Why are interpretations of the English Reformation so polarized? (the English lo

Why are interpretations of the English Reformation so polarized? (the English loved the Reformation vs. the English hated the Reformation, as Duffy says). What does this tell us about
the writing of English history?
Write a three part essay. Focus on the page 720-731 of Duffy’s reading. Write some supplementary references from another source. Reference style follows (author’s last name, reading, page number)

 

 

History 7 First Exam Study Guide The First Exam, which takes place during the we

History 7 First Exam Study Guide
The First Exam, which takes place during the week of October 4-10, will consist of 40
multiple choice and true/false questions drawn from the materials covered in Modules 0-5.
The exam is open-book/resources, but it will be timed. So, unlike the weekly quizzes, once
you start the exam the clock will start and you will have 2 hours to complete it (so, do not
begin the exam until you feel ready to do so and have a firm block of time to work with).
The questions are drawn from the issues that have come up in the homework and
corresponding lectures/debriefs and any videos that I required. The more familiar that you
are with those materials, the easier it will be to answer the questions and, if you are unsure
of an answer, to know where to look to find out.
In order to help you prepare, the list below contains the terms on which all of the questions
are based (note that there are fewer than 40 terms, so for some terms you will be asked
more than one question). For each term, the best thing to do would be to review how it
came up in the homework or discussion forum (and you should also then review the
relevant corresponding debrief/lecture material). In general, for each term you should
know what it was, the context in which it appeared (which can include causes if the term is
an event), and why it was important/significant.
Good luck!
Terms
Primary and Secondary Sources
The Virginia Company
Pocahontas and the Powhatan
The Wampanoag and Plymouth
Puritans/Massachusetts Bay Colony
Indentured Servants
Bacon’s Rebellion
Colonial Slavery
1705 Slave and Servant Codes
Anthony Johnson
Stono Rebellon
John Locke
“republicanism”/Trenchard and Gordon
Navigation Acts/Mercantalism
“Salutary Neglect”
Iroquois Confederation
French and Indian War
Pontiac’s Rebellion
Proclamation of 1763
Virtual Representation
Stamp Act
Townsend Acts
Boston Tea Party
Dunmore’s Proclamation
Nonimportation/boycotts
Thomas Paine – Common Sense
War for Independence
“Republican Motherhood

 

 

Reconstruction through World War I (1865-1920 I want you to write an essay about

Reconstruction through World War I (1865-1920
I want you to write an essay about what you
have learned. Using MINIMUM 500 words (about two pages) you will answer the following
prompt: What is the most interesting and/or surprising thing you have learned about
United States history from 1865-1920? This could be an item you have just learned about,
or an item you had some familiarity about but learned more, or just discuss the favorite
thing we have gone over up to this point.
This prompt gives you some freedom as I feel it is important to work on your writing skills
and to better use intellectual freedom to further develop critical thinking. However, there
are guidelines. As mentioned above, you must write 2 full pages/500 words minimum.
Anything less and you will get docked points. When typing out on word document, use 12-
point sized New York, Calibri, or Arial font, double spaced, with 1-inch margins. You must
cite from the readings and/or lecture, using footnotes or parenthetical, either is fine, but I
want at least three references to the course material.

 

 

Now, for the journal question. One of the themes that hit me during this reading

Now, for the journal question. One of the themes that hit me during this reading is how the interpretations of national identity and culture seemed to shift back to a connection to both European values and to those of more elite elements of society. The movements of the mid-nineteenth century pushed the ideas of the common individual, regardless of rural or urban background. They embraced the process (building one’s self, one’s home and family, one’s career) in the United States and laying out a foundation of values and hopes. Yet by the end of the nineteenth century we seem to see a new push that looks to what individuals of a higher socio-economic class standing view as valuable when identifying something as “American.” Perhaps it comes with the rise of the industrial-urban centers of mass population and modern technology. Perhaps it comes as a counter to the mass immigration from areas of Southern and Eastern Europe that brought in populations not already established in the United States (and therefore bringing in “foreign” cultures to mix with what was already established. Perhaps it comes out of the increased disparity between the uber-wealthy and the rest of the American population during the Gilded Age. Regardless, it happened.
For your journal, what characteristic or value used to determine the nationalistic qualities of music, according to Chmaj’s argument, did you find most valid (i.e. most agreeable to your beliefs in what is American) and which was most problematic? Why?

