Tag: History

  • [Solved] H_1302_10_19

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    Need help with a question – ## H_1302_10_19.docx **## H_1302_10_19.docx** Due 10/19/2025 8PM The Great Depression was one of the most signficant moments of the twentieth century, impacting millions of Americans over the course of many years. Importantly, the Great Depression did not suddenly o…

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    Need help with a question

    – ## H_1302_10_19.docx

    **## H_1302_10_19.docx**

    Due 10/19/2025 8PM

    The Great Depression was one of the most signficant moments of the twentieth century, impacting millions of Americans over the course of many years.  Importantly, the Great Depression did not suddenly occur after the Stock Market Crash of 1929, but instead many people were experiencing depression-like conditions for over a decade.  In this essay, please describe two causes of the Great Depression and two examples of the "lived experience" during the depression.  Similar to the first assignment, one example must come from the lecture titled "The Dust Bowl."  For causes, you might talk about bank failures or loss of purchasing power, for instance.  For the "lived experience," you could talk briefly about "Hoovervilles," migration, farming, and the Dust Bowl (required).  You have many options to discuss here, so choose wisely and make a clear and concise argument.

    **## H_1302_10_19.docx**

    Due 10/19/2025 8PM

    The Great Depression was one of the most signficant moments of the twentieth century, impacting millions of Americans over the course of many years.  Importantly, the Great Depression did not suddenly occur after the Stock Market Crash of 1929, but instead many people were experiencing depression-like conditions for over a decade.  In this essay, please describe two causes of the Great Depression and two examples of the "lived experience" during the depression.  Similar to the first assignment, one example must come from the lecture titled "The Dust Bowl."  For causes, you might talk about bank failures or loss of purchasing power, for instance.  For the "lived experience," you could talk briefly about "Hoovervilles," migration, farming, and the Dust Bowl (required).  You have many options to discuss here, so choose wisely and make a clear and concise argument.

  • [Solved] History Western Civilization

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  • [Solved] History – American history Writing assignment 2

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    Instructions on Files – ## WritingAssignment3AStatesRightsvsFederalSupremacy.docx – ## SouthCarolinaOrdinanceofNullificationNovember241832.docx – ## Ch08.pdf – Ch10.pdf – PresidentJacksonsProclamationRegardingNullificationDecember1018321.docx **## WritingAssignment3AStatesRightsvsFederalSupremacy.do…

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    Instructions on Files

    – ## WritingAssignment3AStatesRightsvsFederalSupremacy.docx

    – ## SouthCarolinaOrdinanceofNullificationNovember241832.docx

    – ## Ch08.pdf

    – Ch10.pdf
    – PresidentJacksonsProclamationRegardingNullificationDecember1018321.docx

    **## WritingAssignment3AStatesRightsvsFederalSupremacy.docx**

    Although the thirteen original states all eventually ratified the US Constitution, the struggle for its ratification demonstrates that it was not supported by all of the states. At issue was the power that the newly created Federal government acquired at the cost of power held by the States.

    Jefferson and Madison raised that issue in 1798 when they wrote the Kentucky and Virginia Resolutions, as does Calhoun in 1832. This conflict brought the country into a Civil War, and the emergence of the "Tea Party" in recent years indicates that it continues to be unresolved. An increasing sectionalism was developing between the North and the South, and the nullification crisis was a manifestation of this conflict.

    INSTRUCTIONS:

    This writing assignment will require you to compare and contrast two Primary Source documents, in order to explain and discuss how the nullification crisis demonstrates a growing sectionalism between the North and the South.

    · Review the discussion of Jefferson and Madison's "Virginia and Kentucky Resolutions" in Chapter 8.

    · Review the sections titled South Carolina and Nullification and The Nullification Crisis located in Chapter 10.

    · Read the following linked documents. They can also be found at
    [The Avalon ProjectLinks to an external site.](http://avalon.law.yale.edu/default.asp) site, under 19th Century documents.

    [Document 1: South Carolina Ordinance of NullificationLinks to an external site.](http://avalon.law.yale.edu/19th_century/ordnull.asp)

    [Document 2: Jackson's Proclamation of NullificationLinks to an external site.](http://avalon.law.yale.edu/19th_century/jack01.asp)

    **PREPARE AND SUBMIT:**

    Write a well-organized essay, a
    **minimum of 700 words** (but not limited to), including supporting details from the documents/textbook/other sources in which you analyze and discuss the material that has been assigned by addressing the following question:

    Identify and discuss Calhoun's arguments regarding the unconstitutionality of the Tariff of 1828, his theory of nullification and right to secession comparing them to the Virginia and Kentucky Resolutions, and President Jackson's response.

    Reminders

    · Paragraphs in an essay are not numbered. Any questions that are associated with an assigned reading are there to serve as a guide for your discussion.

    · Your discussion should incorporate all of the information from the documents and or textbook, and outside sources as one essay.

    · Students are required to research and incorporate into their discussions
    **additional sources that relate to the content.** Recommendations can be found at the end of the textbook chapter in Additional Reading.

    · All statements must be
    **supported** and all sources must be
    **identified** and
    **cited**, and included in your
    **reference list**. This also applies to the textbook. Failure to do so constitutes
    **Plagiarism**, and the college has strict policies and penalties for failure to comply. Under the Resources, you will find links to sites that review how to format a paper or essay. I recommend that students use
    **APA or Chicago Style to format their essays.** Students should ask their instructor which format style they prefer you to use.

    ·
    **Proofread your work.** Make sure that you have looked for all of the spelling and grammatical errors and corrected them, and that you have organized your work into coherent paragraphs.

    · Prepare the assignment as a
    **Word Document, double-spaced,** and using a standard font of 12 points.

    ·
    **Submit it in the "** [**Second Required Writing Assignment (Submit Here)**](https://mdc.instructure.com/courses/129239/assignments/3526064) **" link as an ATTACHMENT. Any work that is submitted directly into the box will be graded as a 0.**

    **Point Value: 100**

    **Grading Criteria:**

    · Analysis and discussion (60%)

    · Support for discussion (30%)

    · Organization (10%)

    **Reminder:** All written work must comply with standard English rules, such as proper capitalization, grammar, and spelling. The assignment must be submitted by the deadline listed on the calendar.

