Discuss Japans interest in China and the West This is a long essay exam. You will write 1 essay, should be five paragraphs long, the minimum word-count requirement of 350 words.
Discuss Japans interest in China and the West
There is no maximum word count but students who do well typically stay between 400-600 words. The first paragraph should introduce the topic and contain a thesis statement. It should contain between three-five (3-5) complete sentences, including the thesis statement. The second, third, and fourth paragraphs are the body paragraphs. Each body paragraph should contain between three-five (3-5) sentences, including the topic sentence (the first sentence of the body paragraph, states the main point that supports the thesis) and at least two-three (2-3) specific examples per the main point. The fifth and final paragraph should begin with a restatement of the thesis. It should be three-five (3-5) complete sentences and include a brief summary/conclusion of the student’s answer to the essay question. You are not required to do outside research for these essays but if you choose to do so, the usual source standards apply (no encyclopedias or dictionaries). You must cite any course materials used and any outside sources used and include a bibliography after each essay.
Choose one (and only one) of the following to answer:
1. Explain Europe’s impact on the Americas (Covered in Lesson 1)
2. Discuss Japan’s interest in China and the West in the period of the Tokugawa shogunate (Covered in Lesson 1)
After reading this chapter, students should be able to do the following:
1.Analyze the development of urban America and discuss the challenges faced by city dwellers and how they dealt with these obstacles.
2. Explain why immigrants were attracted to the United States in the late nineteenth and early twentieth centuries. Discuss what these newcomers found when they arrived and whether or not they assimilated successfully.
3. Explain the term New South and what it meant to the residents of the South.
4. Explain how American labor sought to improve its working and living conditions in the late nineteenth century and identify major instances of labor protest.
5. Explain the meaning of Social Darwinism and the Gospel of Wealth.
CHAPTER SUMMARY
In the Gilded Age, as industrialization transformed the economy, immigration and urbanization challenged many established social patterns. As rural Americans and European immigrants sought better lives in the cities, urban America changed dramatically. New technologies in construction, transportation, and communication produced a new urban geography with residential neighborhoods defined by economic status. Urban growth brought a new urban middle class.
Education underwent far-reaching changes. Socially defined gender roles began to change as some women chose professional careers and took active roles in reform. Some men responded by redefining masculinity through organizations and athletics. Urbanization offered new choices to gay men and lesbians by making possible the development of distinctive urban subcultures.
The South shared in some of the changes of the Gilded Age, but lagged in others, notably education. The myths of the Old South and the Lost Cause obscured for some southerners the real source of their difficulties. Changes in state laws disfranchised black voters and other new laws legalized and extended racial segregation.
Many Europeans immigrated to the United States because of economic and political conditions in their homelands and their expectations of better opportunities in America. Immigrants often formed distinct communities, frequently centered on a church. The flood of immigrants spawned nativist reactions among some old-stock Americans. The West included immigrants from Asia, American Indians, and Latino peoples in substantial numbers. White westerners used politics and sometimes violence to exclude and segregate Asian immigrants. Federal policy toward American Indians proceeded from the expectation that they could and should be rapidly assimilated, but such policies largely failed. Latinos—descendants of those living in the Southwest before it became part of the United States and those who came later from Mexico or elsewhere in Latin America—often found their lives and culture under challenge.
After reading this chapter, students should be able to do the following:
Identify the factors that led to rapid economic growth and industrial expansion after the Civil War.
Analyze the constraints that faced railroad developers and explain how the choices they made consequently influenced other enterprises.
Discuss the expectations that led to federal policymakers’ choices regarding American Indians after the Civil War and the ways in which western Indians chose to respond.
Explain how choices regarding railroads, mining, agribusiness, finance, capitalism, and water promoted the development of the West.
Evaluate the constraints faced by Indians, Mexican Americans, Chinese immigrants, and African Americans between 1850 and 1900 and the choices that each made.
CHAPTER SUMMARY
After 1865, large-scale manufacturing developed quickly in the United States, built on a foundation of abundant natural resources, a pool of skilled workers, expanding harvests, and favorable government policies. The outcome was the transformation of the U.S. economy.
