History

Explanation: Thomas Jefferson believed in the strict interpretation of the Constitution, and he was against Alexander Hamilton creating the First National Bank, as there was nothing in the Constitution about it – Hamilton used a loose interpretation of the “elastic clause” to validate creating the bank. When Jefferson became president of the United States in 1800, he was given the opportunity to buy the Louisiana territory from Napoleon. This type of situation is not mentioned Constitution, but Jefferson went ahead and bought the land, bypassing Congress in the process. He used the same “elastic clause” as validation.Guidelines:Please, please, please don’t copy off the internet – this is YOUR own creation – be proud of your own work.Please also make sure the picture represents the time period mentioned in the textbook chapter and is historically accurate.

How do you define imperialism? Is imperialism always colonialism? What is colonialism? Why colonialism? Do you know the different between direct rule and indirect rule? What was the aim of imperialism and colonialism? Why did great powers (more or less) abandon commitment to territorial empires? What is the relationship between nineteenth-century imperialism and capitalism?

The Growth of Anglo-American Settlements: Describe each of the following colonies:a. New York

will need someone that is great in History take some quizes right now I need to pass with high grade my grade if failing in class will provide user and password to take early Need with a passing grade need want them done early

What was King Phillip’s War?d. What was Bacon’s Rebellion?3. The Atlantic Trading Systema. Why were Africans made into slaves?

Essay 1Compose a one-paragraph formal analysis on one of the works of art studied thus far in the course.Your paragraph should address ALL of the following points:Include the name of the work chosen and the name of the artist (if known) at the beginning of your response, (up to 5 points)Analyze and describe in detail at least three elements of art or principles of art. (up to 5 points each, up to 15 points total)Elements of art include: point, line, texture, shape/form, space/depth, colorPrinciples of art include: visual balance (symmetry, asymmetry, radial symmetry, contrast); repetition, pattern, and rhythm; scale and proportion; emphasis; time and motion; unity and varietyDo NOT copy your formal analysis paper here. This is a short, one paragraph analysis that should answer the specifics of this prompt.To ensure that you turn in your best work, be sure to:Organize your paper into no more than 1 paragraphUnderline or make bold the three (3) elements and principles of design that you describeMake sure your descriptions show that you know what the terms mean (For example, you don’t just write that the composition is symmetrically balanced. You explain that the composition is symmetrically balanced because one side mirrors the other in the use of elements/principles).ProofreadNote: The midterm is your chance to showcase your best work. If you want to write about a work of art you already wrote about, this is ok so long as you revise/improve your work and make any necessary adjustments to be sure to answer the midterm prompt.This question allows you to showcase your achievement of SLOs A and B.

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. – That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, . . .”- The Declaration of Independence, 1776 “Here then is the origin and rise of government; namely, a mode rendered necessary by the inability of moral virtue to govern the world; here too is the design and end of government, viz. freedom and security.”- Thomas Paine, Common Sense In these two documents, written a few months apart in 1776, Thomas Paine and Thomas Jefferson articulate the principles upon which this nation was founded. Of course, neither the Declaration of Independence or Common Sense is a legally binding document. But the Constitution, written eleven years later, is. In the Constitution, the Founding Fathers sought to embody the vision and purpose of government as articulated by Paine and Jefferson. To what extent did they succeed? The Assignment: In a thoughtful, well-written essay, answer the following question: What did the Founding Fathers mean by the terms “Liberty” and “Equality?” Specifically what measures to protect liberty and equality did they put into the Constitution? Which “liberties” did they seek to protect, and which liberties did they fail to protect? Sources: You are not required to conduct additional research for this assignment. Your answer should be based on the sources we have examined so far in this class. Your secondary sources are the class videos and American Yawp. Your answer should be based mainly on the primary sources you have read for the class. Some of the sources you may want to refer to may include:• Primary Sources from the Week of February 8 • Common Sense • The Declaration of Independence • The US ConstitutionRemember, you must use primary source evidence in this essay. Format and Requirements: Your essay should be four to five pages long, with formatting as described in the class syllabus. Your essay should include a thesis statement that clearly answers the question. Your goal in the body of the paper is to provide primary and secondary source evidence to support your thesis. Use specific quotations and examples from the assigned sources to do this. You must use Chicago style footnotes to document all of your sources. Your essay should include a properly formatted Bibliography at the end (the Bibliography is not included in the page count). The proper format for footnotes and bibliographies can be found in Chapter 16 and 17 of Turabian.

1) What were the motives for Japanese imperialism? Should Japan have had access to the same imperial “rights” as Great Britain, Germany, or the United States? Why or why not? Why were the Japanese denied access to the same kind of power as other countries?

