1. Discuss the Guatemalan civil war. When and why did it occur, who was it between, and what was the general pattern of conflict during the civil war? How did it come to an end and how has it affected Guatemala’s transition towards democracy? What has happened to the leader of the genocide, what has Guatemala tried to do to heal the wounds of the genocide?
We can write this or a similar paper for you! Simply fill the order form!
Great Depression Christmas Miracle
Project 3: Historical Fiction
In 8-10 pages, you will write a fictional story based on actual events. Consider a well-known historical event that began and ended before you were born. Conduct research on the event for clarification of dates and names of historical figures. Given what the history books say about the event, use that as a springing off point to begin your story. The idea is to hone in on one major aspect of the historical event using specific major players and giving as much detail as possible. Your topic is subject to approval. Below are specifics for each element:
Character development – You will have at least one named character in the narrative, about which you will give the audience a description, physical and otherwise, of this character. Besides the main character, there should be at least one other character. Each character should have specific identifying factors and should be distinguishable from one another.
Narration – You will move the text forward, set the story line, the setting, and move dialogue forward with narration. Narration provides context, gives detail and provides insight to the story as a whole. Your descriptive language will mostly be used in narration.
Dialogue – Characters should talk to each other. Though you may also include inner monologue, you want to have characters talk to each other. This should be punctuated correctly and have appropriate dialogue tags.
Setting – You will create a description of the setting beyond what is presented in the history books.
Story line – The narrative should move from one time to the next. A linear story line means that it begins at the beginning and moves forward to the end. A non-linear story line may not begin at the beginning and does not move to the end sequentially. Either way, the narrative should have a clear beginning, middle, and end.
Format Requirements
Last name and page number in upper right header
We can write this or a similar paper for you! Simply fill the order form!
Abraham Lincoln Civil War period
An essay question is given below. This question constitutes a controversial issue in the Civil War period. Your job is to be the historian, take a stance on the issue, and use historical evidence from your notes, the textbook, and the primary source book This Fiery Trial to substantiate your argument. You will not be graded on your point of view; but rather, you will be graded on how well you employ historical evidence in order to prove your thesis statement and your supporting arguments. Also, I have included a prompt on the rules for good historical essays and a breakdown of a sample historian’s argument regarding Indians. Your essay should be structured in a similar way.
You have a whole week in order to prepare for this essay question, so it is advisable for you to go back and peruse your class notes and your text, and write out a rough draft for the question before you submit your final draft. Do not allow the final question to catch you unawares. Remember where there is a will, there is an A!
The total points for the final is 150 pts. That is 1/3 of your grade! You will be graded on the quality of your explanation and on the breadth and suitability of the historical examples given. Your essay should be relevant to the question, and the information presented in a clear, logical and coherent fashion.
There is no page limit on this essay. What matters for this paper is quality over quantity; namely, if you can beautifully articulate your point in two pages, then that is fine. If it takes you ten pages, then that is okay too. However, the more relevant evidence you adduce, the more convincing your arguments, and, thus, the better your grade.
You must cite your sources! You may use Chicago style or MLA format—just so long as you professionally give credit where it is due. Plagiarism is a heinous crime in academia, so those who plagiarize or cheat on this test will be drawn and quartered; namely, you run the risk of exam disqualification and a course F. Be warned!
As regards to your research, the question requires content that can be derived partly from my lectures (Module 7: The American Civil War) and partly from the Norton text (chapters 11, 12, and 13). Also, it is highly advisable that you peruse your This Fiery Trial book in order to cull primary source evidence on Lincoln’s position regarding American slavery. Also, feel free to pursue wider research, beyond the course materials, if you are so motivated. It will pay dividends in the quality of your answer. Just make sure that you consult credible academic sources and be wary of sources like Wikipedia!
Lastly, some advice for my students. It has been my goal in this class to not only teach you all history, but also, I have sought to teach you the tools of the historian: how to identify historical significance, how to analyze historical primary sources, and how to construct a historical argument. It is my hope that by the end of this class, you will not only have learned American history, but you will also have become a historian in the process. And one rule historians live by is to always contextualize their subject! That means that when you judge Lincoln in your essay, you may not judge him against 21st century standards. To hold a historical subject against one’s own modern standards makes for very bad history. Therefore, when you examine Lincoln or cast your judgment on him, compare him to his peers and judge him against the standards of the 19th century. This will make you sound like a professional and objective historian.
Please professionally respond to the following question:
Does Abraham Lincoln deserve the accolade “The Great Emancipator?” Say why/why not.
We can write this or a similar paper for you! Simply fill the order form!
Early Italian Renaissance
Early Italian Renaissance art often reflected an interest in Classical antiquity, commonly known as “humanism” (an interest in the potential of the individual, classical culture, education, science, and civic virtue). Also, because of the pride and competition between the artists, there was a variety of individual styles.