Entrepreneurs improved and extended railway lines, creating a national transportation network. Manufacturers and merchants now began to think in terms of a national market for raw materials and finished goods. Railroads were the first businesses to grapple with the many problems related to size, and they made choices that other businesses imitated. Investment bankers, notably J. P. Morgan, led in combining separate rail companies into larger and more profitable systems. Steel was the crucial building material for much of industrial America, and Andrew Carnegie revolutionized the steel industry. He became one of the best known of many entrepreneurs who developed manufacturing operations of unprecedented size and complexity.
What Carnegie did in steel, John D. Rockefeller did in oil. Others followed their lead, producing oligopoly and vertical integration in many industries. Technology and advertising emerged as important competitive devices. One important result was the introduction of both a wide range of new consumer goods and new ways for consumers to purchase. Some southerners promoted the creation of a New South through industrialization and a more diversified agricultural base. The outcome was mixed—the South did acquire significant industry, but the region’s poverty was little reduced.
Federal policymakers hoped for the rapid development of the West and often used the public domain to accomplish that purpose. Native Americans, especially those of the Great Plains, seemed to pose an obstacle to industrial development, but most were defeated by the army and relegated to reservations. Throughout the West, railroad construction overcame the vast distances, making possible cattle raising on the western Great Plains, farming in the central part of the nation,
Research paper about Ku Klux Klan in the 19th Century, leave the last page (11th page) for the work cited page and needs 10 sources 5 internet and 5 hardcopy. Please base research to 19th Century only.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Essay topic: The Soldiers’ War
1. Did the First World War soldiers on the Western Front share a basic experience of the war?
2. Explain the similarities and differences (between the allies and the German forces– including their allies who served with them) on the western front.
3. Look at how these opposing groups of soldiers interpreted their experiences. What was similar or different? Why?
4. Illustrate important points with historical examples and evidence (rather than only citing the authoritative view of a historian).
5. Essay Requirements: All info directly taken from a source, even though re-worded must be footnoted. All direct quotes must be, ?quoted?and footnoted. The essay must be done in Chicago Style. Include a bibliography at the end. No page number on title page. 2500 words?this is a fourth year level essay.
6. This paper needs to be a comparative paper. It must discuss a given topic by comparing the history of that topic for two countries. Comparison implies
discussing similarities and differences. A comparative paper should strive for even coverage of each country, but this is a goal, not an absolute necessity.
This depends upon how much info is in sources for each side.
This paper can also have a transnational approach must consider its given topic in multiple national settings.
7. Mandatory Sources?Please stick to these sources: Note the underlined books and articles were used in class, and would be good to include. Also sources
from the other choices provided by the instructor are listed below.
Charles Yale Harrison, Generals Die in Bed (Annick Press, 2002 [1930]) [Course Book]
Joe Lunn, Male Identity and Martial Codes of Honor: A Comparison of the War Memoirs of Robert Graves,
Ernst Junger, and Kande Kamara, The Journal of
Military History 69, 3 (July 2015): 713-735 [Library E-Resources]
Desmond Morton, When Your Number’s Up: The Canadian Soldier in the First World War
Antoine Prost, In the Wake of War: les anciens combatant and French Society
Richard Holmes, Tommy: The British Soldiers on the Western Front, 1914-1918
Robert Graves, Goodbye to All That
Ernst Junger, Storm of Steel
Donald Fraser. The Journal of Private Fraser, 1914-1918, Canadian Expeditionary Force
Winter, Jay. The Legacy of the Great War, Ninety Years On (University of Missouri Press, 2009).
Note: If you can find scholarly sources that are better than what the instructor has suggested, feel free to include them, as long as I can access the
sources from my home computer. The above sources were chosen from the instructor.
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The Hollywood Blacklist was when some individuals working in the American film industry were questioned, tried in court, convicted to one year in jail, fined a thousand dollars each, and marked down on lists known as the Hollywood Blacklist as an outcome of the Anticommunist fervor of the Cold War Period that was ongoing in the United States in the period 1940s to 1950s.
