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Category: History

  • [Solved] Painter

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  • [Solved] Research. No AI

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    Students will write a 1,000 word (approximately 3 pages) response on the following topic: **Trace the ideas of Western Civilization from their origins in Greece to the Twentieth Century.** This is a standard research assignment and you may use MLA, APA, or Chicago style (footnotes). The assignment m…

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    Students will write a 1,000 word (approximately 3 pages) response on the following topic:  **Trace the ideas of Western Civilization from their origins in Greece to the Twentieth Century.**
    This is a standard research assignment and you may use MLA, APA, or Chicago style (footnotes).  The assignment must be between 1,000 – 1,250 words.
    **Requirements:**
    – A minimum of 3 sources (you can use more if you wish)
    – No general encyclopedias or Wikipedia
    – No webpages (any internet-related Journal articles found through the Library system are okay)
    **Formatting of the research:**
    The Word document should conform to the following standards:
    – 1 inch margins on all sides
    – 12 point Times New Roman font
    – Double-spaced
    – Page numbers in the top, right corner
    – Ragged edge on the right (this is usually the default setting for Word)
    – Place a word count at the end
    – A **Bibliography/Works Cited page** with all of your sources properly cited
    **Rubric for the Research Assignment:**
    – For every 50 words below or above the requirement  -5 points.
    – For every 5 grammar/spelling errors  -3 points
    – Only 2 sources  -10 points. / Only 1 source  -20 points. / No sources  -40 points.
    – For every formatting instruction not followed  -3 points.
    – Staying on topic  – at the discretion of the Instructor.

  • [Solved] History Homework help

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  • [Solved] HIST222

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    see attached. – ## HIST222INSTRUCTIONS.docx **## HIST222INSTRUCTIONS.docx** **Debate Instructions:** **You have been divided into two groups. Group A will support Booker T. Washington's position. Group B will support W. E. B. Du Bois's position. To participate in the debate, you need to research bot…

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    see attached.

    – ## HIST222INSTRUCTIONS.docx

    **## HIST222INSTRUCTIONS.docx**

    **Debate Instructions:**

    **You have been divided into two groups. Group A will support Booker T. Washington's position. Group B will support W. E. B. Du Bois's position. To participate in the debate, you need to research both positions. The required work will help you. Who will you be in the debate? Your character does not have to be an actual historical figure. You can be, for example, a domestic servant or a sharecropper. Just make sure that you ground your analysis in academic sources and you demonstrate you have done all the required work by integrating it into your debate positions. Stay in character for your responses because each response is part of the debating.**

    **Group A: Your last name begins with A-M. (I AM GROUP A!)**

    Group B: Your last name begins with N-Z.

    **The initial post must be written in character supporting your assigned position and then you are required to continue the debate by posting responses to the arguments of a minimum of two peers assigned to the opposing group. You are encouraged to post more than this. Your two best responses will be graded. Whatever you write should be in character. Be creative! Remember that everything you argue, although in character, must be grounded in academic research and must demonstrate you have done the required work.**

    See earlier comment about videos as they are intended to add to your textbook NOT replace it. Furthermore, attempt a little outside research and explore the content of Washington's autobiography Up From Slavery or Du Bois's social criticism The Souls of Black Folk. The analysis for your debate posts should come from your textbook, the lectures, videos, and the research you conducted in the APUS Library. The initial post with well referenced facts is due by Wednesday, 11:55 p.m. ET and 2 peer responses are due by Friday, 11:55 p.m. ET. Do not research on the Internet.

    George Washington Carver at the Tuskegee Institute in 1906. This comes from artstor.org.

    COPYRIGHT 2023 APUS, ALL RIGHTS RESERVED

    **## HIST222INSTRUCTIONS.docx**

    **Debate Instructions:**

    **You have been divided into two groups. Group A will support Booker T. Washington's position. Group B will support W. E. B. Du Bois's position. To participate in the debate, you need to research both positions. The required work will help you. Who will you be in the debate? Your character does not have to be an actual historical figure. You can be, for example, a domestic servant or a sharecropper. Just make sure that you ground your analysis in academic sources and you demonstrate you have done all the required work by integrating it into your debate positions. Stay in character for your responses because each response is part of the debating.**

    **Group A: Your last name begins with A-M. (I AM GROUP A!)**

    Group B: Your last name begins with N-Z.