    **Note:** Even though you will see a statement giving you the option of copy/paste or file attachment, please disregard this statement.
    **You are required to attach the assignment in MS Word format.**

    **## SouthCarolinaOrdinanceofNullificationNovember241832.docx**

    **South Carolina Ordinance of Nullification, November 24, 1832**

    **An ordinance to nullify certain acts of the Congress of the United States, purporting to be laws laying duties and imposts on the importation of foreign commodities.**

    Whereas the Congress of the United States by various acts, purporting to be acts laying duties and imposts on foreign imports, but in reality intended for the protection of domestic manufactures and the giving of bounties to classes and individuals engaged in particular employments, at the expense and to the injury and oppression of other classes and individuals, and by wholly exempting from taxation certain foreign commodities, such as are not produced or manufactured in the United States, to afford a pretext for imposing higher and excessive duties on articles similar to those intended to be protected, bath exceeded its just powers under the constitution, which confers on it no authority to afford such protection, and bath violated the true meaning and intent of the constitution, which provides for equality in imposing the burdens of taxation upon the several States and portions of the confederacy: And whereas the said Congress, exceeding its just power to impose taxes and collect revenue for the purpose of effecting and accomplishing the specific objects and purposes which the constitution of the United States authorizes it to effect and accomplish, hath raised and collected unnecessary revenue for objects unauthorized by the constitution.

    We, therefore, the people of the State of South Carolina, in convention assembled, do declare and ordain and it is hereby declared and ordained, that the several acts and parts of acts of the Congress of the United States, purporting to be laws for the imposing of duties and imposts on the importation of foreign commodities, and now having actual operation and effect within the United States, and, more especially, an act entitled "An act in alteration of the several acts imposing duties on imports," approved on the nineteenth day of May, one thousand eight hundred and twenty-eight and also an act entitled "An act to alter and amend the several acts imposing duties on imports," approved on the fourteenth day of July, one thousand eight hundred and thirty-two, are unauthorized by the constitution of the United States, and violate the true meaning and intent thereof and are null, void, and no law, nor binding upon this State, its officers or citizens; and all promises, contracts, and obligations, made or entered into, or to be made or entered into, with purpose to secure the duties imposed by said acts, and all judicial proceedings which shall be hereafter had in affirmance thereof, are and shall be held utterly null and void.

    And it is further ordained, that it shall not be lawful for any of the constituted authorities, whether of this State or of the United States, to enforce the payment of duties imposed by the said acts within the limits of this State; but it shall be the duty of the legislature to adopt such measures and pass such acts as may be necessary to give full effect to this ordinance, and to prevent the enforcement and arrest the operation of the said acts and parts of acts of the Congress of the United States within the limits of this State, from and after the first day of February next, and the duties of all other constituted authorities, and of all persons residing or being within the limits of this State, and they are hereby required and enjoined to obey and give effect to this ordinance, and such acts and measures of the legislature as may be passed or adopted in obedience thereto.

    And it is further ordained, that in no case of law or equity, decided in the courts of this State, wherein shall be drawn in question the authority of this ordinance, or the validity of such act or acts of the legislature as may be passed for the purpose of giving effect thereto, or the validity of the aforesaid acts of Congress, imposing duties, shall any appeal be taken or allowed to the Supreme Court of the United States, nor shall any copy of the record be permitted or allowed for that purpose; and if any such appeal shall be attempted to be taken, the courts of this State shall proceed to execute and enforce their judgments according to the laws and usages of the State, without reference to such attempted appeal, and the person or persons attempting to take such appeal may be dealt with as for a contempt of the court.

    And it is further ordained, that all persons now holding any office of honor, profit, or trust, civil or military, under this State (members of the legislature excepted), shall, within such time, and in such manner as the legislature shall prescribe, take an oath well and truly to obey, execute, and enforce this ordinance, and such act or acts of the legislature as may be passed in pursuance thereof, according to the true intent and meaning of the same, and on the neglect or omission of any such person or persons so to do, his or their office or offices shall be forthwith vacated, and shall be filled up as if such person or persons were dead or had resigned; and no person hereafter elected to any office of honor, profit, or trust, civil or military (members of the legislature excepted), shall, until the legislature shall otherwise provide and direct, enter on the execution of his office, or be he any respect competent to discharge the duties thereof until he shall, in like manner, have taken a similar oath; and no juror shall be impaneled in any of the courts of this State, in any cause in which shall be in question this ordinance, or any act of the legislature passed in pursuance thereof, unless he shall first, in addition to the usual oath, have taken an oath that he will well and truly obey, execute, and enforce this ordinance, and such act or acts of the legislature as may be passed to carry the same into operation and effect, according to the true intent and meaning thereof.

    And we, the people of South Carolina, to the end that it may be fully understood by the government of the United States, and the people of the co-States, that we are determined to maintain this our ordinance and declaration, at every hazard, do further declare that we will not submit to the application of force on the part of the federal government, to reduce this State to obedience, but that we will consider the passage, by Congress, of any act authorizing the employment of a military or naval force against the State of South Carolina, her constitutional authorities or citizens; or any act abolishing or closing the ports of this State, or any of them, or otherwise obstructing the free ingress and egress of vessels to and from the said ports, or any other act on the part of the federal government, to coerce the State, shut up her ports, destroy or harass her commerce or to enforce the acts hereby declared to be null and void, otherwise than through the civil tribunals of the country, as inconsistent with the longer continuance of South Carolina in the Union; and that the people of this State will henceforth hold themselves absolved from all further obligation to maintain or preserve their political connection with the people of the other States; and will forthwith proceed to organize a separate government, and do all other acts and things which sovereign and independent States may of right do.

    Done in convention at Columbia, the twenty-fourth day of November, in the year of our Lord one thousand eight hundred and thirty-two, and in the fifty-seventh year of the Declaration of the Independence of the United States of America.

    | |
    | — |
    | Source:<br>Ford, Paul Leicester<br>The Federalist : A commentary on the Constitution of the United States by Alexander Hamilton, James Madison and John Jay edited with notes, illustrative documents and a copious index by Paul Leicester Ford.<br>New York : Henry Holt and Company, 1898. |

    | |
    | — |
    | [19th Century Documents](https://avalon.law.yale.edu/subject_menus/19th.asp) |

    **## Ch08.pdf**

    Lecture Slides
    Give Me Liberty!
    Seventh Edition

    Eric Foner, Lisa McGirr, and
    Kathleen DuVal

    Copyright © 2023 W. W. Norton & Company

    CHAPTER 8

    Securing the Republic, 1791–
    1815

    Copyright © 2023 W. W. Norton & Company

    New Orleans, 1803

    Lecture Preview

    • Politics in an Age of Passion
    • The Adams Presidency
    • Jefferson in Power
    • The “Second War of Independence”

    Politics in an Age of Passion

     Focus Question:
    What issues made the politics of the 1790s so
    divisive?