The blacklist was as a result of investigations that were carried out in October 1947, by the House of Un-American Activities Committee (HUAC) which kicked off its hearings in Washington, D.C. The hearings were to specifically investigate the communist influence in the movie industry. A number of people in the industry including actors, directors, writers and other industry participants were subpoenaed to come before the Committee and ordered to “give
names” to save themselves by snitching on their colleagues.
This thereafter led to April 1948,when ten filmmakers, commonly known as The Hollywood Ten: producer/writer Adrian Scott, director Edward Dmytryk, produce/director Herbert Biberman and screenwriters Alvah Bessie, Lester Cole, Ring Lardner, Jr.,John Howard Lawson, Dalton Trumbo, Samuel Ornitz and Albert Maltz were taken to trial in the Federal court in Washington, D.C. They were all
convicted for contempt of Congress and given a maximum sentence of a year each in jail plus a
fine of one thousand dollars. The defiant ones were down on lists, the Hollywood Blacklist.
The Hollywood Blacklist ruined the careers of those who were listed in it for decades. They could only be able to get some work either by going abroad or to Mexico and also by using fictitious names. Some had to give up their dreams for a while before they make comebacks into the industry. Those who had already established their names in the industry were able to recover, unlike those who had their careers kicking off and were thereafter left with very options.
Scriptwriters had an overhand in the wake of the blacklist period as they could use pseudonyms and continue working while actors and directors could not change their faces nor wear masks hence was an obstacle to working. Some actors and directors thereafter switched to writing for example “Abraham Polonsky, Walter Bernstein, and Arnold Manoff wrote most of the You Are There segments, a series of historical events recreated for television with a strong focus on cultural martyrs such as Socrates, Galilee, Joan of Arc, and the Salem witches.”(Buhle and Georgakas 2)
The Hollywood Blacklist started in 1947 and went on all the way to the late 1950s. The very first hearing by the House of Un-American Activities Committee (HUAC) was in October 1947 in Washington, D.C. “HUAC returned for a second Hollywood round in 1951 but the proceedings were not true Investigations.” (Buhle and Georgakas 2)
Over three hundred people working in the film industry were blacklisted during this period.
Dalton Trumbo set off his career as a journalist and later on a novelist. Trumbo was a very good screenwriter whose work was exemplary having written his first screenplay in 1922. Trumbo supported the labor movement and had become a member of the communist party in 1943. This was a major factor for being included I the Hollywood ten. Trumbo lost his job at MGM studios as a screenwriter after he was convicted and served a period of one year in prison for contempt of congress. Trumbo was blacklisted and had to disguise his name and use false
identities for his scripts to be produced. “In GUN CRAZY (1949), Millard Kaufman had served as a front for Trumbo. . . . . Ian McClellan Hunter has said that Trumbo made the original story for William Wyler’s film ROMAN HOLIDAY (1953), starring Audrey Hepburn and Gregory Peck.” http://www.kirjasto.sci.fi/trumbo.htm
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Why did Napoleon Bonaparte assume control of France, and what factors led to his downfall
The paper needs to be done in Times New Roman, font 12. Citations to be done in Chicago Style- use superscript numbers to identify the citation. Provide footnotes at the bottom of the page.
– he was a skilled military man
– had a lot of victories that led him to become commander
– he failed in Egypt but then he returned to France so it did not ruin his reputation
– he conquered most of Europe
– imposed the Continental System
– was at war with most of Europe at one time
– Prussia, Russia, Austria, and Britain became allies to overthrow Napoleon
– he was sent to Alba to live out his days but he comes back
– in the end he gets sent to Africa (St. Helena) to live out his days.
Wearied by the weaknesses of the Directory, a group of conspirators joined forces with Napoleon Bonaparte to oust the Directors and give Napoleon control of France. His reputation as a brilliant military leader and his charisma and determination made him seem ideal to lead the country to victory over its enemies. However, Napoleon’s relentless ambitions ultimately led to his downfall. Not satisfied with his successes throughout Europe, and struggling to maintain his hold on Spain and Portugal, Napoleon made the fatal mistake of attempting to invade Russia in the summer of 1812. After a disastrous retreat from Moscow, he was eventually forced to abdicate the throne in 1814.
