Essay Help on History Homework

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History Homework Essay Help

Choose 7 out of 10 and answer each question fully. All answers must be in full sentences and at least one paragraph long.

Compare and Contrast Surrealism and Cubism, giving examples of the each type of art form.

Describe at least two new technological developments of the late 19th and early 20th centuries. ( 1875-1945).

Explain the correlation between a country´s economy and its level of new technologies. ( map technologies)

Compare and Contrast traditional propaganda, such as the type from World War 1 with modern- day propaganda.

Describe how nationalism and the relationship between different European countries led to World War 1.

Discuss the role of imperialism in at least three different conflicts covered in class. ( war, imperialism, bottle, land).

Explain ethnocentrism and the role it played in colonization( in my words, how i see).

Discuss the reasons why the United Stated chose to drop ” Little boy” and “Fat man”. In your answer, you must include the other options that could have been employed.

Compare and Contrast nuclear power with at least two other types of sustainable enerny.

Explain at least three issues related to moving away from fossil-fuel based energy.

Essay Help on History Homework Part 2:

Either choise A or choise B. Choose 1 only: You must write a 4-6 paragraph essay on either of the following topics. A complete essay must include examples and detailed information.

A: Describe some of the popular consumer items and new technologies introduced to Western Europeans and U.S.- American after the start of the 20th century? How did these items influence changes in culture, artistic expressions, and new social understandings of different cultural groups(i.e. genger, socio-economic, ethnic)?

How has production and consumers demands of certain everyday items influenced colonialist policies throughout the 20th and 21st centuries ? For what purposes do foreign governments and foreign companies feel compelled to maintain control and influence over certain industries in foreign region? What are some consequences of these actions? ( talk about imperialism too).

B: What is the difference between cultural intelligence(CQ) and cultural knowledge? From the filme, Empire of the Sun, describe how Jim gains cultural intelligence. Include many specific examples and explain in detail what influenced his cultural education before and after the Japanese invasion into Shanghai, China.

Describe the levels of CQ shown by some of the Japanese characters from the film. In relation to CQ, briefly explain the xenophobic effects on Chinese and Japanese people as a result of Western colonialist and corporate influences in East Asia before World War 2. How did such influences contribute to the expasion of Japan´s empire and the outbreak of war during the 1930s?

  1. Provide an overview on Lewin’s Change theory.
  2. Provide rational as to how and why a change theory must be integrated into a Quality and Safely initiative like the RN Capstone project
  3. Describe specific examples of how you would apply Lewin’s change theory to integrate your Quality and Safety initiative to enhance patient quality and safety in your healthcare organization
    4.Identifies three key stakeholders you need to work with collaboratively to implement the RN capstone project in your healthcare organization
  4. Provide rational as to why these three persons are key stakeholders

Watch the documentary New York: A Documentary Film (links below). You ONLY need to watch the specified times below (about 15 minutes total).

Part 1 Questions: Essay Help on History Homework 

Using the video, the images, and the textbook, write a short essay answering the following questions:
1. What do the videos reveal about living conditions in urban areas during the mid-1800s?
2. Why did nativism become a powerful movement during the 1840s and 1850s? Who did it target, and why?
3. What elements of the images below reflect nativist fears and negative stereotypes of immigrants? How do you think this imagery affected the way Americans thought about immigrants?

 

Part 1 Links:

  • VIDEO 1 – New York: A Documentary Film, Episode 2, part 3 – (watch from minute 4:35 to minute 7:44)
    • VIDEO 2 – New York: A Documentary Film, Episode 2, part 4 – (watch all 9 minutes)
    • VIDEO 3 – New York: A Documentary Film, Episode 2, part 5 – (watch from the beginning to minute 3:20)

What is one factor that might have contributed to the collapse of the Roman Republic? IN ONE PAGE NO SOURCES IDEAS AND THOUGHTS ONLY

 

Some have argued that Winston Churchill deliberately chose not to protect the Lusitania in hopes that the sinking of such a prominent ship would draw the United States into war. After reading Larson’s account, what do you think of this theory? While this question is open to reflect the views of the reader, it is important to contextualize your answer including an explanation of the Great War and the United States involvement 9or non-involvement) in the war. Whether you agree or disagree with this theory, support your thesis with quotations and examples from the book Dead Wake by Erick Larson.