    **The initial post must be written in character supporting your assigned position and then you are required to continue the debate by posting responses to the arguments of a minimum of two peers assigned to the opposing group. You are encouraged to post more than this. Your two best responses will be graded. Whatever you write should be in character. Be creative! Remember that everything you argue, although in character, must be grounded in academic research and must demonstrate you have done the required work.**

    See earlier comment about videos as they are intended to add to your textbook NOT replace it. Furthermore, attempt a little outside research and explore the content of Washington's autobiography Up From Slavery or Du Bois's social criticism The Souls of Black Folk. The analysis for your debate posts should come from your textbook, the lectures, videos, and the research you conducted in the APUS Library. The initial post with well referenced facts is due by Wednesday, 11:55 p.m. ET and 2 peer responses are due by Friday, 11:55 p.m. ET. Do not research on the Internet.

    George Washington Carver at the Tuskegee Institute in 1906. This comes from artstor.org.

    COPYRIGHT 2023 APUS, ALL RIGHTS RESERVED

  • [Solved] Interview

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  • [Solved] Discussion

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    – ## NativetoColonialAmerica-MapsandImages.pptx – IMG_4901.png – IMG_4899.png – IMG_4900.png – GiveMeLibertyChapterTwoPowerPointUpdatedSpring22.pdf **## NativetoColonialAmerica-MapsandImages.pptx** Native to Colonial America Competition for “New” World 1 As you can see from this map, the entire r…

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    – ## NativetoColonialAmerica-MapsandImages.pptx

    – IMG_4901.png
    – IMG_4899.png
    – IMG_4900.png
    – GiveMeLibertyChapterTwoPowerPointUpdatedSpring22.pdf

    **## NativetoColonialAmerica-MapsandImages.pptx**

    Native to Colonial America

    Competition for “New” World

    1

    As you can see from this map, the entire region of North America was populated with hundreds of different native peoples, ranging from hunting-gathering subsistence to sophisticated farming. This was not an unsettled, virgin land as the Europeans suggested. The first Americans were often very advanced, with elaborate architecture and infrastructure. There were hundreds of languages and even more sub-dialects.

    2

    This map demonstrates what a small amount of land was occupied by Europeans by the mid-17th century. This also highlights the diversity of European settlements. The Spanish, French, English and Dutch differed in their reasons for coming to this part of the world and how they structured their American colonies. Most importantly, their interactions with native peoples varied a great deal.

    3

    Approximately 100 years after the time period depicted in the previous map, the Europeans have spread out over the coastline but still occupy a rather small portion of what is today the U.S. Please also note that the French dominated the interior, west of the Proclamation line and the Spanish claimed the western portion of the continent. None of the European nations considered the native peoples the rightful owners of this land, despite having lived here for at least 10,000 years.

    4

    ## image2.jpeg

    ## image3.jpeg

    ## image4.jpeg

    **IMG_4901.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-4901-png-10405723)

    **IMG_4899.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-4899-png-10405725)

    **IMG_4900.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-4900-png)

    **GiveMeLibertyChapterTwoPowerPointUpdatedSpring22.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/givemelibertychaptertwopowerpointupdatedspring22-pdf)

    **GiveMeLibertyChapterTwoPowerPointUpdatedSpring22.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/givemelibertychaptertwopowerpointupdatedspring22-pdf)

    **## NativetoColonialAmerica-MapsandImages.pptx**

    Native to Colonial America

    Competition for “New” World

    1

    As you can see from this map, the entire region of North America was populated with hundreds of different native peoples, ranging from hunting-gathering subsistence to sophisticated farming. This was not an unsettled, virgin land as the Europeans suggested. The first Americans were often very advanced, with elaborate architecture and infrastructure. There were hundreds of languages and even more sub-dialects.

    2

    This map demonstrates what a small amount of land was occupied by Europeans by the mid-17th century. This also highlights the diversity of European settlements. The Spanish, French, English and Dutch differed in their reasons for coming to this part of the world and how they structured their American colonies. Most importantly, their interactions with native peoples varied a great deal.

    3

    Approximately 100 years after the time period depicted in the previous map, the Europeans have spread out over the coastline but still occupy a rather small portion of what is today the U.S. Please also note that the French dominated the interior, west of the Proclamation line and the Spanish claimed the western portion of the continent. None of the European nations considered the native peoples the rightful owners of this land, despite having lived here for at least 10,000 years.