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What was the Enlighten and how did its proponents lead to the challenges directed against absolutist/mercantilist systems both in Europe and its “new world” colonies?
The Enlightenment, also known as the Age of Reason, was a philosophical movement that took place primarily in Europe and, later, in North America, during the late 17th and early 18th century. Its participants thought they were illuminating human intellect and culture after the “dark” Middle Ages. Characteristics of the Enlightenment include the rise of concepts such as reason, liberty and the scientific method. Enlightenment philosophy was skeptical of religion — especially the powerful Catholic Church — monarchies and hereditary aristocracy. Enlightenment philosophy was influential in ushering in the French and American revolutions and constitutions.
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How free were the American people after the War Against Slavery (1861-1865) and the ensuing Era of Reconstruction (1868-1877) (100 points): A short original essay on the above topic. The essay is required to have 5 distinct elements, which are described below. Each element will be worth 20 points. Each essay should be about 1,000 words or 3½ double-spaced pages in 12 pt font with 1-inch margins on all sides of letter stock (8 ½ x 11) and must be submitted as a Word (doc or docx) attachment on Sakai.
The US Civil War has been described as “the Second American Revolution,” which finally abolished slavery and secured “the blessings of liberty” for all Americans. In your view, how accurate is this assessment? Did the Civil War and Reconstruction secure freedom for all Americans? Why or why not?
Write a short essay setting out your views on this question. Your essay needs to include the following elements, and answers to the following questions:
a) an opening paragraph that “hooks” the reader’s attention and draws them into the essay;
b) a definition of freedom: of what does it consist?
c) a list of the ways in which you think Americans were not free after the Civil War: which Americans, in which ways, including at least two contemporary events, trends or witnesses that support your views;
d) a list of the ways in which you think American society and Americans were free after the Civil War: again, say which Americans, in which ways, including at least two contemporary events, trends or witnesses that support your views; and,
e) a closing paragraph (or more, as necessary), consider(s) the merit of these two contrasting viewpoints and spells out their moral, or the most important lesson
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Suppose that the Cold War had been resolved peacefully in the late 1950’s with either the peaceful downfall of Soviet communism (as happened in the 1980’s) or with peaceful coexistence between the West and the Warsaw Pact. This would remove a major impetus for spaceflight in the 1950’s and 1960’s. How do you think the history of spaceflight would have been different? Comment on the relation between international conflict and the advance of technology. Do you believe this relationship will change in the future?
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Annotated bibliography must begin with the citation of the source in the appropriate format (Chicago style bibliographic format). Below required a paragraph of about 100-150 words (preferably around 150) that touches upon a few elements.
These elements are:
1. The TOPIC AREA or CONTEXT for research — what is/are the author(s) trying to discover and why is it important.
2. The METHODOLOGY that the author(s) followed — How did he/she/they conduct their research? What approach did he/she/they take to the topic? How did he/she/they connect the evidence or data to…
3. The CONCLUSIONS and ARGUMENTS that the author(s) made — What conclusion, arguments, and/or recommendations do(es) the author(s) come(s) to as a result of their research?
Paragraph should seek to summarize the source o part of that source that relate to your topic. Paraphrasing will be useful and necessary at times. Do not quote. It should be clear that the source has been read in question.
Annotated bibliography will be assessed according to three criteria: source quality, correctness of citations, and paragraph quality (most important).
This annotated bibliography has to do with a research proposal I have done on Harriet Tubman and the underground railroad. I will attach the document and included in it are 3 sources. This annotated bibliography must be done on a high quality source. You can choose one of the three that are already on the proposal, but if you think they aren’t good enough pertaining to the topic and proposal feel free to do it on a source which you think is better. Sources expected to be 10+ pages on the low end. In the attached proposal you will see that the paper will seek to determine how Harriet and other underground railroad activists contributed towards the end of slavery.
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