Pick a work of art from this category (c. 1400-1494) either from the module text or not, and analyze it based on style and subject matter; what elements, if any, can be traced back to Classical art and culture? What elements are Medieval? What elements come from scientific observation of the natural world? Does your work of art really reflect a turning point in Western Culture or not? What was the intended function of the work? What was going on in Italy at the time that helped to shape this art?
You may want to review earlier modules dealing with Greece and Rome.
NOTE: Please avoid choosing Leonardo da Vinci, Raphael, or Michelangelo; they are considered High Renaissance artists and we’re concerned with the Early Renaissance here.
We can write this or a similar paper for you! Simply fill the order form!
The History of Rome by Livy. Rome, c. 10 BC.
Translated by Benjamin Oliver Foster.
In 509 BC, the son of the King of Rome, Sextus Tarquinius, heard from his friends about the virtuous matron Lucretia.
One day when the young men were drinking at the house of Sextus Tarquinius, after supper they fell to talking about their wives, and each man fell to praising his wife to excess. Finally Collatinus declared that there was no need to argue; they might all be sure that no one was more worthy than his Lucretia. “Young and vigorous as we are, why don’t we get on our horses and go and see for ourselves what our wives are doing? And we will base our judgment on whatever we see them doing when their husbands arrive unannounced.” Encouraged by the wine, “Yes, let’s go!” they all cried, and they went on horseback to the city. Darkness was beginning to fall when they arrived and entered the house of Collatinus. There, they found Lucretia behaving quite differently from the daughters-in-law of the King, whom they had found with their friends before a grand feast, preparing to have a night of fun. Lucretia, even though it was night, was still working on her spinning, with her servants, in the middle of her house. They were all impressed by Lucretia’s chaste honor. When her husband and the Tarquins arrived, she received them, and her husband, the winner, was obliged to invite the king’s sons in. It was then that Sextus Tarquinius was seized by the desire to violate Lucretia’s chastity, seduced both by her beauty and by her exemplary virtue. Finally, after a night of youthful games, they returned to the camp.
Several days passed. Sextus Tarquinius returned to the house of Collatinus, with one of his companions. He was well received and given the hospitality of the house, and maddened with love, he waited until he was sure everyone else was asleep. Then he took up his sword and went to Lucretia’s bedroom, and placing his sword against her left breast, he said, “Quiet, Lucretia; I am Sextus Tarquinius, and I have a sword in my hand. If you speak, you will die.” Awakening from sleep, the poor woman realized that she was without help and very close to death. Sextus Tarquinius declared his love for her, begging and threatening her alternately, and attacked her soul in every way. Finally, before her steadfastness, which was not affected by the fear of death even after his intimidation, he added another menace. “When I have killed you, I will put next to you the body of a nude servant, and everyone will say that you were killed during a dishonorable act of adultery.”
With this menace, Sextus Tarquinius triumphed over her virtue, and when he had raped her he left having taken away her honor. Lucretia, overcome with sorrow and shame, sent messengers both to her husband and her father, asking them each to come “at once, with a good friend, because a very terrible thing had happened.” Spurius Lucretius, her father, came with Publius Valerius, and Collatinus came with Lucius Junius Brutus; they had just returned to Rome when they met Lucretia’s messenger. They found Lucretia in her chamber, overpowered by grief.
When she saw them she began to cry. “How are you?” her husband asked. “Very bad,” she replied, “how can anything go well for a woman who has lost her honor? There are the marks of another man in
We can write this or a similar paper for you! Simply fill the order form!
How does the Roman Republican Temple of Portunus in Rome reflect both Greek and Etruscan styles? Remember: Write your response in full and complete sentences. No bullet point answers will be accepted
What is the message of the Portrait of the Four Tetrarchs? How do the Portrait of the Four Tetrarchs show a turn away from the Classical representations of figures and towards symbolic representation?
Part V: Two essay questions
Demonstrate your mastery of subject by using specific terms and historical information as necessary. DO NOT USE BULLET POINTS. ALWAYS WRITE IN FULL SENTENCES.
2.Using the Flavian Amphitheater, Forum of Trajan, and the Pantheon, evaluate the role of Imperial architecture in the construction of a Roman identity. Explain each site’s physical construction and function and establish their specific cultural significance in representing the power of the Empire.
We can write this or a similar paper for you! Simply fill the order form!
Late medieval and Renaissance dissection
What can late medieval and Renaissance dissection practices tell us about attitudes to the body in this period? How did dissection practices change? Who performed dissections? And what kinds of knowledge were post-mortem dissections supposed to provide?
Your assignment must follow these formatting requirements:
We can write this or a similar paper for you! Simply fill the order form!