    Financial Planning and Opposition

    • Hamilton’s Program
    • The Emergence of Opposition
    • The Jefferson–Hamilton Bargain

    Liberty and Washington

    Revolution in France

    • The Impact of the French Revolution
    • Political division
    • Impressment
    • Jay’s Treaty

    “The Two Great Republics”

    Rebellion and Political Parties

    • Political Parties
    • The Whiskey Rebellion

    Venerate the Plough

    Embracing Popular Politics

    • The Republican Party
    • Madison and Jefferson
    • Democratic self-government
    • Critical of social and economic inequality

    Early Republic Print Shop

    The Growth of the Public Sphere

    • An Expanding Public Sphere
    • Democratic-Republican societies

    Women and the New Nation

    • The Rights of Women

    Liberty Needlework

    The Adams Presidency

     Focus Question:
    How did competing views of freedom and
    global events promote the political divisions
    of the 1790s?

    The Adams Presidency (Cont. )

    • The Election of 1796
    • The Alien and Sedition Acts of 1798

    • The Virginia and Kentucky Resolutions

    Politics in 1800

    • The “Revolution of 1800”
    • Jefferson wins presidency
    • Twelfth Amendment

    The Presidential Election of 1800

    Revolution Abroad and Rebellion at Home

    • Slavery and Politics
    • The Haitian Revolution
    • Gabriel’s Rebellion

    Toussaint L’Ouverture

    Jefferson in Power

     Focus Question:
    What were the achievements and failures of
    Jefferson’s presidency?

    Jefferson Presidency

    • Judicial Review
    • Chief Justice John Marshall
    • Marbury v. Madison

    John Marshall

    Louisiana

    • The Louisiana Purchase
    • Territory purchased from France
    • Doubled size of the United States
    • Agrarian character of the United States

    The Louisiana Purchase

    Venturing into New Territory

    • Lewis and Clark
    • Incorporating Louisiana

    Map from Too Né

    The United States and the Barbary States

    • The Barbary Wars
    • War fought to protect commerce
    • Barbary states: northern coast of Africa
    • Islamic world

    Brewing War

    • The Embargo
    • Madison and Pressure for War

    The “Second War of Independence"

     Focus Question:
    What were the causes and significant results
    of the War of 1812?

    Indians in the Early Nineteenth Century

    • Native Nations and Continued Freedom
    • Tenskwatawa and Tecumseh

    • Shawnee brothers
    • Militant message

    War Party at Fort Douglas

    Tenskwatawa

    War with Britain Once More

    • The War of 1812
    • Declared war after continued British

    assaults on American shipping
    • Britain invaded the United States
    • Battle of New Orleans
    • Treaty of Ghent

    The Burning of Washington, D.C.

    The War of 1812

    Effects and Meaning of the War of 1812

    • The War’s Aftermath
    • The War of 1812 and the Canadian

    Borderland
    • The End of the Federalist Party

    “We Owe Allegiance to No Crown”

    Review
    Politics in an Age of Passion

    Focus Question: What issues made the politics of the 1790s so divisive?
    The Adams Presidency

    Focus Question: How did competing views of freedom and global events promote the
    political divisions of the 1790s?

    Jefferson in Power
    Focus Question: What were the achievements and failures of Jefferson’s Presidency?

    The “Second War of Independence"
    Focus Question: What were the causes and significant results of the War of 1812?

    Next Lecture Preview

    Chapter 9: The Market Revolution, 1800–1840
    • A New Economy
    • The Rise of the West
    • Market Society
    • The Free Individual
    • The Limits of Prosperity

    This concludes the Norton Lecture Slide Set for Chapter 8
    Give Me Liberty!
    AN AMERICAN HISTORY
    SEVENTH EDITION
    by Eric Foner, Lisa McGirr, and Kathleen DuVal

    Copyright © 2023 W. W. Norton & Company

    – Lecture Slides�Give Me Liberty!�Seventh Edition
    – CHAPTER 8
    – New Orleans, 1803
    – Lecture Preview
    – Politics in an Age of Passion
    – Financial Planning and Opposition
    – Liberty and Washington
    – Revolution in France
    – “The Two Great Republics”
    – Rebellion and Political Parties
    – Venerate the Plough
    – Embracing Popular Politics
    – Early Republic Print Shop
    – The Growth of the Public Sphere
    – Women and the New Nation
    – Liberty Needlework
    – The Adams Presidency
    – The Adams Presidency (Cont. )
    – Politics in 1800
    – The Presidential Election of 1800
    – Revolution Abroad and Rebellion at Home
    – Toussaint L’Ouverture
    – Jefferson in Power
    – Jefferson Presidency
    – John Marshall
    – Louisiana
    – The Louisiana Purchase
    – Venturing into New Territory
    – Map from Too Né
    – The United States and the Barbary States
    – Brewing War
    – The “Second War of Independence"
    – Indians in the Early Nineteenth Century
    – War Party at Fort Douglas
    – Tenskwatawa
    – War with Britain Once More
    – The Burning of Washington, D.C.
    – The War of 1812
    – Effects and Meaning of the War of 1812
    – “We Owe Allegiance to No Crown”
    – Review
    – Next Lecture Preview
    – This concludes the Norton Lecture Slide Set for Chapter 8�Give Me Liberty! �AN AMERICAN HISTORY�SEVENTH EDITION�by Eric Foner, Lisa McGirr, and Kathleen DuVal

    **Ch10.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch10-pdf-10418709)

    **PresidentJacksonsProclamationRegardingNullificationDecember1018321.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/presidentjacksonsproclamationregardingnullificationdecember1018321-docx)

    **PresidentJacksonsProclamationRegardingNullificationDecember1018321.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/presidentjacksonsproclamationregardingnullificationdecember1018321-docx)

    **## WritingAssignment3AStatesRightsvsFederalSupremacy.docx**

    Although the thirteen original states all eventually ratified the US Constitution, the struggle for its ratification demonstrates that it was not supported by all of the states. At issue was the power that the newly created Federal government acquired at the cost of power held by the States.

    Jefferson and Madison raised that issue in 1798 when they wrote the Kentucky and Virginia Resolutions, as does Calhoun in 1832. This conflict brought the country into a Civil War, and the emergence of the "Tea Party" in recent years indicates that it continues to be unresolved. An increasing sectionalism was developing between the North and the South, and the nullification crisis was a manifestation of this conflict.

    INSTRUCTIONS:

    This writing assignment will require you to compare and contrast two Primary Source documents, in order to explain and discuss how the nullification crisis demonstrates a growing sectionalism between the North and the South.

    · Review the discussion of Jefferson and Madison's "Virginia and Kentucky Resolutions" in Chapter 8.

    · Review the sections titled South Carolina and Nullification and The Nullification Crisis located in Chapter 10.