The book:

Part 1: Essay Help on History Homework 

Getting to the right of privacy has not been a straight road.  The right to privacy is not explicitly listed anywhere in the Constitution.  But Supreme Court “inferred” a right of privacy from several of the Amendments, long before the Roe decision and the inference was not just from the 14 Amendment.  The Supreme Court has expressed the belief that collectively, the Amendments construct a “zone of privacy.”

The government cannot interfere in a person’s choices of religion, what they choose to say, affiliate with, must have search warrants to search private areas, and the protection against self-incrimination.  We can see how this creates a situation in which the privacy of a person is protected.The Third Amendment makes it clear that the privacy of one’s home is to be inviolate, even in times of war. The Fourth Amendment suggests that an individual’s body (person), as well as home and personal belongings could not be subject to warrantless searches and seizures.

The Fifth and Sixth Amendments impart some rights of privacy, as well.  The Supreme Court has especially suggested that the Fifth Amendment suggests that individual’s should have the right to keep private their thoughts.  In the Ninth Amendment, there is a statement that the listing of the rights contained in the Bill of Rights does not mean to “deny or disparage others retained by the people.”

So, basically, it means that just because a right is not listed in the Constitution does not mean that people do not have that right. So, it opens a method for the Courts to interpret rights from the Constitution and the current needs of society.  For example, in the Griswold Connecticut decision, the precursor to Roe, the Supreme Court first discussed the rights of a married couple to make private decisions about the use of birth control.  The Roe decision followed shortly.

Most of the Amendments tell the government to “back off” an individual’s personal choices.

Question to part 1: Essay Help on History Homework 

  • Why do you think so many laws passed today by legislatures get involved in a person’s private choices?

Ivers, G. (2013). Constitutional law: An introduction. [Electronic version]. Retrieved from https://content.ashford.edu/ (Links to an external site.)Links to an external site.

Part II: Essay Help on History Homework 

There was a long period of time where abortion was legal in the early US.  According to Gordon (1974), it was widely practiced in the late 1700’s through the 1800’s, but people did not discuss it much.  Abortion was not regulated until after the Civil War. In the 1800’s, abortion was legal in nearly every state!  In 1870, there were over 200 doctors listed in the medical directories who performed abortions.  At that time, more women died from childbirth than did from early-stage abortions (Gordon 1974). Early forms of “birth control” pills, called French or Portuguese Monthly Pills, were marketed to women as a way to terminate pregnancies. The language in the ads was quite vague, though.  (You might need to zoom in to read the actual text.)

There was not an open discussion on the limitations on birth control up until the 1950’s/60’s, usually in regard to married couples.  As Justice Harlan pointed out, polite society assumed that a person would not engage in sexual intimacy outside of marriage.  In most states, it was not legal for single women to get prescriptions for birth control pills until the 1970’s.  After the Roe decision, there was aa lot of rapid movement about abortion in the courts.

This history leaves us with the idea that those laws are the norm until laws began changing in the 1950’s.  It was around that time that opinion on the matter of abortions began to shift.  Pope Pius IX issued a statement that the Catholic Church considered abortion to be murder.  Anthony Comstock authored legislation to make it illegal to advertise contraception, deeming it to be obscene.  Many churches, social groups, and even President Teddy Roosevelt attacked birth control as a means to make families smaller, a fact that was not good for a growing nation.

Also Read  American nations by Collin Woodward

Abortion and birth control were quickly outlawed.  Those laws remained until Griswold and Roe.
So, we have seen a decided shift in the attitudes about abortion over time, from support to bans, back to judicially supported usage. This linked article (Links to an external site.)Links to an external site. that demonstrates the trend lines for abortion.

Essay Help on History Homework : Question to part II

 

  1. What do you think drives the up and down support for abortion for any reason?

 

  1. Do you think majority support for abortion will shift dramatically in the future?


Reference:

Gallup. 2015.  Historical Trends – Abortion.  Retrieved from http://www.gallup.com/poll/1576/abortion.aspx

Gordon, L. 1974.  Woman’s Body, Woman’s Right: Birth Control in America. New York, Penguin Books.