    4

    ## image2.jpeg

    ## image3.jpeg

    ## image4.jpeg

    **IMG_4901.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-4901-png-10405723)

    **IMG_4899.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-4899-png-10405725)

    **IMG_4900.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-4900-png)

    **GiveMeLibertyChapterTwoPowerPointUpdatedSpring22.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/givemelibertychaptertwopowerpointupdatedspring22-pdf)

    **## NativetoColonialAmerica-MapsandImages.pptx**

    Native to Colonial America

    Competition for “New” World

    1

    As you can see from this map, the entire region of North America was populated with hundreds of different native peoples, ranging from hunting-gathering subsistence to sophisticated farming. This was not an unsettled, virgin land as the Europeans suggested. The first Americans were often very advanced, with elaborate architecture and infrastructure. There were hundreds of languages and even more sub-dialects.

    2

    This map demonstrates what a small amount of land was occupied by Europeans by the mid-17th century. This also highlights the diversity of European settlements. The Spanish, French, English and Dutch differed in their reasons for coming to this part of the world and how they structured their American colonies. Most importantly, their interactions with native peoples varied a great deal.

    3

    Approximately 100 years after the time period depicted in the previous map, the Europeans have spread out over the coastline but still occupy a rather small portion of what is today the U.S. Please also note that the French dominated the interior, west of the Proclamation line and the Spanish claimed the western portion of the continent. None of the European nations considered the native peoples the rightful owners of this land, despite having lived here for at least 10,000 years.

    4

    ## image2.jpeg

    ## image3.jpeg

    ## image4.jpeg

    **IMG_4901.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-4901-png-10405723)

    **IMG_4899.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-4899-png-10405725)

    **IMG_4900.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-4900-png)

    **GiveMeLibertyChapterTwoPowerPointUpdatedSpring22.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/givemelibertychaptertwopowerpointupdatedspring22-pdf)

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  • [Solved] Catalog Entry

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    Look carefully at the attachments below for the instructions \ Screenshot501.png](https://www.sweetstudy.com/files/screenshot501-png-10397269 "Screenshot501.png") \ Screenshot500.png](https://www.sweetstudy.com/files/screenshot500-png-10397271 "Screenshot500.png") \ Screenshot498.png](https://www…

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    Look carefully at the attachments below for the instructions
    \
    Screenshot501.png](https://www.sweetstudy.com/files/screenshot501-png-10397269 "Screenshot501.png")
    \
    Screenshot500.png](https://www.sweetstudy.com/files/screenshot500-png-10397271 "Screenshot500.png")
    \
    Screenshot498.png](https://www.sweetstudy.com/files/screenshot498-png-10397273 "Screenshot498.png")
    \
    Screenshot499.png](https://www.sweetstudy.com/files/screenshot499-png-10397275 "Screenshot499.png")

  • [Solved] AW1

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  • [Solved] Cherokee

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    – ## HIS131–DocumentAnalysis3Section001AFall2025.pdf – Cherokees-1.pdf **## HIS131–DocumentAnalysis3Section001AFall2025.pdf** 1 HIS 131—Document Analysis #3 Your Name: ____________________ Title of Document: The Cherokees Resist Removal, 1830 (**It is the second document cont…

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    – ## HIS131–DocumentAnalysis3Section001AFall2025.pdf

    – Cherokees-1.pdf

    **## HIS131–DocumentAnalysis3Section001AFall2025.pdf**

    1

    HIS 131—Document Analysis #3

    Your Name: ____________________

    Title of Document: The Cherokees Resist Removal, 1830

    (**It is the second document contained in the PDF.**)

    • Due Date: by 1:00 PM on Saturday, September 13, 2025

    • Points: 50

    • Directions: Please read “The Cherokees Resist Removal” and then answer the following

    questions. For questions 3 through 10, please use complete sentences.

    1. When was the document created?

    2. Who created or authored the document? I have provided the answer.

    The author was a representative of the tribe. While it is possible to get a more specific answer,

    the identity of the author is not mentioned in this excerpt.

    3. In your own words, please summarize the document. What is the main claim (or claims)

    presented in the document? What evidence is presented to support the claim(s)?

    2

    4. In the beginning of the document, the author wrote, “We are aware, that some persons

    suppose it will be for our advantage to remove beyond the Mississippi. We think otherwise. Our

    people universally think otherwise.” Why was it important for the author to include this

    statement in the appeal?

    5. What do you think was the Cherokee’s strongest argument against removal? Please explain

    your rationale.