    · Read the following linked documents. They can also be found at
    [The Avalon ProjectLinks to an external site.](http://avalon.law.yale.edu/default.asp) site, under 19th Century documents.

    [Document 1: South Carolina Ordinance of NullificationLinks to an external site.](http://avalon.law.yale.edu/19th_century/ordnull.asp)

    [Document 2: Jackson's Proclamation of NullificationLinks to an external site.](http://avalon.law.yale.edu/19th_century/jack01.asp)

    **PREPARE AND SUBMIT:**

    Write a well-organized essay, a
    **minimum of 700 words** (but not limited to), including supporting details from the documents/textbook/other sources in which you analyze and discuss the material that has been assigned by addressing the following question:

    Identify and discuss Calhoun's arguments regarding the unconstitutionality of the Tariff of 1828, his theory of nullification and right to secession comparing them to the Virginia and Kentucky Resolutions, and President Jackson's response.

    Reminders

    · Paragraphs in an essay are not numbered. Any questions that are associated with an assigned reading are there to serve as a guide for your discussion.

    · Your discussion should incorporate all of the information from the documents and or textbook, and outside sources as one essay.

    · Students are required to research and incorporate into their discussions
    **additional sources that relate to the content.** Recommendations can be found at the end of the textbook chapter in Additional Reading.

    · All statements must be
    **supported** and all sources must be
    **identified** and
    **cited**, and included in your
    **reference list**. This also applies to the textbook. Failure to do so constitutes
    **Plagiarism**, and the college has strict policies and penalties for failure to comply. Under the Resources, you will find links to sites that review how to format a paper or essay. I recommend that students use
    **APA or Chicago Style to format their essays.** Students should ask their instructor which format style they prefer you to use.

    ·
    **Proofread your work.** Make sure that you have looked for all of the spelling and grammatical errors and corrected them, and that you have organized your work into coherent paragraphs.

    · Prepare the assignment as a
    **Word Document, double-spaced,** and using a standard font of 12 points.

    ·
    **Submit it in the "** [**Second Required Writing Assignment (Submit Here)**](https://mdc.instructure.com/courses/129239/assignments/3526064) **" link as an ATTACHMENT. Any work that is submitted directly into the box will be graded as a 0.**

    **Point Value: 100**

    **Grading Criteria:**

    · Analysis and discussion (60%)

    · Support for discussion (30%)

    · Organization (10%)

    **Reminder:** All written work must comply with standard English rules, such as proper capitalization, grammar, and spelling. The assignment must be submitted by the deadline listed on the calendar.

    **Note:** Even though you will see a statement giving you the option of copy/paste or file attachment, please disregard this statement.
    **You are required to attach the assignment in MS Word format.**

    **## SouthCarolinaOrdinanceofNullificationNovember241832.docx**

    **South Carolina Ordinance of Nullification, November 24, 1832**

    **An ordinance to nullify certain acts of the Congress of the United States, purporting to be laws laying duties and imposts on the importation of foreign commodities.**

    Whereas the Congress of the United States by various acts, purporting to be acts laying duties and imposts on foreign imports, but in reality intended for the protection of domestic manufactures and the giving of bounties to classes and individuals engaged in particular employments, at the expense and to the injury and oppression of other classes and individuals, and by wholly exempting from taxation certain foreign commodities, such as are not produced or manufactured in the United States, to afford a pretext for imposing higher and excessive duties on articles similar to those intended to be protected, bath exceeded its just powers under the constitution, which confers on it no authority to afford such protection, and bath violated the true meaning and intent of the constitution, which provides for equality in imposing the burdens of taxation upon the several States and portions of the confederacy: And whereas the said Congress, exceeding its just power to impose taxes and collect revenue for the purpose of effecting and accomplishing the specific objects and purposes which the constitution of the United States authorizes it to effect and accomplish, hath raised and collected unnecessary revenue for objects unauthorized by the constitution.

    We, therefore, the people of the State of South Carolina, in convention assembled, do declare and ordain and it is hereby declared and ordained, that the several acts and parts of acts of the Congress of the United States, purporting to be laws for the imposing of duties and imposts on the importation of foreign commodities, and now having actual operation and effect within the United States, and, more especially, an act entitled "An act in alteration of the several acts imposing duties on imports," approved on the nineteenth day of May, one thousand eight hundred and twenty-eight and also an act entitled "An act to alter and amend the several acts imposing duties on imports," approved on the fourteenth day of July, one thousand eight hundred and thirty-two, are unauthorized by the constitution of the United States, and violate the true meaning and intent thereof and are null, void, and no law, nor binding upon this State, its officers or citizens; and all promises, contracts, and obligations, made or entered into, or to be made or entered into, with purpose to secure the duties imposed by said acts, and all judicial proceedings which shall be hereafter had in affirmance thereof, are and shall be held utterly null and void.

    And it is further ordained, that it shall not be lawful for any of the constituted authorities, whether of this State or of the United States, to enforce the payment of duties imposed by the said acts within the limits of this State; but it shall be the duty of the legislature to adopt such measures and pass such acts as may be necessary to give full effect to this ordinance, and to prevent the enforcement and arrest the operation of the said acts and parts of acts of the Congress of the United States within the limits of this State, from and after the first day of February next, and the duties of all other constituted authorities, and of all persons residing or being within the limits of this State, and they are hereby required and enjoined to obey and give effect to this ordinance, and such acts and measures of the legislature as may be passed or adopted in obedience thereto.

    And it is further ordained, that in no case of law or equity, decided in the courts of this State, wherein shall be drawn in question the authority of this ordinance, or the validity of such act or acts of the legislature as may be passed for the purpose of giving effect thereto, or the validity of the aforesaid acts of Congress, imposing duties, shall any appeal be taken or allowed to the Supreme Court of the United States, nor shall any copy of the record be permitted or allowed for that purpose; and if any such appeal shall be attempted to be taken, the courts of this State shall proceed to execute and enforce their judgments according to the laws and usages of the State, without reference to such attempted appeal, and the person or persons attempting to take such appeal may be dealt with as for a contempt of the court.