 

 

Resources: Each of you should begin with reviewing the specific Native Nation’s

Resources:
Each of you should begin with reviewing the specific Native Nation’s website for which you are researching.
https://www.ncsl.org/research/state-tribal-institute/list-of-federal-and-state-recognized-tribes.aspx (Links to an external site.)
This resource will direct you to a list of the federal and state recognized Native Nations.
https://lib.gccaz.edu/databases/
You should look up “American Indian” under the “History” heading.
jstor.org
You can gain full access to this database by logging into your account through GCC Library.
https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html
Chicago Style Citation
Grading Rubric: Each area worth 50 points = 250 points.
Introduction/Thesis
Intro paragraph: identifies topic and provides context/perspective.
Thesis statement: demonstrates familiarity with historical context.
Contextualization
Use of source material/texts demonstrates understanding of historical context and significance of topic.
Use of source material/texts demonstrates the ability to locate and use information to support critical analysis and provide evidence for the thesis statement.
Analysis
Demonstration of clear, original, analysis. Paper looks below surface of text to engage with key themes.
Organization: the paper is effectively organized to clearly communicate ideas and demonstrate a logical flow of analysis and argument.
Conclusion
Effectively restates/ties back to thesis statement.
Major argument/questions have been effectively answered and proven.
Technical writing criteria
Sentence structure, grammar: clear, demonstration of attention to detail.
Nuts and Bolts: material is properly cited, paper includes reference page, and meets minimum page requirement
Citation Page does not count towards the 5 page minimum

 

 

Hello I need a paper answering a couple questions. I’ll have the questions attac

Hello I need a paper answering a couple questions. I’ll have the questions attached in a file. You will need to reach a chapter in my textbook which I’ll also have attached. I don’t need a specific format because it’s for a discussion board, just answer the questions with a paragraph for each question. It should I be a one page paper. If you have any more questions feel free to ask.

 

 

Using and quoting from the Odyssey, answer the following questions completely (t

Using and quoting from the Odyssey, answer the following questions completely (typed).
I. Loyalty and disloyalty are contrasted throughout Books 13-24 of the Odyssey. a) Pick 4 of the following 5 individuals and identify who they are (their role in the Epic) and b) whether the individual remained loyal or was disloyal to Odysseus: Eumaeus; Eurycleia; Antinous; Melanthius; Philoetius.
II. We already learned how in the second half of the Odyssey, Odysseus revealed himself to his son, Telemachus. In Books 17-24, Odysseus reveals himself to 7 other individuals or groups. a) List 5 individuals or groups to whom he reveals himself; and, b) (briefly) describe how he reveals himself to each of the 5 from part a) of this question.
III. Odysseus is considered the clever hero. State three ways that his wife, Penelope, shows that she is at least as clever as her husband. Hint: Methods that she employs to trick or delay the suitors can be utilized as described in the Odyssey.
Extra Credit Question (10 Points):
EC Question. In Book 11 of the Odyssey, Odysseus meets a number of spirits in the Underworld including Achilles, Agamemnon, Teiresias, and his mother, Anticleia. a) From these interactions provide three reasons why you feel that Homer’s view of death/the underworld is either favorable or unfavorable (pick one or the other
answer each one under each question
No Plagiarism!!!

 

 

