History

Part 1 (should be 1page) After completing the chapter 25, you can go ahead and respond to this Discussion Board.The link to this free textbook is https://openstax.org/details/books/us-history?Book%20details   (Links to an external site.)   Your answers must be complete, unique and in your own words. Do not quote, unless absolutely necessary, since most quoted material can be paraphrased in your own words. Cite all work that you consult at the end of your reply.  Discus s the reasons the stock market crashed? What was life like for Americans during this time? How did Hoover respond to the crisis? Discuss the hardships that the Dist Bowl brought? How did Americans react and managed? Assess Hoover’s legacy on the eve of the New Deal. Good or bad? Pick one. part 2 (should be 2 pages) INTRODUCTION Most people understand that during the Great Depression there was a lot of unemployment and a lot of suffering in America. They also know that a stock market crash was somehow involved. But long before the infamous stock market crash of 1929, the American farmer was struggling. Technology made it possible to sow and harvest more with fewer man-hours, and this had two very important consequences. One is that farm laborers lost their jobs while smaller operations had the opportunity to maximize their profits – until so many individual farmers had the same idea that the market became oversaturated. In a cruel irony, the fact that so many Americans could not afford to feed their families during the Great Depression was caused by the fact that farmers grew too much food! This Primary Source Exercise is designed to provide some understanding of how that situation came about and how President Roosevelt and his administration sought to solve the problem of farmers not being able to make a living due to extremely low commodity prices. DOCUMENTS Document 1 is oral history from Mr. LeRoy Hankel of Nebraska, as he tells of his experience of being a farmer during the Great Depression. Documents 2 is a collection of photographs of farmers slaughtering commodity livestock during the Great Depression. INSTRUCTIONS 1) Read Chapter 25 in its entirety. The link to this free textbook is https://openstax.org/details/books/us-history?Book%20details  2) Watch the interview or read Document 1 and observe the photographs in Document 2. 3) The traditional one full single-spaced page or two full double-spaced pages is required for this primary source assignment. Your work should consist about 80-90% of your own words. A maximum of 20% similarity score will be accepted and anything above that number will be graded down. Your answers must be complete, unique and in your own words. Do not quote, unless absolutely necessary, since most quoted material can be paraphrased in your own words. Cite all work that you consult at the end of your reply. Skip paper identifiers like date, name, title. Only label your answers. No need to write out the questions. Document 1 LeRoy Hankel, “Falling Prices after the Crash,” interviewed for Living History Farm by Bill Ganzel, 2003. “I was quite young at that time, but I still remember the crash. The Depression actually started in ’29. That’s when that stock market and everything went. Then everything dropped. Corn, I seen on the board in Hampton – that’s where we lived at that time when it started – nine-cents a bushel. But very little of it was sold at nine, most of it was sold at 10- and 11[-cents]. And everything just went all to pieces. Eggs was 10-cents a dozen. And your wheat, I really don’t know just what the wheat did, dropped to. My memory tells me somewhere around 70-cents. It went down to about 70-cents a bushel… It just dropped to nothing. We had, I believe Dad had over 100 acres of corn and it all went for around 10-cents a bushel. Land prices dropped down from 200-250 dollars an acre. It was getting down to $40. And nobody, nobody sold and nobody bought. There was nothing going on at all. And, everything just went all to pieces.” Find the complete interview with video at this website, Wessels Living History Farm in York, Nebraska http://www.livinghistoryfarm.org/farminginthe30s/movies/hankel_money_04.html (Links to an external site.) Source: Written by Bill Ganzel of the Ganzel Group. First written and published in 2003. “Wessels Living History Farm” website, designed to provide learners an in-depth look at farming in the 1920s and beyond. The site can be found at http://www.livinghistoryfarm.org. Bill Ganzel served as executive producer, writer, designer and editor of the site, particularly the 1930s and 1940s sections of it. Document 2 Burial of Government Purchased and Condemned Livestock (photograph), 1934, and A Slaughtered Pig (photograph), ca. 1933 Source – Pigs eating on a farm – Library of Congress Source: A Slaughtered Pig – FDR Library A Slaughtered Pig (ca. 1933). President Franklin Delano Roosevelt’s Agricultural Adjustment Act of 1933 reduced hogs and other food in order to increase agricultural prices. The program was a success, but the idea of slaughtering livestock when there were so many who were hungry drew criticism. The AAA (1933) was ruled unconstitutional by the Supreme Court in 1937. A new Agricultural Adjustment Act was then passed in 1938. QUESTIONS TO ANSWER 1. What is the Agricultural Act of 1933, and what was the purpose of it? 2. According to Mr. Hankell, what is the evidence of falling commodity prices? Be sure to quote where necessary and also to write a paragraph or more. 3. What is happening in the pictures that make up Document 2? Describe the images and contextualize them historically, meaning that you should mention what they are representing and why in a paragraph or more. 4. Why do you think the government didn’t just arrange to have excess food commodities shipped to places where people didn’t have enough to eat during the Great Depression? 5. Do you agree with the logic behind the Agricultural Adjustment Act (1933)? In other words, if you were a farmer, would you have been able to either plow under your cotton or destroy your livestock? Why or why not?