Subject: American History

 

 

Answer the question below and use the uploaded text chapters for your source. Make sure to cite your source in the body of the essay and on the reference page, in Chicago Style format.

 

Question #4: From the evidence provided in the text, could it be argued that the construction of the Erie Canal was the central economic event of the first half of the nineteenth century? Why or why not?

History Discussion Board: Essay Help on History Homework 

You are to  respond to this post  by extending the observation to explain additional impacts of their choice. please do not use word for word this assignment must be in  your own words no exceptions at least 200 words

After defeating the axis powers together in WWII The Soviet Union and The United States of America emerged as the worlds two biggest and most powerful countries both having different ideologies for political structure.

The Soviet Union was a communist nation ruled by Joseph Stalin and The United States a Democracy, these became competing ideologies as The United States and The Soviet Union attempted to spread their ideologies throughout Europe and the rest of the world.

This contest led us into what is called the Cold War, the fear following two world wars was that we would end up in another world war that we could possibly lose because The Soviet Union was able to expand their communist ideology to countries like Poland and even make allies with China who was in a vulnerable position as were many countries in Asia and eastern Europe.

Although this war did not involved conventional warfare or any force on force tactics, The Cold War was fought in politics, the economy, and through the intelligence community.

Fall of the Soviet Union during the Cold War

( Text book: Foner, Eric. Give Me Liberty!: An American History (Volume 1). Seagull 5th Edition. W.W. Norton & Company, Inc., 2016. ISBN # 978-0-393- 60342-2 )

Unit 3 History Exam

( there are 3 parts) – MLA form

* Part 1 (20 points)
Video and Response Essay (20 points)
Watch the documentary New York: A Documentary Film (links below). You ONLY need to watch the specified times below (about 15 minutes total). I have

also included 2 images (below the video links) for you to examine.

Part 1 Questions: Using the video, the images, and the textbook, write a short essay (minimum 200 words) answering the following questions:
1. What do the videos reveal about living conditions in urban areas during the mid-1800s?
2. Why did nativism become a powerful movement during the 1840s and 1850s? Who did it target, and why?
3. What elements of the images below reflect nativist fears and negative stereotypes of immigrants? How do you think this imagery affected the way

Americans thought about immigrants?

Part 1 Links:

  • VIDEO 1 – New York: A Documentary Film, Episode 2, part 3 – (watch from minute 4:35 to minute 7:44)
    • VIDEO 2 – New York: A Documentary Film, Episode 2, part 4 – (watch all 9 minutes)
    • VIDEO 3 – New York: A Documentary Film, Episode 2, part 5 – (watch from the beginning to minute 3:20)

 

Image 1

Image 2

 

* Part 2 (40 points)
Essay (40 points)

For part 2 of the Unit 3 Exam, choose ONLY 1 essay question from the list below, which covers chapters 9 and 10 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.

Part 2 History Essay Questions: Essay Help on History Homework

1 – Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new

nation. Discuss the internal borderlands within the West.

2 – Discuss the impact of the market revolution on women and African-Americans (both free and slave).

3 – Explain the shift from artisan to factory worker, and discuss the factory system. What were the advantages and disadvantages? Who was left out? Who

benefited? What were some ways workers responded?

*Part 3 (40 points)
Essay (40 points)

 

For part 3 of the Unit 3 Exam, choose ONLY 1 essay question from the list below, which covers chapters 11 and 12 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.

Part 3 History Essay Questions:

 

1 – Despite unimaginable hardships, slaves were able to maintain a sense of identity and a determination to attain freedom. Describe how slave culture

aided those endeavors and drove slaves’ desire for freedom. Be sure to consider African heritage and slave family life, folklore, and religious life in

your response.

 

2 – For the most part, white southerners defended the “peculiar institution” whether or not they had slaves, whether they were rich or poor, and

whether they lived on large plantations or small farms. Why was this the case?