Instructions: You now have a piece of visual culture to structure your essay aro

Instructions: You now have a piece of visual culture to structure your essay around and you identified a set of useful primary and secondary sources to help you make sense of the image and its relation to themes in environmental history.
I would like the basis of my thesis to be that Americans were obsessed with using propoganda to further their capitalists agendas even at the expense of the environment and human health, specifically in the case of DDT. I explain more specifically of what I was thinking about what to do with each source in the attached annotated bibliography I wrote. (There are the 6 sources in there)
Structure:
Your paper should have a short, straight-forward introductory paragraph. There is no need to be fancy or elaborate. The introduction should (1) state the topic of your paper; (2) connect it to the image that started your search; (3) establish the paper’s chronological frame; (4) define any terms key to your analysis; (5) state your argument or thesis. Remember you are writing an interpretative essay, so you should aim for an analytical thesis and not a descriiptive one.
In the subsequent paragraphs, do not merely give plot-summary. (“First this happened, then this, then that….”) You can assume that your readers (i.e., the professor and your peers in this class) have solid background knowledge of your topic. For this reason, plot-summary is unnecessary and a waste of space. Instead, you should devote each paragraph to a specific topic of analysis.
Each paragraph following the introduction should begin with a topic sentence that indicates the subject of that paragraph. These topic sentences are like road signs that tell the reader where s/he is going. It is therefore helpful if you indicate transitions in your argument. Here is an example of a clear sentence to begin a paragraph: “While some editors emphasized the connections between American struggle and the Glorious Revolution in England, [i.e., the topic of the previous paragraph], others called into existence a new understanding of American and American liberty as connected to but distinct from English sources [i.e., the topic of this paragraph].” Thus the reader should be able to understand your argument if s/he read only your introductory paragraph, the first sentences of all subsequent paragraphs, and your conclusion.
After the topic sentence, the body sentences develop the central idea of the paragraph. These sentences work to analyze data or quotations, describe a text or event, set up a comparison, showcase evidence, and sometimes they enumerate the logical points for readers to give them a sense of a paper’s bigger picture. In body sentences, you need to consider how much quoted data or evidence will demonstrate or prove your point.
You must cite evidence to support your conclusions. In history papers, your evidence usually comes from surviving written sources, but you may also cite evidence that you found in secondary sources.
You can cite evidence from a written primary source in several different ways:
Refer to your evidence without quoting directly.
Quote only key phrases.
Quote at length. Do this only when necessary to examine the source’s wording closely. There is no need to indent longer quotations, but you should single-space them. Extended quotes should rarely be longer than six lines of text. You can shorten quotes by using ellipses (…).
Citation:
Every time you cite evidence, quote from a source, or refer to another author, you must cite it. You may use in-text citations, such as (Richter, 28), (Smith, 575) or (John Adams quoted in Holton, 577-78).
At the end of the paper please remember to provide full bibliographic citations for each source that you reference in a parenthetical citation according to the Chicago Turabian Notes-Bibliography Style. A short guide to ChicagoTurabian Style can be found at:
https://writing.wisc.edu/handbook/documentation/docchicago/notes-bibliography/ (Links to an external site.)
Style:
History is about change over time, so use chronological markers – years, decades, and centuries to measure change so your reader knows how something unfolds. Thus, chronological markers will allow you to clarify your point by underscoring the staged, chronological process through which the full potential and transforming impact of the stirrup was realized.
Avoid the use of passive voice or overreliance on the verb “to be” and its variants.
Historians generally consistently write in the past tense, avoid shifting tenses repeatedly in your essay. You will be tempted to write “Franklin says” when quoting his autobiography but it is more appropriate to stick with the past tense.
Avoid stringing together too many propositional phrases.
If you write a sentence with more than two “ifs, ands, buts, becauses, sinces, thats, whichs etc” try to think how the sentence might be better expressed as two sentences. Compound, complex and even compound-complex sentences are fine, but avoid over packed sentences to improve the clarity of your sentence structure and the fluidity of your prose.
Integrate quotations smoothly into your papers, where you find that they will enrich your argument. Always, alert your reader to who is doing the talking. For example, “Roland explains that …” or “Bachrach pointed out that …”
Group like ideas together in one place – don’t start developing in the first body paragraph only to return to it in the third body paragraph. This will give your paper a choppy feel.
Do not use capitals unnecessarily. Thus do not capitalize words like “king,” “colony,” “empire,” “governor,” etc. However, you should capitalize titles with names (“King George III,” “Governor Bernard,” etc.) as well as “Church” when referring to the collective body of churches and clergy.
Do not use apostrophes for dates: 1760s, not 1760’s.
Have a concluding paragraph in which you sum up your conclusions and briefly discuss their larger significance.
Your paper should be double-spaced with normal margins and page numbers.
Your paper should be completely free of spelling and grammatical errors.
Keep a backup copy of all your papers until you receive your final grade for the course.
Do not use phrases like “I think,” “I feel,” or “it seems to me….” Say what you want to say with conviction. Compare the force of the two sentences: “I feel that Old Lights looked down on New Lights.” And: “Old Lights looked down on New Lights.”
Do not split infinitives: “to go boldly,” not “to boldly go.”
You will not write a 1000-1250 word or approximately 4 to 5-page interpretative essay on the meaning and significance of their image.
You can adopt any approach to framing the paper and developing the argument. Some of us will use the image as an entry point to our topic and only loosely reference it over the course of our paper. For example, Dorothea Lange’s dust photo might be used only as a device to address the causes or consequences of the Dust Bowl. Others might want to do a careful reading of the image and keep the image in the foreground of the entire analysis. This can work especially well for well-composed images like an oil-on-canvas painting, like Thomas Cole’s Crawford Notch or John Gast’s American Progress, where a careful analysis of the canvas and its allegorical and metaphorical images can be the sole focus of an analysis. Alternative, the image might become one piece in of evidence among many. For example, the photo of Warren County protester might be drawn upon to talk about the tactics of nonviolent protest or the words on the picket signs might quotes.