    And it is further ordained, that all persons now holding any office of honor, profit, or trust, civil or military, under this State (members of the legislature excepted), shall, within such time, and in such manner as the legislature shall prescribe, take an oath well and truly to obey, execute, and enforce this ordinance, and such act or acts of the legislature as may be passed in pursuance thereof, according to the true intent and meaning of the same, and on the neglect or omission of any such person or persons so to do, his or their office or offices shall be forthwith vacated, and shall be filled up as if such person or persons were dead or had resigned; and no person hereafter elected to any office of honor, profit, or trust, civil or military (members of the legislature excepted), shall, until the legislature shall otherwise provide and direct, enter on the execution of his office, or be he any respect competent to discharge the duties thereof until he shall, in like manner, have taken a similar oath; and no juror shall be impaneled in any of the courts of this State, in any cause in which shall be in question this ordinance, or any act of the legislature passed in pursuance thereof, unless he shall first, in addition to the usual oath, have taken an oath that he will well and truly obey, execute, and enforce this ordinance, and such act or acts of the legislature as may be passed to carry the same into operation and effect, according to the true intent and meaning thereof.

    And we, the people of South Carolina, to the end that it may be fully understood by the government of the United States, and the people of the co-States, that we are determined to maintain this our ordinance and declaration, at every hazard, do further declare that we will not submit to the application of force on the part of the federal government, to reduce this State to obedience, but that we will consider the passage, by Congress, of any act authorizing the employment of a military or naval force against the State of South Carolina, her constitutional authorities or citizens; or any act abolishing or closing the ports of this State, or any of them, or otherwise obstructing the free ingress and egress of vessels to and from the said ports, or any other act on the part of the federal government, to coerce the State, shut up her ports, destroy or harass her commerce or to enforce the acts hereby declared to be null and void, otherwise than through the civil tribunals of the country, as inconsistent with the longer continuance of South Carolina in the Union; and that the people of this State will henceforth hold themselves absolved from all further obligation to maintain or preserve their political connection with the people of the other States; and will forthwith proceed to organize a separate government, and do all other acts and things which sovereign and independent States may of right do.

    Done in convention at Columbia, the twenty-fourth day of November, in the year of our Lord one thousand eight hundred and thirty-two, and in the fifty-seventh year of the Declaration of the Independence of the United States of America.

    | |
    | — |
    | Source:<br>Ford, Paul Leicester<br>The Federalist : A commentary on the Constitution of the United States by Alexander Hamilton, James Madison and John Jay edited with notes, illustrative documents and a copious index by Paul Leicester Ford.<br>New York : Henry Holt and Company, 1898. |

    | |
    | — |
    | [19th Century Documents](https://avalon.law.yale.edu/subject_menus/19th.asp) |

    **## Ch08.pdf**

    Lecture Slides
    Give Me Liberty!
    Seventh Edition

    Eric Foner, Lisa McGirr, and
    Kathleen DuVal

    Copyright © 2023 W. W. Norton & Company

    CHAPTER 8

    Securing the Republic, 1791–
    1815

    Copyright © 2023 W. W. Norton & Company

    New Orleans, 1803

    Lecture Preview

    • Politics in an Age of Passion
    • The Adams Presidency
    • Jefferson in Power
    • The “Second War of Independence”

    Politics in an Age of Passion

     Focus Question:
    What issues made the politics of the 1790s so
    divisive?

    Financial Planning and Opposition

    • Hamilton’s Program
    • The Emergence of Opposition
    • The Jefferson–Hamilton Bargain

    Liberty and Washington

    Revolution in France

    • The Impact of the French Revolution
    • Political division
    • Impressment
    • Jay’s Treaty

    “The Two Great Republics”

    Rebellion and Political Parties

    • Political Parties
    • The Whiskey Rebellion

    Venerate the Plough

    Embracing Popular Politics

    • The Republican Party
    • Madison and Jefferson
    • Democratic self-government
    • Critical of social and economic inequality

    Early Republic Print Shop

    The Growth of the Public Sphere

    • An Expanding Public Sphere
    • Democratic-Republican societies

    Women and the New Nation

    • The Rights of Women

    Liberty Needlework

    The Adams Presidency

     Focus Question:
    How did competing views of freedom and
    global events promote the political divisions
    of the 1790s?

    The Adams Presidency (Cont. )

    • The Election of 1796
    • The Alien and Sedition Acts of 1798

    • The Virginia and Kentucky Resolutions

    Politics in 1800

    • The “Revolution of 1800”
    • Jefferson wins presidency
    • Twelfth Amendment

    The Presidential Election of 1800

    Revolution Abroad and Rebellion at Home

    • Slavery and Politics
    • The Haitian Revolution
    • Gabriel’s Rebellion

    Toussaint L’Ouverture

    Jefferson in Power

     Focus Question:
    What were the achievements and failures of
    Jefferson’s presidency?

    Jefferson Presidency

    • Judicial Review
    • Chief Justice John Marshall
    • Marbury v. Madison

    John Marshall

    Louisiana

    • The Louisiana Purchase
    • Territory purchased from France
    • Doubled size of the United States
    • Agrarian character of the United States

    The Louisiana Purchase

    Venturing into New Territory

    • Lewis and Clark
    • Incorporating Louisiana

    Map from Too Né

    The United States and the Barbary States

    • The Barbary Wars
    • War fought to protect commerce
    • Barbary states: northern coast of Africa
    • Islamic world

    Brewing War

    • The Embargo
    • Madison and Pressure for War

    The “Second War of Independence"

     Focus Question:
    What were the causes and significant results
    of the War of 1812?

    Indians in the Early Nineteenth Century

    • Native Nations and Continued Freedom
    • Tenskwatawa and Tecumseh

    • Shawnee brothers
    • Militant message

    War Party at Fort Douglas

    Tenskwatawa

    War with Britain Once More

    • The War of 1812
    • Declared war after continued British

    assaults on American shipping
    • Britain invaded the United States
    • Battle of New Orleans
    • Treaty of Ghent

    The Burning of Washington, D.C.

    The War of 1812

    Effects and Meaning of the War of 1812

    • The War’s Aftermath
    • The War of 1812 and the Canadian

    Borderland
    • The End of the Federalist Party

    “We Owe Allegiance to No Crown”

    Review
    Politics in an Age of Passion

    Focus Question: What issues made the politics of the 1790s so divisive?
    The Adams Presidency

    Focus Question: How did competing views of freedom and global events promote the
    political divisions of the 1790s?

    Jefferson in Power
    Focus Question: What were the achievements and failures of Jefferson’s Presidency?

    The “Second War of Independence"
    Focus Question: What were the causes and significant results of the War of 1812?