 

3 – Discuss the relationship between masters and slaves in the American South. Did masters have all the power in this relationship, or did the enslaved

exert some power? Points to consider include paternalism, the size of slaveholdings, slavery and the law, forms of slave resistance, and labor

organization (task and gang systems).

 

History 1301: Essay Help on History Homework

( Text book: Foner, Eric. Give Me Liberty!: An American History (Volume 1). Seagull 5th Edition. W.W. Norton & Company, Inc., 2016. ISBN # 978-0-393-

60342-2 )

Unit 3 Exam ( there are 3 parts) ( MLA form)

Part 1 (20 points)
Video and Response Essay (20 points)

Watch the documentary Voices of the Civil War, Episode 18: “New York Draft Riot” (link below) and read the article, “Great Hanging at Gainesville”

(link below). I have also included a clip from the the film Gangs of New York (2002) for dramatic effect, but it is not required.

Part 1 Questions: Using the video, the article, and the textbook, compare these two events in a short essay (minimum 200 words) and answer the

following questions:

  1. How did each event reflect discontent with the war on the Union and Confederate home fronts?
    2. How did racial and ethnic tensions, including the issue of slavery, affect each event?
    3. How did each side’s Conscription Acts exacerbate this discontent?

Part 1 Links:

  • VIDEO – Voices of the Civil War, Episode 18: “New York Draft Riots” – https://youtu.be/mKoM22MvDwM
  • ARTICLE – “Great Hanging at Gainesville” – https://tshaonline.org/handbook/online/articles/jig01
    • FILM (OPTIONAL) – Gangs of New York (2002), clip from the final scene [Warning: graphic violence and language] – https://youtu.be/TKJ_OOKQVrU

Part 2 (40 points)
Essay (40 points)

For part 2 of the Unit 4 Exam, choose ONLY 1 essay question from the list below, which covers chapters 13 and part of chapter 14 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.

Part 2 Essay Questions:

1 – Did morality or economics dominate the debates over slavery in the 1850s? Explain the various arguments made for and against the expansion of

slavery. Who, if anyone, was arguing for abolition?

2 – Many Americans and immigrants from other lands believed California presented a magnificent opportunity for economic freedom once gold was

discovered. However, the boundaries of freedom were tightly drawn in California. Explain the expansions and limitations of freedom there.
3 – Thinking back to previous chapters, fully explain how the forces of the market revolution heightened the tension between freedom and slavery.

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Part 3 (40 points)
Essay (40 points)

For part 3 of the Unit 4 Exam, choose ONLY 1 essay question from the list below, which covers part of chapter 14 and all of chapter 15 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.

Part 3 Essay Questions:

1 – What strategy did General Grant ultimately adopt to achieve victory for the Union, and why did he do so? Why was his strategy criticized?

2 – Using Lincoln’s speech at Sanitary Fair in 1864 (excerpted in “Voices of Freedom”), explain how Lincoln defined liberty. How does this speech reflect a change in his thinking from 1861? Why do you think Lincoln had to change his thinking to achieve victory in this war?

3 – Black Americans eagerly signed up for service in the army and navy after the Emancipation Proclamation was issued. Describe the life of a black soldier. How did it differ from the experiences of black sailors? Overall, how important were black servicemen in the outcome of the war? Finally, discuss what fighting in the war meant to these men.

What liberties and freedoms of Americans were being violated by European powers prior to the War of 1812? How did Jefferson and Madison view liberty in

terms of British and French behavior on the seas? How did the War Hawks view liberty? Was war the only answer by 1812?

Foner, Eric. Give Me Liberty!: An American History (Volume 1). Seagull 5th Edition. W.W. Norton & Company, Inc., 2016. ISBN # 978-0-393-60342-2

In what ways can Thomas Jefferson’s presidency be considered a revolution? Did his presidency deliver an Empire of Liberty as he envisioned? Why or why not?

Foner, Eric. Give Me Liberty!: An American History (Volume 1). Seagull 5th Edition. W.W. Norton & Company, Inc., 2016. ISBN # 978-0-393-60342-2

Who became full-fledged members of the American political community under the U.S. Constitution? Fully explain what criteria were used and who was excluded from membership.