 

 

Respond to the following discussion-must be formal. You have now written 2 paper

Respond to the following discussion-must be formal. You have now written 2 papers for me regarding this topic. I will upload both.
I’m not sure if there was a specific intention to cover the face of the worker in Panel 4 of Jacob Lawrence’s The Migration Series, but you can certainly derive that the focus was around menial, unforgiving hard labor. A worker was not seen as a person, just as two hands to get the job done. There was no time for emotion, and putting faces, or names, to the employees only slowed progress. This was also present in Conditions of the Slaughterhouse, where we saw a sort of dehumanization of workers.
In Panel 5, there is a certain artistic quality, very bold and contrasting colors. It stands out and makes you further interpret it’s meaning. The descriiption refers to passage to northern industries, jobs, and a better life hopefully. But I also read into the importance of the railroads. Trains never stop. Whether it’s because of Carnegie, or the Government, trains keep running (industry keeps going) through the night, never stopping. And in some cases that’s great – more jobs, migrants and previous slaves getting out of the south, but like so many readings this Unit, it’s a machine, that rarely cares for who’s on board, it just has to keep going at all costs.
At first, I thought Panel 16 just screamed exhaustion, working until there was nothing left to give. Then after reading the descriiption about a lynching, I felt a different kind of sadness. This poor woman has seen so much, lived within the boundaries of her community, and still had everything taken from her. Whether it’s The Lynching at the Curve, Lynching and State Sanctioned Murder, (Unit 2 Sources), or any despicable act, it’s not just the ones lynched that suffer, it’s loved ones, family members, communities. The pain felt in this picture does not go away.
Panel 58 gives a sense of hope. Education is paramount to advancement. W.E.B. Du Bois knew it, Mary Church Terrell knew it, and many white supremacists knew it too as they fought to keep everyone ignorant. This picture though, shows the desire to rise above.
Daniel Immerwahr’s How to Hide an Empire was particularly fascinating. It absolutely belongs in a history class and if only somehow was made a requirement for everyone. As much as it is fascinating, it was equal parts frustrating is it perfectly encapsulates the ignorance of Americans throughout history. The fact that FDR knew the American people wouldn’t understand Hawaii is part of America. The fact that GI’s were incredulous when a “foreign” nation spoke English. And even in recent times when aid was delayed to Puerto Rico during the 2017 hurricane due to (putting it nicely) bickering bureaucrats. Towards the end when he starts talking about McCain, you instantly knew he was going to mention Obama and the “birther” conspiracy. Why do we Americans continue to be swept away so easily with this blatant and slanderous propaganda?! It detracts so much and takes that much longer for people to get over it, it stunts American progress. There was a time described where it seems America was maybe a little smarter as a collective then we’ve come to be now.
“If history repeats itself, it’s only because human nature stays relatively constant”, Noah Y. Kim laments in How the 1918 Pandemic Frayed Social Bonds. Which is such a sad sentiment, knowing better but being almost bound to an unceasing cycle. There was a coming together during that time, I feel more so than today. People checking in on each other through house windows, even with today’s technology it’s not the same, there was at least a common goal. People have too many opinions these days which isn’t always a good thing. Those who aren’t affected just don’t have the capacity to care, which isn’t criminal, but it hinders concession and solidarity. The “5 Cent A Spot” picture in Jacob Riis’ How the Other Half Lives reminds me of how Ona and Jurgis lived, crammed into a small dwelling. It’s real. It’s gritty. I understand why folks would want to ignore or refuse to believe it exists. It’s not the America they (want to) know.
There was a bit of a similar theme with Over There as previously seen in The Strenuous Life. Specifically with the line in the sand phrasing where “every citizen must declare himself American or traitor”. That’s a bit harsh, and of course folks are going to choose the former. What stuck out the most was the reversal of public opinion, and how fathers were now proud to send their children and young men to war. Of course the mothers were not given a voice, so there were very divisive opinions outside of the polls.

 

 

What did James I argue was the nature of monarchy? Please explore this question

What did James I argue was the nature of monarchy? Please explore this question by providing an analysis of the Trew Law. Did he actually rule in a manner in keeping with the views of monarchy he proclaimed in those texts?
ONLY USE SOURCES I PROVIDE :
Section: A Royal Theory of Politics
Source Text: James VI and I, The Trew Law of Free Monarchies
Link provided. This is the only source you should use
https://babel.hathitrust.org/cgi/pt?id=hvd.32044010364834&view=1up&seq=173
Citation rules: . I expect
HIEU 2111, Autumn 2021/3
you to use standard conventions to identify when and how you borrow the words or ideas of others. In your essays, do this parenthetically after any quotation or borrowed idea (for instance: Games, p47). Do not use footnotes. You should not consult anything but the materials assigned for this assignment.