Major Assignment:   For the Major Assignment, you are required to demonstrate your understanding of major East Asian philosophies/schools of thought through the following scenario:   ·       Imagine that the spirits of Mencius/Mengzi, Master Mo/Mozi, and Master Han Fei/Han Feizi have been summoned to Canada today to advise The Honourable Erin O’Toole, the new leader of the Conservative Party of Canada, on the following areas:   o   What personal qualities would enable him to gain the support of the vast majority of Canadians and become the next prime minister of Canada? o   If Mr. O’Toole becomes prime minister, §  What, if anything, should the Canadian government do about people who go against current public health orders (ie. physical distancing, gathering limits, etc.) designed to stop the spread of COVID-19?  Explain why. §  What, if anything, should the Canadian government do about people who hold protests against the government or government policies?  Explain why. §  What, if anything, should the Canadian government do if a Canadian pharmaceutical company successfully develops a vaccine against COVID-19?  Explain why. §  Should the Canadian government become involved in the manufacturing of personal protective equipment (masks, gloves, etc.) and cleaning products in order to make a profit?  Explain why or why not. §  Should the Canadian government increase taxes on people and/or businesses?  Explain why or why not. §  Should Canada continue to support international organizations like the United Nations and the World Health Organization?  Explain why or why not.   In this assignment, you are required to describe the advice that each of the three spirits would give to Mr. O’Toole based on each spirit’s philosophy/school of thought.  You may assume that the spirits of the three philosophers have kept up-to-date on all major events around the world, as well as all major scientific, technological, and medical developments since their lifetime, so they do not need explanations from anyone.   You may structure this assignment in the form of a traditional essay, a dialogue among the three spirits and Mr. O’Toole, or in another form that is approved in advance by the instructor.  Regardless of the format, your assignment needs to be in complete sentences and in Standard English.    You will be expected to use information from the lectures and the assigned readings to complete this assignment.  You do not have to list the lectures and assigned readings in a bibliography because the instructor already knows what these sources are.   You are not required to do any other additional research.  However, if you choose to use other sources, please provide a Chicago-style bibliography of these sources.   Paraphrasing is usually better than using direct quotes.  Paraphrased information from sources other than the lectures should be accompanied by Chicago-style footnotes.   Your assignment is allowed to have a maximum of five direct quotes from the assigned readings and/or additional sources.  Each direct quote needs to be accompanied by quotation marks and a Chicago-style footnote.   Your assignment must be your own work.  You are allowed to seek editorial assistance for spelling and grammatical issues, but all the ideas must originate from you, and the actual writing must be done on your own.   Your assignment should be submitted on eClass as an attachment in .doc, .docx, or .pdf fomat.   Your assignment should also fulfil the following requirements:   ·       Number of pages (not counting cover page or bibliography): MINIMUM 4 U.S. letter sized pages (8.5 x 11 inches), MAXIMUM 7 U.S. letter sized pages o   You are not required to have a cover page, but please make sure that your name and student ID are clearly visible on the first page ·       Margins: MINIMUM 1 inch or 2.54 cm ·       Font size: MINIMUM size 11 ·       Spacing: double   Note: Do not use other bilograph!!!!!! Read the entire document I give you. Thats all the stuff that you can use!  Also, I will give you the marking guide. You need write all the things that required by marking guide.