    Next Lecture Preview

    Chapter 9: The Market Revolution, 1800–1840
    • A New Economy
    • The Rise of the West
    • Market Society
    • The Free Individual
    • The Limits of Prosperity

    This concludes the Norton Lecture Slide Set for Chapter 8
    Give Me Liberty!
    AN AMERICAN HISTORY
    SEVENTH EDITION
    by Eric Foner, Lisa McGirr, and Kathleen DuVal

    Copyright © 2023 W. W. Norton & Company

    – Lecture Slides�Give Me Liberty!�Seventh Edition
    – CHAPTER 8
    – New Orleans, 1803
    – Lecture Preview
    – Politics in an Age of Passion
    – Financial Planning and Opposition
    – Liberty and Washington
    – Revolution in France
    – “The Two Great Republics”
    – Rebellion and Political Parties
    – Venerate the Plough
    – Embracing Popular Politics
    – Early Republic Print Shop
    – The Growth of the Public Sphere
    – Women and the New Nation
    – Liberty Needlework
    – The Adams Presidency
    – The Adams Presidency (Cont. )
    – Politics in 1800
    – The Presidential Election of 1800
    – Revolution Abroad and Rebellion at Home
    – Toussaint L’Ouverture
    – Jefferson in Power
    – Jefferson Presidency
    – John Marshall
    – Louisiana
    – The Louisiana Purchase
    – Venturing into New Territory
    – Map from Too Né
    – The United States and the Barbary States
    – Brewing War
    – The “Second War of Independence"
    – Indians in the Early Nineteenth Century
    – War Party at Fort Douglas
    – Tenskwatawa
    – War with Britain Once More
    – The Burning of Washington, D.C.
    – The War of 1812
    – Effects and Meaning of the War of 1812
    – “We Owe Allegiance to No Crown”
    – Review
    – Next Lecture Preview
    – This concludes the Norton Lecture Slide Set for Chapter 8�Give Me Liberty! �AN AMERICAN HISTORY�SEVENTH EDITION�by Eric Foner, Lisa McGirr, and Kathleen DuVal

    **Ch10.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch10-pdf-10418709)

    **PresidentJacksonsProclamationRegardingNullificationDecember1018321.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/presidentjacksonsproclamationregardingnullificationdecember1018321-docx)

    **## WritingAssignment3AStatesRightsvsFederalSupremacy.docx**

    Although the thirteen original states all eventually ratified the US Constitution, the struggle for its ratification demonstrates that it was not supported by all of the states. At issue was the power that the newly created Federal government acquired at the cost of power held by the States.

    Jefferson and Madison raised that issue in 1798 when they wrote the Kentucky and Virginia Resolutions, as does Calhoun in 1832. This conflict brought the country into a Civil War, and the emergence of the "Tea Party" in recent years indicates that it continues to be unresolved. An increasing sectionalism was developing between the North and the South, and the nullification crisis was a manifestation of this conflict.

    INSTRUCTIONS:

    This writing assignment will require you to compare and contrast two Primary Source documents, in order to explain and discuss how the nullification crisis demonstrates a growing sectionalism between the North and the South.

    · Review the discussion of Jefferson and Madison's "Virginia and Kentucky Resolutions" in Chapter 8.

    · Review the sections titled South Carolina and Nullification and The Nullification Crisis located in Chapter 10.

    · Read the following linked documents. They can also be found at
    [The Avalon ProjectLinks to an external site.](http://avalon.law.yale.edu/default.asp) site, under 19th Century documents.

    [Document 1: South Carolina Ordinance of NullificationLinks to an external site.](http://avalon.law.yale.edu/19th_century/ordnull.asp)

    [Document 2: Jackson's Proclamation of NullificationLinks to an external site.](http://avalon.law.yale.edu/19th_century/jack01.asp)

    **PREPARE AND SUBMIT:**

    Write a well-organized essay, a
    **minimum of 700 words** (but not limited to), including supporting details from the documents/textbook/other sources in which you analyze and discuss the material that has been assigned by addressing the following question:

    Identify and discuss Calhoun's arguments regarding the unconstitutionality of the Tariff of 1828, his theory of nullification and right to secession comparing them to the Virginia and Kentucky Resolutions, and President Jackson's response.

    Reminders

    · Paragraphs in an essay are not numbered. Any questions that are associated with an assigned reading are there to serve as a guide for your discussion.

    · Your discussion should incorporate all of the information from the documents and or textbook, and outside sources as one essay.

    · Students are required to research and incorporate into their discussions
    **additional sources that relate to the content.** Recommendations can be found at the end of the textbook chapter in Additional Reading.

    · All statements must be
    **supported** and all sources must be
    **identified** and
    **cited**, and included in your
    **reference list**. This also applies to the textbook. Failure to do so constitutes
    **Plagiarism**, and the college has strict policies and penalties for failure to comply. Under the Resources, you will find links to sites that review how to format a paper or essay. I recommend that students use
    **APA or Chicago Style to format their essays.** Students should ask their instructor which format style they prefer you to use.

    ·
    **Proofread your work.** Make sure that you have looked for all of the spelling and grammatical errors and corrected them, and that you have organized your work into coherent paragraphs.

    · Prepare the assignment as a
    **Word Document, double-spaced,** and using a standard font of 12 points.

    ·
    **Submit it in the "** [**Second Required Writing Assignment (Submit Here)**](https://mdc.instructure.com/courses/129239/assignments/3526064) **" link as an ATTACHMENT. Any work that is submitted directly into the box will be graded as a 0.**

    **Point Value: 100**

    **Grading Criteria:**

    · Analysis and discussion (60%)

    · Support for discussion (30%)

    · Organization (10%)

    **Reminder:** All written work must comply with standard English rules, such as proper capitalization, grammar, and spelling. The assignment must be submitted by the deadline listed on the calendar.

    **Note:** Even though you will see a statement giving you the option of copy/paste or file attachment, please disregard this statement.
    **You are required to attach the assignment in MS Word format.**

    **## SouthCarolinaOrdinanceofNullificationNovember241832.docx**

    **South Carolina Ordinance of Nullification, November 24, 1832**

    **An ordinance to nullify certain acts of the Congress of the United States, purporting to be laws laying duties and imposts on the importation of foreign commodities.**

    Whereas the Congress of the United States by various acts, purporting to be acts laying duties and imposts on foreign imports, but in reality intended for the protection of domestic manufactures and the giving of bounties to classes and individuals engaged in particular employments, at the expense and to the injury and oppression of other classes and individuals, and by wholly exempting from taxation certain foreign commodities, such as are not produced or manufactured in the United States, to afford a pretext for imposing higher and excessive duties on articles similar to those intended to be protected, bath exceeded its just powers under the constitution, which confers on it no authority to afford such protection, and bath violated the true meaning and intent of the constitution, which provides for equality in imposing the burdens of taxation upon the several States and portions of the confederacy: And whereas the said Congress, exceeding its just power to impose taxes and collect revenue for the purpose of effecting and accomplishing the specific objects and purposes which the constitution of the United States authorizes it to effect and accomplish, hath raised and collected unnecessary revenue for objects unauthorized by the constitution.

