influencing government.
discuss the three components of political parties. Discuss party-in-the-electorate, party organization, and party-in-government. Briefly describe who makes up each component and what each component does.
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Discuss the various tools and techniques used by an HCO to incre.docxrhetttrevannion
Discuss the various tools and techniques used by an HCO to increase logistical efficiency. Why would an organization need to measure the capacity (throughput) of the various resources (x-ray equipment, exam rooms, length of stay, etc.)? How does capacity utilization support decision making? PLEASE INCLUDE IN-TEXT CITATIONAND REFERENCE
.
Discuss the various means by which slaves resisted the slave system..docxrhetttrevannion
Discuss the various means by which slaves resisted the slave system. How widespread was such resistance? What were the most common and effective tactics? What does the prevalence of resistance reveal not only about slaves’ attitude toward slavery but also their ability to shape the conditions under which they lived and worked?
one page, doubled spaced, in Times New Roman font, with standard
1 inch margins on all sides
.
Discuss the typica l clinical presentation of the diagnosis , Hip Os.docxrhetttrevannion
Discuss the typica l clinical presentation of the diagnosis , Hip Osteoarthritis(OA), included possible therapeutic exercise treatment intervention, also recommendations for the management of the condition.
Introduction: First about OA and then write about Hip OA
Describe the pathophysiology of the diagnosis and the expected clinical presentation anticipated. If it varies, them describe common variations.
Discuss
etiology
and
demographics
related to the diagnosis(I.e., is this dx more common in men than women, what age, group ect)
Very important only use the articles provides, not citation work submitted via turnitin!!!!
.
Discuss the types of resources, tools, and methods that are availabl.docxrhetttrevannion
Discuss the types of resources, tools, and methods that are available to leaders for data collection and analysis, including organization assessments such as Baldrige, SWOT, and others. What techniques does your organization utilize to make decisions?
You can use US Navy for the organization.
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Discuss the types of items that should be examined in a firewall log.docxrhetttrevannion
Discuss the types of items that should be examined in a firewall log:
a. IP addresses that are being rejected and dropped
b. Probes to ports that have no application services running on them
c. Source-routed packets
d. Suspicious outbound connections
e. Unsuccessful logins
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Discuss the types of property, providing an example of each an.docxrhetttrevannion
Discuss the types of property, providing an example of each and why each falls into its classification.
Provide an instance of when you have seen eminent domain in action in your community. If you have not seen this situation, create an example of how this may occur.
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Discuss the type of personality it takes to become a police officer..docxrhetttrevannion
Discuss the type of personality it takes to become a police officer. Why is this type of individual personality required for police work? What are the dangers to having this type of individual in police work?
Be sure to support your position with a very detailed explanation or a source citation.
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H ist ory 2 0 F inal S t udy G uide Please bring w it h.docxwhittemorelucilla
H ist ory 2 0 F inal
S t udy G uide
Please bring w it h you t o c lass a green book, a w rit ing t ool, and one sheet of not es (front and bac k)
t hat you w ill be required t o t urn in w it h your t est .
R equired
Long E ssay (7 - 9 paragraphs)
Be spec ific , use exam ples, and quot es w here nec essary.
1 . “In the years between 1815 and 1848, two rival political programs appeared, reflecting rival sets of hopes. Some
Americans felt largely satisfied with their society the way it was, slavery and all, especially with the autonomy it provided
to so many individual white men and their local communities. They wanted their familiar America extended across
space. Other Americans, however, were beguiled by the prospect of improvement to pursue economic diversification
and social reform, even at the risk of compromising some precious personal and local independence. They envisioned
qualitative, not just quantitative, progress for America.”
Explain this passage from Daniel Walker Howe. What are these “rival political programs,” what specifically did they
want America to look like, and in what ways did they advocate for their respective visions? Furthermore what is the
difference between “qualitative” and “quantitative” progress and how do they differ? Finally, how does the Civil War
figure in these conflicting visions?
C hoose t w o: S hort E ssay (3 - 5 paragraphs)
Be spec ific , use exam ples, and quot es w here nec essary.
1 . Explain the difference between Alexander Hamilton’s vision of the United States and Thomas Jefferson’s. Which
path or paths did America eventually take?
2 . Why was/is Andrew Jackson such a controversial figure?
3 . Who were the Whigs?
4 . What was the Second Great Awakening and how did it animate the Age of Reform in the 1820s and 1830s?
5 . What was the Seneca Falls Convention and why was it important?
6 . Why did slavery take root in the South and not in the North, please be specific.
7 . Who was John Brown and why was his life and death significant?
teny
teny
teny
teny
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3. Write an essay tracing the abolitionist movement in the United States, 1820 to 1860. To what, if any, degree did the movement contribute to the Civil War?
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individual essay questions
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from the list below, which covers chapters 9 and 10 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 - Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new nation. Discuss the internal borderlands within the West.
2 - Discuss the impact of the market revolution on women and African-Americans (both free and slave).
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7 - The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
8 - Explain how Democrats and Whigs viewed liberty and the role of government in securing liberty.
9 - Analyze the arguments that were presented during the nullification crisis. Be sure to comment on how Daniel Webster and John C. Calhoun interpreted the Constitution differently and how each defined the rights of states. Finally, speak to how the crisis illustrated the growing sectional differences in America.
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Describe the concept of ‘Third Sector’ innovation and reflect on the motive of non-profit entrepreneurial organizations to service these social needs. Next explain how the concept of uneven global distribution of innovation influences this sector. Provide examples to support your rationale.
I am adding a web link for you to review, here are a few web links on Social Entrepreneurship
1. From Forbes.com here is a list of several young social entrepreneurs.
http://www.forbes.com/special-report/2012/30-under-30/30-under-30_social.html
2.