The topic of European interaction with, and conquest of, the Americas is an important one. The two documents included in this exercise cannot possibly do the topic justice. However, they do offer a glimpse into the attitudes and experiences of both the Spanish and the indigenous people of Mexico at the time of the “collision of their cultures.” DOCUMENTS Document 1 is the Spanish ‘Requerimiento.’ This Law of Requirement, composed by officials of the Spanish monarchy, was read under ceremonial fanfare wherever Spanish ships landed on American shores. Document 2 is an excerpt from a compilation of oral histories that tell of the conquest of what is now Mexico, from the perspective of the Aztecs themselves. This second document poses many challenges to modern historians. The history of Mexico was passed along from one generation to the next through oral traditions, along with artwork from the period (reproduced in the document). An anthropologist from the mid-twentieth century set these histories to paper. Consequently, the written account, an important source for historians, was created hundreds of years after the original event, which makes historical analysis and interpretation more difficult. INSTRUCTIONS 1) Read Chapter 1 of the textbook 2) Read Document 1, The Spanish Requerimiento of 1510. 3) Read Document 2, Excerpts from The Broken Spears, : The Aztec account Account of the Conquest of Mexico. 4) Answer the questions that appear after the documents and submit your responses in their accepted format in the inbox below by the due date. You should expect each response to be at least 1-2 paragraphs in length. Be sure to label your responses.Your work should consist about 80-90% of your own words. A maximum of 20% similarity score will be accepted and anything above that number will be graded down. Your answers must be complete, unique and in your own words. Do not quote, unless absolutely necessary, since most quoted material can be paraphrased in your own words. Cite all work that you consult at the end of your reply. Skip paper identifiers like date, name, title. Only label your answers. No need to write out the questions. See attachments foe Doc1 & Doc2 Questions to Answer: Document 1: Describe what document 1 is saying. What is the purpose of this document and why do you think it is important for history students to read? Document 2: What is the purpose of Document 2? What can a history student gather from the analysis in Document 2?

Read the “Declaration of Independence of the Democratic Republic of Vietnam (1945)” and using a minimum of 200 words (not including quotations) respond to the following questions. Make sure to reference specific passages from the document and/or textbook to support your discussion:  Just as the American Declaration of Independence listed grievances against the King of England, what grievances does this document list against the French?  How did the Japanese occupation of Vietnam complicate Vietnamese attitudes toward the French? Why do the Vietnamese anticipate a favorable reaction from the international community, in particular the United States, toward their declaration of independence?  Why do you suppose the Truman Administration was not supportive of this declaration?

Read:   Mayes April J. and Jayaram Kiran C. TRANSNATIONAL HISPANIOLA. New Directions in Haitian and Dominican Studies. Edited by. University of Florida Press Gainesville. 2018 Chapter 2 &3  Read: Nelson, William Javier The Crisis of Liberalism in the Dominican Republic, 1865-1 1882? Revista de Historia de América, No. 104 (Jul. – Dec., 1987), pp. 19-29 Read Horne, Gerald: Chapter Title: Annex Hispaniola and Deport U.S. Negroes There? 1870–1871. Book Title: Confronting Black Jacobins. ?Book Subtitle: The U.S., the Haitian Revolution, and the Origins of the Dominican Republic Read: Eller Anne. Chapter Title: Dominican Civil War, Slavery, and Spanish Annexation, 1844–1865. Book Title: American Civil Wars Book Subtitle: The United States, Latin America, Europe, and the Crisis of the 1860s Answer this question If you had to describe this period to someone who was not familiar with Dominican history, what would you say?

Instructions Short Answer Questions #2 You are to choose ONE question from part A and ONE question from part B to answer. Your answers should be in complete sentences and be between two to three paragraphs. You may only use information provided to you from your textbook or a reading in the module. Please use proper citation, and upload the document as a Microsoft Word attachment. Plagiarism policy: In the case of plagiarism, there will be no rewrites. At a minimum, you will receive a “0” for the assignment and a referral to the Dean. Please refer to the Short Answer Questions Rubric to understand how you may earn full credit for this assignment. Part A: 1-For “The Hand of G-d” in the League of Nations: President Woodrow Wilson Presents the Treaty of Paris to the Senate: Who was the author of the document? Provide a short biography of the author (be sure to provide a citation for the source used). See the citation guide embedded in the Course Content Browser for examples. What evidence in the document helps you know why it was written? Quote from the document. What three things are found in the document which tells you about life in the United States at the time it was written? Quote from the document. 2-After reading, “Losing the Business: The Donners Recall the Great Depression,” in your own words, explain what this family went through and felt during this economic crisis. What does Mr. Donner attribute to his “holding on too long?” How does Mrs. Donner feel about her husband’s new line of work? How does he feel about the WPA? 3-Answer the following question after watching the video on “The Scottsboro Boys:” How might the socio-economic background of both the accusers and the defendants have helped shape the events of the case? Explain why the location of the alleged crime helped cause the judge to doubt the women’s testimony. If you were advising the defendants, would you take the jury’s potential prejudices into account in selecting a lawyer and a funding source, or would that only reinforce the prejudices you are attempting to fight? Part B: 1-Explain the various roles women played during the era, from social reformer to feminist to suffragette. How did various women define freedom? Make sure to include specifics and examples in your answer. 2-The stock market crash signaled the beginning of the Great Depression, yet the causes of the Depression had been planted well before 1929. Explain what brought on the Great Depression and why Hoover was not able to properly address the crisis. 3-How did the New Deal change the role of the American government? Be specific in your answer, using reforms to prove your points.