    6. According to the author, if the Cherokee agreed to relocate beyond the Mississippi, “they

    have nothing to expect hereafter but to be the victims of a future legalized robbery!” What did

    this statement mean?

    7. According to the author, how had the Cherokee been described by others? Conversely, how

    did the author respond to such descriptions?

    3

    8. Who was the intended audience for the document at the time it was written?

    9. Why was this appeal written? What was the motive?

    10. What did Indian Removal highlight about governmental attitudes toward Native Americans?

    • Based, in part, on the “Written Document Analysis Worksheet” created by the Education Staff, National Archives and Records

    Administration.

    **Cherokees-1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cherokees-1-pdf)

    **Cherokees-1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cherokees-1-pdf)

    **## HIS131–DocumentAnalysis3Section001AFall2025.pdf**

    1

    HIS 131—Document Analysis #3

    Your Name: ____________________

    Title of Document: The Cherokees Resist Removal, 1830

    (**It is the second document contained in the PDF.**)

    • Due Date: by 1:00 PM on Saturday, September 13, 2025

    • Points: 50

    • Directions: Please read “The Cherokees Resist Removal” and then answer the following

    questions. For questions 3 through 10, please use complete sentences.

    1. When was the document created?

    2. Who created or authored the document? I have provided the answer.

    The author was a representative of the tribe. While it is possible to get a more specific answer,

    the identity of the author is not mentioned in this excerpt.

    3. In your own words, please summarize the document. What is the main claim (or claims)

    presented in the document? What evidence is presented to support the claim(s)?

    2

    4. In the beginning of the document, the author wrote, “We are aware, that some persons

    suppose it will be for our advantage to remove beyond the Mississippi. We think otherwise. Our

    people universally think otherwise.” Why was it important for the author to include this

    statement in the appeal?

    5. What do you think was the Cherokee’s strongest argument against removal? Please explain

    your rationale.

    6. According to the author, if the Cherokee agreed to relocate beyond the Mississippi, “they

    have nothing to expect hereafter but to be the victims of a future legalized robbery!” What did

    this statement mean?

    7. According to the author, how had the Cherokee been described by others? Conversely, how

    did the author respond to such descriptions?

    3

    8. Who was the intended audience for the document at the time it was written?

    9. Why was this appeal written? What was the motive?

    10. What did Indian Removal highlight about governmental attitudes toward Native Americans?

    • Based, in part, on the “Written Document Analysis Worksheet” created by the Education Staff, National Archives and Records

    Administration.

    **Cherokees-1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cherokees-1-pdf)

    **## HIS131–DocumentAnalysis3Section001AFall2025.pdf**

    1

    HIS 131—Document Analysis #3

    Your Name: ____________________

    Title of Document: The Cherokees Resist Removal, 1830

    (**It is the second document contained in the PDF.**)

    • Due Date: by 1:00 PM on Saturday, September 13, 2025

    • Points: 50

    • Directions: Please read “The Cherokees Resist Removal” and then answer the following

    questions. For questions 3 through 10, please use complete sentences.

    1. When was the document created?

    2. Who created or authored the document? I have provided the answer.

    The author was a representative of the tribe. While it is possible to get a more specific answer,

    the identity of the author is not mentioned in this excerpt.

    3. In your own words, please summarize the document. What is the main claim (or claims)

    presented in the document? What evidence is presented to support the claim(s)?

    2

    4. In the beginning of the document, the author wrote, “We are aware, that some persons

    suppose it will be for our advantage to remove beyond the Mississippi. We think otherwise. Our

    people universally think otherwise.” Why was it important for the author to include this

    statement in the appeal?

    5. What do you think was the Cherokee’s strongest argument against removal? Please explain

    your rationale.

    6. According to the author, if the Cherokee agreed to relocate beyond the Mississippi, “they

    have nothing to expect hereafter but to be the victims of a future legalized robbery!” What did

    this statement mean?

    7. According to the author, how had the Cherokee been described by others? Conversely, how

    did the author respond to such descriptions?

    3

    8. Who was the intended audience for the document at the time it was written?

    9. Why was this appeal written? What was the motive?

    10. What did Indian Removal highlight about governmental attitudes toward Native Americans?

    • Based, in part, on the “Written Document Analysis Worksheet” created by the Education Staff, National Archives and Records

    Administration.

