What does it tell us about the society in question, how does it tell us these things, what can it not tell us, and why.

Select A, B or C from the images below and present an argument based on your analysis of that material artifact or artifacts. In this case, that means:

What does it tell us about the society in question, how does it tell us these things, what can it not tell us, and why.

For what the artifact or artifacts cannot tell us and why, you can refer to Professor Sullivan’s presentation and suggest how in the future there might be a way, or additional kinds of evidence, that would give us answers.

Write the strong argument essay at a High School AP US History Class level and answer the following question.How did enslaved people of the American South resist their master?

Slave Resistance

Write the strong argument essay at a High School AP US History Class level and answer the following question.  use the following file for your sources.

How did enslaved people of the American South resist their master?

Comparing and contrasting these two sources. Keep in mind the historical context and the documents’ audiences.Look for the authors’ rhetoric (the language they used) and analyze how they are different and why.

Comparing and contrasting these two sources. Keep in mind the historical context and the documents’ audiences.Look for the authors’ rhetoric (the language they used) and analyze how they are different and why.

Use specific details and words from the documents to establish their differences and think about the historical period to understand them.
These are the 2 sources.
“On Indian Removal.” President Andrew Jackson’s Speech to Congress, 1830

https://www.ourdocuments.gov/doc.php?flash=false&doc=25&page=transcript

“To the Senate and House of Representatives.” Cherokee letter protesting the treaty of New Echota by Chief John Ross

https://www.pbs.org/wgbh/aia/part4/4h3083t.html

How can government function if elected officials owe their electoral success to promises made to competing interest groups, especially as these groups work outside government and are not required to compromise on legislative issues?

Political Parties now compete with Interest Groups for members, money and attention. This is somewhat logical. Is it not a single issue or a single set of issues that lure a person into politics?

Interest Groups often presents themselves as the purer way to be civically engaged. A citizen can focus all their energy and resources on a singular agenda. A citizen may feel like he or she is accomplishing something.

However, is there not something a little risky about interest groups? Are interest groups truly equal? Who has the time to be involved in interest groups? Are interest groups truly representative of the cares and concerns of all Americans, or are these organizations in their very creation undemocratic?

Furthermore, unlike political parties which are made up of members with numerous policy agendas, interest groups rarely have more than a handful of goals.

They may behave like political parties – give money to candidates, campaign about a policy. However, interest groups are outside of government.

How can government function if elected officials owe their electoral success to promises made to competing interest groups, especially as these groups work outside government and are not required to compromise on legislative issues?

Therefore, have interest groups become too powerful in a republican system of government? Do true democracies need interest groups to represent people or issues?

Are they better representatives than the political party system America currently has? Could one not argue that in a democracy, citizens should have a “voice,” but not the “special interest” apparatus” that has emerged?

What qualifies an interest as a “special interest” anyway? Is there an issue or cause that would inspire you become involved with a group?

Discuss what is its wider significance to the history of the Holocaust.describe the identification, answering what is it (2 points) and when was it (1 point)?

History, 10 questions, but not multiple choices.

Each response should describe the identification, answering what is it (2 points) and when was it (1 point)?
Each should also discuss what is its wider significance to the history of the Holocaust (2 points)?
Each identification should be at least 100 words in length (5 points).

What does it mean to be an American now, today?How is the term “Anglo-conformity” defined?Does it involve race, class, ethnicity or religion?

The Age of New Immigrants

Your response should be at least two or three paragraphs answer the three questions below.
How is the term “Anglo-conformity” defined?
Does it involve race, class, ethnicity or religion?
And how does it relate to the new wave of immigrants entering America during this period (1880-1924)?
Question # 2. Discussion Topic – “What does it mean to be an American now, today?” need to post into Discussion on Canvas so see the example PDF file.

One of the largest debates in Minoan and Mycenaean studies revolves around the questions of whether the Mycenaeans ruled over the Minoans at Knossos in the Late Bronze Age, and if so, at what time period did they hold sway, and what was the nature of their rule?

Minoans and Mycenaeans

One of the largest debates in Minoan and Mycenaean studies revolves around the questions of whether the Mycenaeans ruled over the Minoans at Knossos in the Late Bronze Age, and if so, at what time period did they hold sway, and what was the nature of their rule?

Explore the arguments put forth in this debate, and make a case as to which of the theories seems to hold the greatest weight.

Compare and contrast the governmental systems of British and Spanish colonies in the Americas. Why were the British colonists of North America more inclined toward independence than their Spanish American counterparts? Explain, with examples.

Module 2 Discussion

1.To what extent did the age of European expansion impact the Chinese? Who benefited more from this seaborne interaction? Explain, with examples.

2.Compare and contrast the governmental systems of British and Spanish colonies in the Americas. Why were the British colonists of North America more inclined toward independence than their Spanish American counterparts? Explain, with examples.

Is the concept of environmental racism useful to explain the impact of pollution? Why.Why and how did the Louisiana corridor become an extreme case of pollution? could have it been preventable? Do you know other examples? Explain.

Environmental Racism – Environmental Racism Discussion Group 2
From RISE OF URBAN AMERICA HIST 3450-01 (92787)
3 3 unread replies. 4 4 replies.
Environmental Racism: A Definition

In 1909, petrochemical plants (oil refining and processing) installed a series of plants along the bank of the Mississippi River, from Baton Rouge to New Orleans. Cheap labor, undeveloped land, and few urban regulations made the area outside Baton Rouge an attractive space. If the petrochemical industry became an important source of jobs (employment increased from 700 to 9,000 between 1909 and 1940), it also devastated the local environment: air pollution, explosions, accidents, and localized effects on poor families that lived nearby (cancer rates). In 1978, a national newspaper used the term "Cancer Alley" to refer to this place. Today, there are about 135 plants in the Louisiana corridor, and the state has the second-highest rate of cancer in the nation (Dorceta Taylor, Toxic Communities)
Explore the interactive map (Links to an external site.) and learn more about the problems in Louisiana
Watch the short clip (3 min.)

Group Discussion:

Based on the map, video, and information, select one of the prompts to engage in

Is the concept of environmental racism useful to explain the impact of pollution? Why
Why and how did the Louisiana corridor become an extreme case of pollution? could have it been preventable?
Do you know other examples? Explain