Since the Progressive Era the United States government has increased national regulation of the American economy.  To justify this, national leaders often stress the need for government authority to balance wealth and promote stability.  Using specific examples discuss how government institutions have responded to various economic and moral issues over the past 100 years.  Do you believe government regulation is needed to prevent class conflict?  Please focus your answer 1917 to the present?  *hint – are all men/women created equal in America?

Answer questions 1-8.  1.Based on the EEOC’s Revised Race Guidance, describe any five (5) of the elements that constitute Title VII’s (of the Civil Rights Act of 1964) prohibition of race discrimination. Give an example for each. 2.Francisco, a Hispanic man, is employed by the Inter-Pacific Railroad as a supervisory conductor on its commuter trains. Except for one white woman, all other supervisory conductors are black men. The other supervisor conductors refer to Francisco as “Taco” and used other racial slurs when referring to him. Francisco complains about this to the senior trainmaster and threatens to file a claim with the Equal Employment Opportunity Commission (EEOC). What steps would you suggest the trainmaster follow so as to address Francisco’s concerns and prevent him from filing a claim with the EEOC?  3.Franklin, a U.S.-born individual of English ancestry, works for the China Soul Restaurant, which is owned and operated by two U.S. citizens of Chinese ancestry. Franklin’s co-workers Jin Pan and Lou Jiang, also U.S. citizens of Chinese ancestry, are late for work almost every day, but no action is taken against them even though the owners are aware of Jin and Lou’s tardiness. There is a clearly stated workplace policy that an employee reporting to work late more than once in a 60-day period will be dismissed. Franklin reports to work late twice, and he is dismissed. Explain whether Franklin has a basis for a national origin discrimination claim. 4.Kevin, the owner and manager of a large warehouse, speaks only English. He requires that all his employees speak English to ensure that communication related to work is clear and effective. A number of non-English-speaking workers complain about the policy on the grounds that they can converse in their native languages and still get the job done. If these non-English-speaking employees bring a claim of national origin discrimination on the basis of this policy, what is Kevin’s best defense? Explain. 5.Discuss and explain the six factors that will be considered by the courts and the Equal Employment Opportunity Commission in determining whether an employer has successfully borne the burden of reasonably accommodating an employee’s religious conflict. 6.MaryJo, a very religious woman, takes every opportunity to propagate her religion at work to the extent that it adversely affects her productivity as well as that of those around her. Her employer admonishes her to stop proselytizing at work. She offers instead to simply limit her proselytizing to certain hours of the day. Her employer declines the offer and reminds her that she is being paid to work, not to preach. When MaryJo refuses to accede to her employer’s wishes, she is fired. She files a claim with the Equal Employment Opportunity Commission (EEOC) alleging that her employer failed to accommodate her religious beliefs. Evaluate the merits of her claim. 7.Chad was 54 years old when he was hired as a disc jockey by William. Two years later, as William’s business was failing, Chad was laid off by William. Chad felt that he was laid off because of his age, so he brought a claim of age discrimination against William. On the basis of these facts alone, briefly discuss William’s defenses to Chad’s claim. 8.List the elements that must be established by an employee to persuade the court that she or he has a claim for age discrimination.

Look at Jaegwon Kim’s pairing problem objection towards Cartesian dualism. How can the Cartesian dualist respond to Kim’s objection? look at how a soul can be tied to a body without the need for spatial relation.  The paper seeks to argue that Kim’s objection is not a defeater for Cartesian/Substance dualism.   I am looking for 35 resources

Write about the book, Celia, The Slave.  Will upload other requirements for prompt The prompt: What did Celia’s trial reveal about the importance of race and gender in the antebellum (means before the Civil War) South?  My thesis: Celia’s trial revealed that in the antebellum South, if a women is black and enslaved they have no importance and no legal resort when being sexually abused – can change if needed  The main source is the book, the second source can be optional from the web