Answer the sufficient contents of each question brieflyPLS find answer in the lecture videos, do not use your own ideas or outside sourcesEarly National Period: lecture videos(Early National Period1-4)1) What was the difference between Jefferson and Hamilton regarding the political economy of the republic after 1789? Explain the viewpoints of ‘constructionism’ vs. ‘implied powers,’ and how this figures into the differences between them.2) What were the features of Hamilton’s program as Treasury Secretary? Explain each3) From American Yawp Chapter 7: a) What was Jefferson’s view regarding African Americans in “Notes of Virginia? b) what is ‘republican motherhood’?Historical Terms: Alien and Sedition Acts; Quasi-war with France; “Revolution of 1800”; War Hawks; “Second war of independence” and economic nationalismJacksonian Period: lecture videos(Jacksonian era1-2)1) What is meant by the Market Revolution, and what are some of its features? What were some enabling conditions of the Market Revolution?2). What is meant by Jacksonian Democracy? Analyze the following argument according to race/gender/class: “As Jacksonian Democracy triumphed, the grounds for exclusion shifted from ‘economic dependency’ to ‘natural incapacity.’3) From American Yawp Chapter 8: Whig Party; Know-Nothing Party; Indian Removal Act 1830 (note: this is in Chapter 12 of AY, but happens during Jackson’s Presidency. Please skip to Chapter 12 and read about it).Historical terms: “tyranny of the majority;” American system; McCulloch vs Maryland;American Revolution:(lecture videos: American revolution1-12)1)In what ways did the Seven Years War contribute to increasing tension between the English and the colonials?2)Describe the various measures under the Grenville Act, and why they were perceived as controversial by the colonials.3)Describe the argument put forth by the Stamp Act Congress towards Parliament. Make sure to discuss the economic, political, and philosophical dimensions of their argument4)The Declaration of Independence is not just a declaration, but an argument. Analyze the argument while including the following terms: consent of the governed; unalienable rights; life/liberty/pursuit of happiness; “decent respect of the opinions of mankind;” tyranny and despotism. What is the purpose of government, according to the Declaration?5)What is meant by ‘social contract theory’? How does both the Declaration of Independence and the Preamble of the Constitution reflect this theory?Historical Terms: Townshend duties; Dunmore Proclamation; Non-consumption Agreements; Tea Act of 1773; Olive Branch Petition; Tories (aka Loyalists); “Common Sense” by Thomas Paine (importance of)Answer the sufficient contents of each question brieflyPLS find answer in the lecture videos, do not use your own ideas or outside sourcesEarly National Period: lecture videos(Early National Period1-4)1) What was the difference between Jefferson and Hamilton regarding the political economy of the republic after 1789? Explain the viewpoints of ‘constructionism’ vs. ‘implied powers,’ and how this figures into the differences between them.2) What were the features of Hamilton’s program as Treasury Secretary? Explain each3) From American Yawp Chapter 7: a) What was Jefferson’s view regarding African Americans in “Notes of Virginia? b) what is ‘republican motherhood’?Historical Terms: Alien and Sedition Acts; Quasi-war with France; “Revolution of 1800”; War Hawks; “Second war of independence” and economic nationalismJacksonian Period: lecture videos(Jacksonian era1-2)1) What is meant by the Market Revolution, and what are some of its features? What were some enabling conditions of the Market Revolution?2). What is meant by Jacksonian Democracy? Analyze the following argument according to race/gender/class: “As Jacksonian Democracy triumphed, the grounds for exclusion shifted from ‘economic dependency’ to ‘natural incapacity.’3) From American Yawp Chapter 8: Whig Party; Know-Nothing Party; Indian Removal Act 1830 (note: this is in Chapter 12 of AY, but happens during Jackson’s Presidency. Please skip to Chapter 12 and read about it)Historical terms: “tyranny of the majority;” American system; McCulloch vs Maryland;American Revolution:(lecture videos: American revolution1-12))In what ways did the Seven Years War contribute to increasing tension between the English and the colonials?2)Describe the various measures under the Grenville Act, and why they were perceived as controversial by the colonials.3)Describe the argument put forth by the Stamp Act Congress towards Parliament. Make sure to discuss the economic, political, and philosophical dimensions of their argument4)The Declaration of Independence is not just a declaration, but an argument. Analyze the argument while including the following terms: consent of the governed; unalienable rights; life/liberty/pursuit of happiness; “decent respect of the opinions of mankind;” tyranny and despotism. What is the purpose of government, according to the Declaration?5)What is meant by ‘social contract theory’? How does both the Declaration of Independence and the Preamble of the Constitution reflect this theory?Historical Terms: Townshend duties; Dunmore Proclamation; Non-consumption Agreements; Tea Act of 1773; Olive Branch Petition; Tories (aka Loyalists); “Common Sense” by Thomas Paine (importance of)

1) You are expected to provide specific reference from The Penelopiad and at least 2 primary sources of your choice. You can cite sources with author’s last name and page number (when appropriate) in parenthesis.a. Analysis is the most important part of this, and should be woven in with the summary of the sources. In other words, whenever you summarize, you should also be making an argument for why the source in question is important with only minimal summary.2) You will be expected to use at least 2 sources other than The Penelopiad that you have read from class to support your argument.a. The secondary essays in your collection of text may be used, but do not count towards the sourcesb. All sources should be cited in parentheses with author’s last name and page number. If there is no author, the title is fine. If there are no page numbers, provide any distinction there is (ex: part, book, etc.). If there are no distinctions, you can just put author’s name or title.3) All margins should be 1”4) Text should be 12 point font, double spaced, with standard spacing between punctuation, etc.a. No long headers – identifying material does not count for page requirementsb. Do not add extra space between paragraphs5) Paper should be 3-4 pages long6) No bibliography or works cited is needed.7) I will review outlines, or rough drafts, for content (not grammar, etc.) submitted before Friday, October 9th.Topic: The inequalities of social classes in the penelopiad