From Stanford University:
Social Entrepreneurship: the case for Definition.
http://ssir.org/articles/entry/social_entrepreneurship_the_case_for_definition
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Discuss this week’s objectives with your team sharing related rese.docxrhetttrevannion
Discuss
this week’s objectives with your team sharing related research, connections and applications made by individual team members.
Prepare
a 350- to 1,050- word Reflection from the learning that took place in your team forum with:
·
An introduction
·
A body that uses the objectives as headings (2.1, 2.2, 2.3, & 2.4 spelled out). After commenting on or defining the objectives (no names) include a couple of individual team member’s specific connections and/or applications by name.
·
A conclusion that highlights a few specifics from the body of the Reflection.
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A reference page that lists the e-text plus at least two other sources.
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2 Responses - each 250 words.
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The Odyssey
, and
The Aeneid.
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Compare the role of vengeance in
Agamemnon
,
Medea
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Beowulf
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200-300 words, work sited
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Discuss
etiology
and
demographics
related to the diagnosis(I.e., is this dx more common in men than women, what age, group ect)
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For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
1. For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapter 15 and part of chapter
16 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 did freedom mean for the ex-slaves? Be sure to address
economic opportunities, gender roles, religious independence,
and family security.
2 - Reconstruction witnessed profound changes in the lives of
southerners, black and white, rich and poor. Explain the various
ways that the lives of these groups changed. Were the changes
for the better or worse?
3 - Stating that he “lived among men, not among angels,”
Thaddeus Stevens recognized that the Fourteenth Amendment
was not perfect. Explain the strengths and weaknesses of the
Fourteenth Amendment. What liberties and freedoms did it
extend in the nineteenth century—and to whom? How did it
alter the relationship between the federal government and the
states?
4 - Who were the Redeemers, what did they want, and what
were their methods? How did the Redeemers feel that their
freedom was being threatened by Radical Reconstruction?
Conclude your essay with a comment on how you think the
federal government should have responded to the Redeemers.
2. 5 - Was Reconstruction a success or a failure? Or was it
something in between? In your response, consider land policy,
key legislation during Presidential and Radical Reconstruction,
southern politics, racial and political violence, and northern
“fatigue” with Reconstruction. Be sure to make clear what you
mean by success and failure.
6 - The debate surrounding the creation and ratification of the
Fifteenth Amendment divided one-time political allies over the
matter of women’s suffrage. What were the arguments for and
against including a woman’s right to vote in the Fifteenth
Amendment? What did this debate say about the boundaries of
freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting,
and/or limiting the liberty of American workers during the
Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against
Commonwealth (1864), “Liberty and monopoly cannot live
together.” Based on your knowledge of the Gilded Age and the
industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on
the understanding of freedom grounded in Social Darwinism and
in the liberty of contract?
10 - Compare the motives and methods of the various social
reformers active in the Gilded Age. How did the efforts of
thinkers such as Henry George, Laurence Gronlund, and Edward
Bellamy differ from those of the Protestant and Social Gospel
reformers of the period? Were any of these approaches more
successful than others? Why, or why not?
3. PART3:
For part 3 of the Unit 1 Exam,
choose ONLY 1 essay question
from the list below, which covers part of chapter 16 and all of
chapter 17 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 - Sitting Bull stated, “The life my people want is a life of
freedom.” Likewise, Chief Joseph simply asked the government
for equal rights enshrined by the laws. Describe what freedom
meant to the Indians and how that conflicted with the interests
and values of most white Americans. Also, explain why white
Americans did not allow Indians the opportunity to have
American citizenship.
2 - The West experienced tremendous growth after the Civil
War; nowhere was this more apparent than in California. Write
an essay on the consequences of population growth on the
western landscape, looking at farming, livelihoods, the impact
of the railroad, the growth of Indian reservations, and the
subjugation of Indian peoples.
3 - What might account for the emergence of a mythic “Wild”
West during the Gilded Age? Given the rapid post–Civil War
expansion of industry beyond the Mississippi River, why would
4. perceptions of a West, at once a lawless but timeless romantic
frontier dominated by cowboys and Indians, permeate American
popular culture in the late nineteenth century? (In composing
your answer, consider the impact of the second industrial
revolution.)
4 - Explain why Americans increasingly came to feel that they
were being denied economic independence and democratic self-
government during the late nineteenth century.
5 - How did the Populists seek to rethink the relationship
between freedom and government to address the crisis of the
1890s? Why was their platform considered radical? How did
their platform seek to guarantee freedom?
6 - Chronicle the process that developed in the South of
chipping away the freedoms granted to blacks during
Reconstruction. Give careful consideration to how the Civil War
was remembered by white America. By 1900, what conditions
did African-Americans in the South face? How did they respond
to these conditions?
7 - Analyze the consequences of American rule in Puerto Rico,
Cuba, and the Philippines. Did the citizens prosper? Enjoy
freedom? Accept American rule? Comment on the consequences
for the United States with regard to the statement made by Eric
Foner in the text: “Thus, two principles central to American
freedom since the War of Independence—no taxation without
representation and government based on the consent of the
governed—were abandoned when it came to the nation’s new
possessions.”
8 - Explain the controversy that the war in the Philippines and
the annexation of the Philippines triggered over the relationship
between political democracy, race, and American citizenship.
5. 9 - Discuss some of the freedoms and restrictions experienced
by American women after 1880. How did some women’s lives
seem to change for the better, while others’ did not? How would
you explain the disparity in their situations? Support your
answer with specific examples from the text.
10 - Discuss the many obstacles faced by Chinese immigrants to
the United States in the late nineteenth century. Among the
immigrant groups arriving in the United States in the late
nineteenth century, how were arrivals from China singled out
for particular discrimination by Americans? Why do you think
the Chinese received such unique treatment?