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Describe the economic effects of exploration based on the Colombian
HIST405N Case StudyInstructionsPick one (1) of the following topics. Then, address the
corresponding questions/prompts for your selected topic:Option 1: Exploration and Effects
on Native AmericansExplain what motivated the European world powers to explore the
Americas.Describe the economic effects of exploration based on the Colombian
exchange.Analyze the effects of exploration on Native Americans.Based on research, analyze
if Europeans might be held accountable for transmitting Old World diseases to people in the
Western Hemisphere.Option 2: Slavery vs. Indentured ServitudeExplain how and why
slavery developed in the American colonies.Describe in what ways the practice of slavery
was different between each colonial region in British North America.Analyze the differences
between slaves and indentured servants.Option 3: Women in Colonial AmericaPick two
colonies (New England, Middle, or Southern colonies) and explain how women’s roles differ
in the two colonies of your choice.Describe what legal rights women held during the
colonial period.Analyze how Native women’s lives were different from colonial women’s
lives.Make sure to use your course text and incorporate an additional scholarly source from
the Chamberlain Library in your response.

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History 061 Journal Entries Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives. Unit 1 & 2: Greek & Romans 10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual. Complete the following chart by using the sources provided below. Greeks & Romans (use your textbook as your main source) Judaism (“Principles of Judaism” reading) Christianity (“The Rise of Christianity” reading) Law Reason & Faith Duties 10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics. After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny. Complete the following chart by using the sources provided below. Plato’s Republic Aristotle’s Politics From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle? (Making bullet points is great.) · · 10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world. Greeks & Romans Judaism Christianity What influence did the following civilizations and religion have on the U.S. Constitution? Unit 3: Revolutions 10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison). Complete the following chart to compare and contrast the revolution with the impact of the following individuals: Glorious Revolution of England American Revolution French Revolution John Locke Charles-Louis Montesquieu Jean-Jacques Rousseau Simon Bolivar Thomas Jefferson James Madison 10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...

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Answer 1 of the following essay questions. Your answer must include an introduction, multiple body paragraphs, and a conclusion. You cannot quote from the textbook or use outside sources. 1. Describe the fate of slavery in the post-Revolutionary years and the various factors—political, social, and economic—that contributed to this state of affairs. 2. Describe the various freedoms allowed, and restrictions placed on, urban slaves, southern free blacks, northern slaves, and newly emancipated northern free blacks. What limits to their freedom and mobility did each group experience? 3. How did the colonization effort change from a small, black-led initiative to a large, white-led movement? What initial appeal did colonization have for its black supporters? How was this different from the appeal held for whites, both slaveholders and abolitionists? .

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5 Pages 1. Briefly define the concept of Black Nationalism. What are some of the critical factors according to Allen that helped shaped the movements for Black Nationalism List and explain at-least three? 2. Trace the evolution and development of Black Nationalism. Please provide illustrations using Booker T. Washington; Marcus Garvey – the Nation of Islam, Malcolm X, Paul Cuffee and the 1815-1816 movements. Please provide clarity and scope of coverage. 3. Briefly define the idea and concept of slave reparation for African Americans. Compare this to reparation for Jews during the WWII Holocaust and Reparations for Japanese for internment during WWII. 4. From the Ogletree article or reparation, describe the four period of Advocacy for slave reparation as defined by Vincent Verdun: 1. Briefly describe how you would design the distribution of reparation dollars (400 billion) for exslaved African Americans. What problems would you attack? Please provide at least ten examples or illustrations 2. List and explain at-least two court cases filed by African Americans to gain reparation for suffering during the period of enslavement. Please provide details of the cases and indicate what decisions were reached by the court on these cases. .

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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 ...

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Discussion Instructions: · Due 11/10 · Please make sure ALL questions are answered · Minimum of 2 sources cited for EACH discussion · APA format for in-text citations and list of references Discussion 3: Failure of Democracy and the Rise of Totalitarianism Initial Post Instructions During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in Asia. For the initial post, select and address one of the following: · Germany/Hitler · USSR/Stalin · Japan/Tojo Address the following questions for your selection: · What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism? · What role did the Great Depression in the United States play in their plight? Discussion 4: World War II Initial Post Instructions For the initial post, select and respond to one of the following options: · Option 1: Examine one or more major battles, including both the Axis and Allies strategies, the outcome of the battles, and the subsequent effects of the victory/defeat. Include an examination of the technologies that were crucial factors in the battle. · Option 2: Examine the Nazi ideology in wiping out an entire ethnic group. · How could any modern and so-called advanced and evolved nation like Germany go along so willingly with the mass murder of at least 11 million civilians? · How were the Germans able to construct the facilities they built for their "Final Solution to the Jewish Question" so as to commit genocide on an industrial scale? Discussion 5: The Cold War Instructions Select one of the following smaller nations: · Korea · Vietnam · Cambodia · Cuba · Another smaller nation of your choice with instructor approval For the initial post, address the following in relation to your selection: · Examine how Cold War policy by the main players affected the smaller nation. · Examine why democracy was not successful in that nation. · Describe the loss of personal liberties that were a result of democracy failing. · Has the nation's political system changed since the Cold War? Explain. Discussion 6: Epic changes in Africa, Asia, and the Middle East InstructionsFor the initial post, address one of the following: Option 1: Middle EastExamine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland. Option 2: African Nation State DevelopmentExamine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state developme ...