    **Cherokees-1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cherokees-1-pdf)

    – 1
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  • [Solved] history

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    – ## PhilosophyAdrionnadue21sept.docx **## PhilosophyAdrionnadue21sept.docx** Philosophy Adri due 21 sept. This assignment has four parts. 1) Madison warned about factions in Federalist No. 10. Think about your own community (school, workplace, neighborhood, or online group). Have you seen factions …

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    – ## PhilosophyAdrionnadue21sept.docx

    **## PhilosophyAdrionnadue21sept.docx**

    Philosophy Adri due 21 sept. This assignment has four parts.

    1) Madison warned about factions in Federalist No. 10. Think about your own community (school, workplace, neighborhood, or online group). Have you seen factions or cliques form? How do they influence decisions, either positively or negatively? Justify your answer.

    Tr

    Ta

    3) Evaluate president Jackson’s Presidency. What political conflicts did he face? What are your thoughts on his attempts to resolve these conflicts? How should history judge Jackson as a president? Research at least 2 academic sources, (other than your textbook) and make sure you cite your sources using APA format. Your response should be in 2-3 paragraphs.

    P

    4)
    **Question #1: Groups and Interests**

    The theory of "pluralism" holds that interest groups should be allowed relatively free reign to influence elected representatives (excepting outright bribery and the like). On this theory interest groups help to facilitate democratic decisions because they make elected officials aware of different groups' demands and compete to shape public policy. Does this theory make sense to you? If so, explain why interest groups are important. If not, explain why our current system with so many interest groups fail to adequately shape public policy to reflect the beliefs and needs of the American electorate. You are also free to adopt a middle ground and speak to the strengths and weaknesses of the pluralist theory. As always, try to support your arguments with specific examples of policy areas where interest groups have a beneficial or detrimental impact.

    **Question #2: Congress**

    The reading this week discusses two ideals of representation: Delegate and Trustee. These ideals envision very different roles for elected representatives and voters. In the delegate ideal, members of Congress are elected to represent the beliefs of their constituents, regardless of whether they think their constituents' beliefs are well informed. In the trustee ideal, members of Congress are elected to represent the best interests of their constituents, regardless of whether their constituents agree with what the member thinks is in their best interest

    Which ideal do you think should be followed? In your discussion be sure to highlight the strengths of the ideal that you have chosen. Also, be sure to discuss why the weaknesses of your chosen ideal are outweighed by its strengths. Finally, think about a specific policy issue and discuss why it would be better for members of Congress to follow your chosen ideal.

    **## PhilosophyAdrionnadue21sept.docx**

    Philosophy Adri due 21 sept. This assignment has four parts.

    1) Madison warned about factions in Federalist No. 10. Think about your own community (school, workplace, neighborhood, or online group). Have you seen factions or cliques form? How do they influence decisions, either positively or negatively? Justify your answer.

    Tr

    Ta

    3) Evaluate president Jackson’s Presidency. What political conflicts did he face? What are your thoughts on his attempts to resolve these conflicts? How should history judge Jackson as a president? Research at least 2 academic sources, (other than your textbook) and make sure you cite your sources using APA format. Your response should be in 2-3 paragraphs.

    P

    4)
    **Question #1: Groups and Interests**

    The theory of "pluralism" holds that interest groups should be allowed relatively free reign to influence elected representatives (excepting outright bribery and the like). On this theory interest groups help to facilitate democratic decisions because they make elected officials aware of different groups' demands and compete to shape public policy. Does this theory make sense to you? If so, explain why interest groups are important. If not, explain why our current system with so many interest groups fail to adequately shape public policy to reflect the beliefs and needs of the American electorate. You are also free to adopt a middle ground and speak to the strengths and weaknesses of the pluralist theory. As always, try to support your arguments with specific examples of policy areas where interest groups have a beneficial or detrimental impact.

    **Question #2: Congress**

    The reading this week discusses two ideals of representation: Delegate and Trustee. These ideals envision very different roles for elected representatives and voters. In the delegate ideal, members of Congress are elected to represent the beliefs of their constituents, regardless of whether they think their constituents' beliefs are well informed. In the trustee ideal, members of Congress are elected to represent the best interests of their constituents, regardless of whether their constituents agree with what the member thinks is in their best interest

    Which ideal do you think should be followed? In your discussion be sure to highlight the strengths of the ideal that you have chosen. Also, be sure to discuss why the weaknesses of your chosen ideal are outweighed by its strengths. Finally, think about a specific policy issue and discuss why it would be better for members of Congress to follow your chosen ideal.