Foner, Eric. Give Me Liberty!: An American History (Volume 1). Seagull 5th Edition. W.W. Norton & Company, Inc., 2016. ISBN # 978-0-393-60342-2

Explain the arguments of the Anti-Federalists. How did they define liberty and what role did they see government having in protecting that liberty?

Foner, Eric. Give Me Liberty!: An American History (Volume 1). Seagull 5th Edition. W.W. Norton & Company, Inc., 2016. ISBN # 978-0-393-60342-2

Using Letters from an American Farmer and Notes on the State of Virginia, discuss the reach of American citizenship. What did it take to be free and to

have liberties in the new nation? According to Crèvecoeur and Jefferson, would there ever be a time when America might be a melting pot of more than

just white Europeans?
Foner, Eric. Give Me Liberty!: An American History (Volume 1). Seagull 5th Edition. W.W. Norton & Company, Inc., 2016. ISBN # 978-0-393-60342-2

Alexander Hamilton’s plan called for commercial industrialization, which many Americans viewed positively. Explain why some Americans opposed Hamilton’s position. What were some of the alternative plans for development?
Foner, Eric. Give Me Liberty!: An American History (Volume 1). Seagull 5th Edition. W.W. Norton & Company, Inc., 2016. ISBN # 978-0-393-60342-2

Women were increasingly coming to believe that they too had the right to knowledge, education, public discourse, and employment. Discuss the various arguments being made in the late eighteenth and early nineteenth centuries by women regarding their changing roles in the new republic.
Foner, Eric. Give Me Liberty!: An American History (Volume 1). Seagull 5th Edition. W.W. Norton & Company, Inc., 2016. ISBN # 978-0-393-60342-2

History chapter question: Essay Help on History Homework 

Discussion Question(s)

The reading and the lecture for this week talk about race and class a lot– the reading breaks down the different classes in colonial Latin America, while the lecture talks about how racial divisions developed. The reading and lecture also spoke to the ways in which people could use race and class to their advantage.

Using both (and your reading will help you with both), which do you think is more important? From the perspective of a person from the “lower class”, which do you think was more important? Were both equally important?

Lecture 8

But to maximize profits in the Americas, the Spanish had to create a stable government, one that represented– or claimed to represent– everyone living in the colonies. This, the two republics (which we have already discussed previously). It is within these institutions that indigenous peoples and people of mixed race backgrounds were able to take advantage of the system to make a better life for themselves. As your reading demonstrates, “race” was not always about “race.” For instance, check out this excerpt, which I think is really enlightening:

“But distance from Europe; the mixture of races, ethnicities, and cultures; and sometimes-tumultuous performance of the colonial economies created more fluid and complex “societies of caste.” In these societies Indians, Africans, and their American-born descendants, and racial mixtures, castas,  were defined as inferiors by law and discriminated against in practice.”

What this excerpt is saying is that there were many ways in which the racial order in Latin America was more than the Spanish crown could handle. The distance from Europe created identities that the Spanish crown couldn’t always adequately deal with. As a result, it led to the oppression of people who were A) Indian, B) Mestizo, C) mixed race, D) African, and E) even Spanish people born in the Americas (not to mention Muslims, Jews, and other non-Catholic Christians– however few there were so close after the Reformation (Links to an external site.)).

HOWEVER, check out the rest of the paragraph (p. 192):

“But these were also societies where men and women with substantial property were commonly presumed to be white even if their color or appearance might suggest otherwise. In the first decades of settlement, for example, numerous mixed children and grandchildren of conquistadors and Indian women moved in elite circles and married Europeans.”

Now here is the really important part:

“Race was therefore defined largely by wealth, lineage, and power or, alternatively, by poverty and tributary status, rather than biology. Yet culture, mastery of Spanish or Portuguese, Christianity, mode of dress, and diet also contributed to contemporary attribution of race and ethnic identity.

You see what this is getting at? So far in this course we have been talking about the Indians and Spanish as a simple binary. However, as time went by and the colonial government became established, not only did the population get much more diverse, but people were able to slide in and out of different racial categories! I know what you are thinking:

But seriously, they did!