    We, therefore, the people of the State of South Carolina, in convention assembled, do declare and ordain and it is hereby declared and ordained, that the several acts and parts of acts of the Congress of the United States, purporting to be laws for the imposing of duties and imposts on the importation of foreign commodities, and now having actual operation and effect within the United States, and, more especially, an act entitled "An act in alteration of the several acts imposing duties on imports," approved on the nineteenth day of May, one thousand eight hundred and twenty-eight and also an act entitled "An act to alter and amend the several acts imposing duties on imports," approved on the fourteenth day of July, one thousand eight hundred and thirty-two, are unauthorized by the constitution of the United States, and violate the true meaning and intent thereof and are null, void, and no law, nor binding upon this State, its officers or citizens; and all promises, contracts, and obligations, made or entered into, or to be made or entered into, with purpose to secure the duties imposed by said acts, and all judicial proceedings which shall be hereafter had in affirmance thereof, are and shall be held utterly null and void.

    And it is further ordained, that it shall not be lawful for any of the constituted authorities, whether of this State or of the United States, to enforce the payment of duties imposed by the said acts within the limits of this State; but it shall be the duty of the legislature to adopt such measures and pass such acts as may be necessary to give full effect to this ordinance, and to prevent the enforcement and arrest the operation of the said acts and parts of acts of the Congress of the United States within the limits of this State, from and after the first day of February next, and the duties of all other constituted authorities, and of all persons residing or being within the limits of this State, and they are hereby required and enjoined to obey and give effect to this ordinance, and such acts and measures of the legislature as may be passed or adopted in obedience thereto.

    And it is further ordained, that in no case of law or equity, decided in the courts of this State, wherein shall be drawn in question the authority of this ordinance, or the validity of such act or acts of the legislature as may be passed for the purpose of giving effect thereto, or the validity of the aforesaid acts of Congress, imposing duties, shall any appeal be taken or allowed to the Supreme Court of the United States, nor shall any copy of the record be permitted or allowed for that purpose; and if any such appeal shall be attempted to be taken, the courts of this State shall proceed to execute and enforce their judgments according to the laws and usages of the State, without reference to such attempted appeal, and the person or persons attempting to take such appeal may be dealt with as for a contempt of the court.

    And it is further ordained, that all persons now holding any office of honor, profit, or trust, civil or military, under this State (members of the legislature excepted), shall, within such time, and in such manner as the legislature shall prescribe, take an oath well and truly to obey, execute, and enforce this ordinance, and such act or acts of the legislature as may be passed in pursuance thereof, according to the true intent and meaning of the same, and on the neglect or omission of any such person or persons so to do, his or their office or offices shall be forthwith vacated, and shall be filled up as if such person or persons were dead or had resigned; and no person hereafter elected to any office of honor, profit, or trust, civil or military (members of the legislature excepted), shall, until the legislature shall otherwise provide and direct, enter on the execution of his office, or be he any respect competent to discharge the duties thereof until he shall, in like manner, have taken a similar oath; and no juror shall be impaneled in any of the courts of this State, in any cause in which shall be in question this ordinance, or any act of the legislature passed in pursuance thereof, unless he shall first, in addition to the usual oath, have taken an oath that he will well and truly obey, execute, and enforce this ordinance, and such act or acts of the legislature as may be passed to carry the same into operation and effect, according to the true intent and meaning thereof.

    And we, the people of South Carolina, to the end that it may be fully understood by the government of the United States, and the people of the co-States, that we are determined to maintain this our ordinance and declaration, at every hazard, do further declare that we will not submit to the application of force on the part of the federal government, to reduce this State to obedience, but that we will consider the passage, by Congress, of any act authorizing the employment of a military or naval force against the State of South Carolina, her constitutional authorities or citizens; or any act abolishing or closing the ports of this State, or any of them, or otherwise obstructing the free ingress and egress of vessels to and from the said ports, or any other act on the part of the federal government, to coerce the State, shut up her ports, destroy or harass her commerce or to enforce the acts hereby declared to be null and void, otherwise than through the civil tribunals of the country, as inconsistent with the longer continuance of South Carolina in the Union; and that the people of this State will henceforth hold themselves absolved from all further obligation to maintain or preserve their political connection with the people of the other States; and will forthwith proceed to organize a separate government, and do all other acts and things which sovereign and independent States may of right do.

    Done in convention at Columbia, the twenty-fourth day of November, in the year of our Lord one thousand eight hundred and thirty-two, and in the fifty-seventh year of the Declaration of the Independence of the United States of America.

    | |
    | — |
    | Source:<br>Ford, Paul Leicester<br>The Federalist : A commentary on the Constitution of the United States by Alexander Hamilton, James Madison and John Jay edited with notes, illustrative documents and a copious index by Paul Leicester Ford.<br>New York : Henry Holt and Company, 1898. |

    | |
    | — |
    | [19th Century Documents](https://avalon.law.yale.edu/subject_menus/19th.asp) |

    **## Ch08.pdf**

    Lecture Slides
    Give Me Liberty!
    Seventh Edition

    Eric Foner, Lisa McGirr, and
    Kathleen DuVal

    Copyright © 2023 W. W. Norton & Company

    CHAPTER 8

    Securing the Republic, 1791–
    1815

    Copyright © 2023 W. W. Norton & Company

    New Orleans, 1803

    Lecture Preview

    • Politics in an Age of Passion
    • The Adams Presidency
    • Jefferson in Power
    • The “Second War of Independence”

    Politics in an Age of Passion

     Focus Question:
    What issues made the politics of the 1790s so
    divisive?

    Financial Planning and Opposition

    • Hamilton’s Program
    • The Emergence of Opposition
    • The Jefferson–Hamilton Bargain

    Liberty and Washington

    Revolution in France

    • The Impact of the French Revolution
    • Political division
    • Impressment
    • Jay’s Treaty

    “The Two Great Republics”

    Rebellion and Political Parties

    • Political Parties
    • The Whiskey Rebellion

    Venerate the Plough

    Embracing Popular Politics

    • The Republican Party
    • Madison and Jefferson
    • Democratic self-government
    • Critical of social and economic inequality

    Early Republic Print Shop

    The Growth of the Public Sphere

    • An Expanding Public Sphere
    • Democratic-Republican societies

    Women and the New Nation

    • The Rights of Women

    Liberty Needlework

    The Adams Presidency

     Focus Question:
    How did competing views of freedom and
    global events promote the political divisions
    of the 1790s?