Reconstruction
TTS is a formal six-page college history paper. In it, you must use evidence from the textbook, the Chapter 14 DP, and the TTS readings for Part 5. You must use no fewer than five of the primary sources included in those three readings (this includes the primary sources included in Chapter 14).
CANNOT USE ANY OUTSIDE SOURCES
ALSO NEEDS TO BE UPLOADED TO TURNITIN
When citing the documents, all of the pages from the text are to be cited (H&L, Ch. 14, p. ?).
The pages that say document project in red can be cited (DP 14.1).
The pages that say document project in black toward the end can be cited (TTS 14.1)
Take the following statement as your starting point (seriously: it’s the kind of sentence that’s perfect to begin a history paper with, so feel free):
” Reconstruction was a struggle between at least three groups: Northern Republicans, Southern Democrats, and the men and women recently emancipated from slavery.
In the next 2-3 pages of your essay, define what historians mean by the term “Reconstruction” and then describe what each of these groups wanted Reconstruction to accomplish and how each proposed to achieve its goals. Use specific examples, and be sure to cite each one. In a history paper, a section like this sets the scene for the changes that follow by sketching the historical context of the paper and introducing the major actors, whether individuals or groups.
Then, in the next 2-3 pages of your essay, describe any changes in the goals of each group between, say, 1870 and 1876 and evaluate the extent to which those goals were met. In this section, you’ll be setting the essay in motion, so to speak, describing how and why events unfolded the way they did.
In your concluding paragraph, explain how your research into this topic can explain the sudden end of Reconstruction in 1877. Do you think Reconstruction should be described as a failure? Once you’ve figured out your answer to that question, return to your introduction and revise it, signaling at the start where your essay will end. This is a final tip in writing essays like this one-your last efforts should be on the introduction.
We can write this or a similar paper for you! Simply fill the order form!
The Progressive Era
Labeling Theory would posit that crime is a product of increased legislation more than inherent criminal tendencies. In criminal justice history it might be argued that custom has remained more influential than law.
For this Discussion, select one of the following laws or cases from the Progressive Era that is interesting to you: White Slave Traffic Act, the Sullivan Law, the Drug Laws, the Eugenics Movement, the Red Scare, or Weeks v. United States. Then, consider the impact this law or case might have had on the current U.S. criminal justice system. Explain how this impact may have an influence on your role in the U.S. criminal justice system.
Provide in 500 words how did the laws and cases of the Progressive Era affect what happens today? Provide one example. Using one of the laws or cases provided, explain any parallels of this to current laws or cases. What might be the lasting effects on today’s U.S. criminal justice system? How does having this information as a leader in criminal justice influence your role?
We can write this or a similar paper for you! Simply fill the order form!
Report Egyptian Sculpture on Menkaure and a Queen For this assignment please follow the instructions below. For this assignment, you will need to use a book titled Art History by Stokstad and Cothren, 6th edition, Volume 1 Pre-historic art -In the most current edition of our text this work of art is located on page 60, fig.3-10. It is approximately 54 ½ inches tall. Graywacke is the medium.
It is located in the Museum of Fine Arts, Boston. 2490-2470BCE Is the approximate date. Using the title of this work of art, you can find it in the index of an older version of our text or on the Internet. Read about every work of art you are assigned so you are informed. Please only provide detailed answers to numbers 1 thru 5. Please provide 150 words for each answer. In order to complete this assignment You need access to the book Art History by Stokstad and Cothren, 6th edition, Volume 1 Pre-historic art Report #2 – Egyptian sculpture – Menkaure and a Queen, probably Khamerernebty II In the most current edition of our text this work of art is located on page 60, fig.3-10. It is approximately 54 ½ inches tall. Graywacke is the medium. It is located in the Museum of Fine Arts, Boston. 2490-2470BCE Is the approximate date. Using the title of this work of art, you can find it in the index of an older version of our text or on the Internet. Read about every work of art you are assigned so you are informed. Directions for a report: The minimum word count requirement is 150 words per number. Please provide detail and depth in your answers to each question below. Please list only the numbered answers in your report and citations and references No other information are required. This work of art is in the most current version of our text and can be researched by doing a search on the web for better images of them. I ask that you please read about them prior to writing this report. Please provide answers to the following questions: 1. Describe everything you see in this work of art. If there are people in the image, please count them and let me know how many there are. You are required to identify them. You will have to do a search and read about this work of art. 150 words or more per answer. Describe the visual element of LINE (the only line is assigned) used in this work of art. You are required to follow these directions. 2. What qualities of the line are used in this work of art? 150 words or more 3. Where is line located in the work of art? 150 words or more 4. What was created with the line? 150 words or more 5. What is this work of art about? What is it communicating? 150 words or more. You will have to read about this work of art so you can answer this question.