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Discussion Instructions· Due 1110· Please make sure ALL ques.docx

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Online Textbook Chapter 16 Assignment (5 points for each question for 10 points) Due: May 25 by 11:59pm (post response to Canvas) Students should read Chapter 16 of the online textbook. Students should be sure to read any historical documents that appear in the online textbook but are not required to click on any of the links that take the reader to an external internet site. After reading Chapter 16, students are to complete two questions (see below). For each question, students should write a response of at least 150 words. Students are welcome to go over the minimum word count requirement. If you include the question in your response, it does not count toward the word count requirement. The response should be written in your own words. DO NOT cut and paste the response from sentences or phrases from the textbook. Each response must reflect the content of the textbook. Not what students looked up online. These questions are designed to hold students accountable for the reading as well as to be used as notes for the essay exams. Students taking their time in their reading and question responses will have a major head start on the essay exams. These responses will be evaluated on how well the responses reflect the content of the reading. Students should submit their responses as ONE Word doc or PDF file to Canvas. Chapter 15 Questions (please identify your response by question number) 15. Consider the differences between the Thirteenth and Fourteenth Amendments. What does the Fourteenth Amendment do that that Thirteenth does not? 16. Consider social, political, and economic equality. In what ways did Radical Reconstruction address and secure these forms of equality? Where did it fall short? HIS 301 Module Six Short Paper Guidelines and Rubric The last three centuries witnessed an utter transformation of the world during the growth of empires, particularly in Africa and Asia. To understand the modern world, you must understand the growth of powerful empires. Select two empires covered in this module’s material: one from the East and one from the West. Explore the methods of expansion employed by these two imperial traditions. What motivated their expansion? You might consider the roles played by political powers, religious doctrine, economic growth, or resources and technology. How did specific empires claim authority over these areas, and what means did they use to control their new subjects? Write a two- to three-page paper comparing and contrasting your chosen Asian or European empire. Guidelines for Submission: Your paper must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in Chicago/Turabian format. Note: The paper must include two empires to compare. Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Comparable Empires Includes a comparison of e.

Online Textbook Chapter 16 Assignment (5 points for each question .docx

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Which type of epidemiological study is being described in each of the following scenarios? Classifications of each study are below. 1. A study that examines the death rates from colon cancer in each of the 50 U.S. states in relation to the average percentage of residents in each state undergoing colonoscopy screening 2. A study that compares the prevalence of back pain among current members of the automobile manufacturing union with that of current members of the bakers and confectionary union 3. A study that evaluates the relationship between breast cancer and a woman’s history of breastfeeding. The investigator selects women with breast cancer and an age-matched sample of women who live in the same neighborhoods as the women with breast cancer. Study subjects are interviewed to determine whether they breastfed any of their children. 4. A study that evaluates two treatments for breast cancer. Women with stage 1 breast cancer are randomized to receive either cryotherapy (a new treatment involving extreme cold to kill cancer cells) or traditional lumpectomy. Women are followed for 5 years to determine whether there are any differences in breast cancer recurrence and survival. 5. A study that began in 2010 of the relationship between exposure to chest irradiation and subsequent risk of breast cancer. In this study, women who received radiation therapy for postpartum mastitis (an inflammation of the breast that occurs after giving birth) in the 1950s were compared with women who received a nonradiation therapy for postpartum mastitis in the 1950s. The women were followed for 60 years to determine the incidence rates of breast cancer in each group. Type of studies Experimental Studies preventions and treatments for diseases; investigator actively manipulates which groups receive the agent under study. Observational Studies causes, preventions, and treatments for diseases; investigator passively observes as nature takes its course. Cohort Typically examines multiple health effects of an exposure; subjects are defined according to their exposure levels and followed for disease occurrence. Case–control Typically examines multiple exposures in relation to a disease; subjects are defined as cases and controls, and exposure histories are compared. Cross-sectional Typically examines the relationship between exposure and disease prevalence in a defined population at a single point in time Ecological Examines the relationship between exposure and disease with population-level rather than individual-level data The epidemiological studies are divided into two broad categories: Observational and experimental studies. Observational studies are sometimes called a natural experiment. We the researchers only observe the natural development of the studies without any manipulation of the independent variables. Whereas in experimental studies the researchers can manipulate the variables. Observational studies are again divided into d ...

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