However, at the same time, although the Spanish and Portuguese had a tough time keeping a handle on the day to day workings in the colonies, the elites in Spanish America in particular set to work, trying to make those fluid categories of race more rigid. A little bit later in the colonial period– the 18th century (the 1700s), the elite commissioned artists to create casta paintings. 

These casta paintings were not so subtle ways of creating a racial order– a racial hierarchy in a system that was already hierarchical (there was a pecking order), but had a ton of loopholes, as you read in the example from the text above. Generally, casta paintings consisted of a large painting with many individual squares with smaller paintings. Here is an example of a large casta painting:

Now, you may not be able to see the details, but if you take a good look at the way people are dressed at the top and the color of their skin, you will notice a big difference between that and the people in the bottom squares. Now here are some squares from a totally different casta painting:

If you’ll read the caption (I typed it on top with a bigger font), it says, “De Español e India produce Mestizo” (“a Spaniard and an Indian make a ‘mestizo'”). This is pretty straightforward, right? They are showing what happens when there is intermixing, and the picture itself is telling. The male, the head of the household, is white. He has his kind, Indian wife, and she is holding their offspring, the “Mestizo.” You might also notice how white the baby looks in this picture. Interesting, right?

How about this picture: 

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Again, you see very little contrast (even less than in the previous picture, since the woman is not an Indian, but rather is a mestiza– a little bit lighter skinned). Now let’s jump down a few frames on this casta painting:

Alright, this one is a little more serious: “De Chamizo e India sale Cambuja” I don’t really think I need to translate this, since the picture gets the message across quite well (the drama playing out in the above scene directly speaks to what happens when mixing happens on the lower end of the “color spectrum”).

In response to what some of you must be saying right now, yes– this is incredibly racist. But setting aside how distasteful this is, let’s think about it as intellectuals for a second:

1) the purpose of such paintings was to establish a racial hierarchy, or a pecking order of which races were more important, more affluent– more civilized than others. This implies that the previous racial hierarchy was either insufficient, or at the very least, difficult to maintain in practice.

History Homework Essay Help

2) such paintings also made clear (by design) who was on the top, and who was on the bottom of the social world in Latin America (these paintings were done in Mexico, however), and even though they did more clearly establish the racial hierarchy, it did not erase the fact that people of all races were able to take advantage of laws and the church to basically change their own race legally to fit their needs.

Again, despite the efforts of the elites and the colonial governments, native folks and people of mixed race backgrounds were able to slide in and out of racial categories. However, as you will find out later in this class (as well as in History 8B, should you take it), the general marginalization of Indians and mestizos continues throughout the colonial period, through Independence, and to this very day throughout much of Latin America, despite efforts of some governments in Latin America to promote equality.

The chapter for this week talks about problems big and small in the Americas– international issues (war with other European powers), and how the colonial governments and elites sought to maintain their power and wealth, through trade, institutions, and the creation of a racial and class hierarchy. What do I mean by class?

For those who might not know, when someone says “class”, or in sociology, “social class”, they are speaking to the socio-economic position of a given person– their income, their job, the types of people that they associate with, etc. So, for example, in your reading for this week, the author calls one such “class” the “elites.” Usually it can be broken down to the “elites,” the “upper class,” the “middle class,” and the “working class.” But when it comes to specific situations and contexts, sometimes it can get more complicated.

For example, in your reading for this week, Burkholder breaks it down a little differently , calling them the “rural middle groups,” and “the broad base of colonial society” (which can be broken down even further to the “free urban poor,” “free rural poor,” and “indigenous,” etc.).  But at the end of the day, when you are talking about “class,” it always breaks down in similar ways: upper/middle/lower– just with little twists here and there, additions and subtractions (like “slavery,” for instance), depending on who or where we are talking about.

The reading for this week will give you a good sense of all of these different classes. And while you are reading, I would like you to think about the ways in which race and class intersect, and the ways that, maybe in colonial Latin America, sometimes they don’t!

 

Questions: Essay Help on History Homework

 

 

Rome plunged into a series of civil wars, which ultimately will bring down the Roman Republic and bring forth the Roman Empire. Please read The West in the World and the primary document readings listed above to answer the following questions.

 

Compare and contrast Gracchus and Caesar. Are their methods or goals in any way alike? What is similar and different about the problems faced by the republic during Gracchus’s life and during Caesar’s? How do these men deal with these problems?

Part A Chapter 29 U.S History Essay Questions

  1. What was John F. Kennedy’s transformation regarding civil rights issue during his presidency?
  2. Assess the achievements and failures of John F. Kennedy’s foreign policy.

Part B AHOWIA Chapter 19: The New Feminism

  1. In August, 1970, what did women strike for?
  2. Give three contradictions in the lives of twentieth century American women.
  3. What technological advancement really helped women?
  4. How was The Feminine Mystique limited?
  5. What did Howard W. Smith do? Why did he do it?
  6. What was the Equal Pay Act? Are women paid equally today? Explain.
  7. What is NOW?
  8. What was NOW’s stand on abortion?
  9. What was WEAL?
  10. What was Executive Order 11246?
  11. What were radicals concerned about?
  12. Where were the roots of radical feminism?
  13. Summarize the reaction of SNCC and SDS to women’s efforts for equality in the organization.
  14. What was the most important insight of modern feminism?
  15. What is consciousness raising?
  16. Describe zap actions.
  17. What did the Supreme Court decide in 1973?
  18. What was the National Congress of Neighborhood Women?
  19. What did the liberation of black women depend on?
  20. What did black and working-class women fight for?
  21. What did the UAW do for women?
  22. What did female clerical workers look for?
  23. How has NOW changed?
  24. What 10 occupations did 43% women in 1974 hold? Do you feel this list has expanded greatly since then?

World History Essay Homework Help

Answer 12 Questions below. Be sure to write at least 3-4 sentences.

  1. Why do Historians often consider the Second World War in EUROPE two DIFFERENT wars?
  2. Evaluate two differences and two similarities between Italian Fascism and National Socialism.
  3. How were Japanese and Brazilian attempts to regulate the economy in the 1920s and 1930s similar?
  4. How does the formation of International Organizations after the Second World War relate to global political shifts?
  5. Evaluate some of the consequences of Mass Society in the late 1800s and early 1900s.
  6. Explain the concept of Total War and some of its consequences for the First World War.
  7. What was Woodrow Wilson’s promise of “Nationalistic Self-Determination?” How does this relate to tensions experience in the 1920s?
  8. Explain how peasants tended to view Maoist policies in the late 1940s and 1950s according to the documentary viewed for class.
  9. Explain three reasons why the Soviet Union collapsed in 1989.
  10. Why do historians consider the Russian Revolution two separate Revolutions?
  11. Explain why Maoism is more successful at attracting global support than other forms of Marxism
  12. Explain the relationship between Western/European Decolonization and the Vietnam War

World War I and World War II

PART II: Answer the following two long answer questions in at least 8 sentences. Be as precise and specific in your answer as possible (20 points each)

Consider the following SECONDARY SOURCE. Describe the author’s main argument, and explain how it fits into the main historiographical interpretations of the Cold War (i.e. Orthodox, Revisionist and Post-revisionist): Now, if the Soviet Union had occupied, let us say, the position of Uruguay in the post-World War II international system, this kind of autocracy certainly would have oppressed its citizenry, but it would not have caused a Cold War.

If the Soviet Union had been the superpower that it actually was, but with a system of checks and balances that could have constrained Stalin’s authoritarian tendencies, a Cold War might have happened, but it could hardly have been as dangerous or as protracted a conflict. If the Soviet Union had been a superpower and an authoritarian state, but if someone other than Stalin had been running it?

A Bukharin, for example, or perhaps even a Trotsky? Then its government would have been in the hands of a Kremlin leader who, although by no means a democrat, at least would have known the outside world, and might have found it easier than Stalin did to deal with it on a basis of wary cooperation instead of absolute distrust.

Unfortunately, none of these counterfactuals became fact. Stalin was in command, and the people of the Soviet Union, together with the rest of the world, were stuck with him at the end of World War II. That was a tragedy, if not in a classical sense, then in an all too modern one…

  1. Explain the differences and similarities between classical Marxism, Leninism and Maoism.

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Last Updated on January 29, 2021 by EssayPro