    The Adams Presidency (Cont. )

    • The Election of 1796
    • The Alien and Sedition Acts of 1798

    • The Virginia and Kentucky Resolutions

    Politics in 1800

    • The “Revolution of 1800”
    • Jefferson wins presidency
    • Twelfth Amendment

    The Presidential Election of 1800

    Revolution Abroad and Rebellion at Home

    • Slavery and Politics
    • The Haitian Revolution
    • Gabriel’s Rebellion

    Toussaint L’Ouverture

    Jefferson in Power

     Focus Question:
    What were the achievements and failures of
    Jefferson’s presidency?

    Jefferson Presidency

    • Judicial Review
    • Chief Justice John Marshall
    • Marbury v. Madison

    John Marshall

    Louisiana

    • The Louisiana Purchase
    • Territory purchased from France
    • Doubled size of the United States
    • Agrarian character of the United States

    The Louisiana Purchase

    Venturing into New Territory

    • Lewis and Clark
    • Incorporating Louisiana

    Map from Too Né

    The United States and the Barbary States

    • The Barbary Wars
    • War fought to protect commerce
    • Barbary states: northern coast of Africa
    • Islamic world

    Brewing War

    • The Embargo
    • Madison and Pressure for War

    The “Second War of Independence"

     Focus Question:
    What were the causes and significant results
    of the War of 1812?

    Indians in the Early Nineteenth Century

    • Native Nations and Continued Freedom
    • Tenskwatawa and Tecumseh

    • Shawnee brothers
    • Militant message

    War Party at Fort Douglas

    Tenskwatawa

    War with Britain Once More

    • The War of 1812
    • Declared war after continued British

    assaults on American shipping
    • Britain invaded the United States
    • Battle of New Orleans
    • Treaty of Ghent

    The Burning of Washington, D.C.

    The War of 1812

    Effects and Meaning of the War of 1812

    • The War’s Aftermath
    • The War of 1812 and the Canadian

    Borderland
    • The End of the Federalist Party

    “We Owe Allegiance to No Crown”

    Review
    Politics in an Age of Passion

    Focus Question: What issues made the politics of the 1790s so divisive?
    The Adams Presidency

    Focus Question: How did competing views of freedom and global events promote the
    political divisions of the 1790s?

    Jefferson in Power
    Focus Question: What were the achievements and failures of Jefferson’s Presidency?

    The “Second War of Independence"
    Focus Question: What were the causes and significant results of the War of 1812?

    Next Lecture Preview

    Chapter 9: The Market Revolution, 1800–1840
    • A New Economy
    • The Rise of the West
    • Market Society
    • The Free Individual
    • The Limits of Prosperity

    This concludes the Norton Lecture Slide Set for Chapter 8
    Give Me Liberty!
    AN AMERICAN HISTORY
    SEVENTH EDITION
    by Eric Foner, Lisa McGirr, and Kathleen DuVal

    Copyright © 2023 W. W. Norton & Company

    – Lecture Slides�Give Me Liberty!�Seventh Edition
    – CHAPTER 8
    – New Orleans, 1803
    – Lecture Preview
    – Politics in an Age of Passion
    – Financial Planning and Opposition
    – Liberty and Washington
    – Revolution in France
    – “The Two Great Republics”
    – Rebellion and Political Parties
    – Venerate the Plough
    – Embracing Popular Politics
    – Early Republic Print Shop
    – The Growth of the Public Sphere
    – Women and the New Nation
    – Liberty Needlework
    – The Adams Presidency
    – The Adams Presidency (Cont. )
    – Politics in 1800
    – The Presidential Election of 1800
    – Revolution Abroad and Rebellion at Home
    – Toussaint L’Ouverture
    – Jefferson in Power
    – Jefferson Presidency
    – John Marshall
    – Louisiana
    – The Louisiana Purchase
    – Venturing into New Territory
    – Map from Too Né
    – The United States and the Barbary States
    – Brewing War
    – The “Second War of Independence"
    – Indians in the Early Nineteenth Century
    – War Party at Fort Douglas
    – Tenskwatawa
    – War with Britain Once More
    – The Burning of Washington, D.C.
    – The War of 1812
    – Effects and Meaning of the War of 1812
    – “We Owe Allegiance to No Crown”
    – Review
    – Next Lecture Preview
    – This concludes the Norton Lecture Slide Set for Chapter 8�Give Me Liberty! �AN AMERICAN HISTORY�SEVENTH EDITION�by Eric Foner, Lisa McGirr, and Kathleen DuVal

    **Ch10.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch10-pdf-10418709)

    **PresidentJacksonsProclamationRegardingNullificationDecember1018321.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/presidentjacksonsproclamationregardingnullificationdecember1018321-docx)

    – 1
    – 2
    – 3
    – 4
    – 5

  • [Solved] S SWOT

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  • [Solved] Origins of the Cold War

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    please fill this out as soon as possible. I need it tonight at 11:59 p.m. – ## KamiExport-MariahBriner-OriginsoftheColdWar.Kami.pdf **## KamiExport-MariahBriner-OriginsoftheColdWar.Kami.pdf** Name________________________________ Global Studies The Beginning of the Col…

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    **## KamiExport-MariahBriner-OriginsoftheColdWar.Kami.pdf**

    Name________________________________

    Global Studies

    The Beginning of the Cold War

    Who was Joseph Stalin?
    Watch https://www.britannica.com/video/who-was-Joseph-Stalin/-253734 and answer the questions below.

    Joseph Stalin, 1942
    Image is courtesy of wikimedia commons and is in the public domain

    1. What was Stalin’s early life like?

    2. What effects did Stalin’s rule have on the Soviet Union?

    3. Why was Stalin feared in the Soviet Union?

    [https://www.britannica.com/video/who-was-Joseph-Stalin/-253734](https://www.britannica.com/video/who-was-Joseph-Stalin/-253734)

    [https://commons.wikimedia.org/wiki/File:JStalin_Secretary_general_CCCP_1942_flipped.jpg](https://commons.wikimedia.org/wiki/File:JStalin_Secretary_general_CCCP_1942_flipped.jpg)

    Command Economy: Five Year Plans
    The Russian Civil War and wartime communism had a devastating effect on the country's
    economy. Industrial output in 1922 was 13 percent of the output in 1914. A recovery
    followed under Lenin'sNew Economic Policy, which allowed a degree of market flexibility
    within the context of socialism, but Stalin stopped the NEP after Lenin’s death.

    Under Stalin's direction, the NEP was replaced by a system called a Command Economy.
    In a command economy, all of the economic decisions are made by the central government.
    This is another example of Stalin taking total control of the Soviet Union.

    Stalin thought that the Soviet Union needed to catch up with the rest of the world’s
    industrial output and transportation technology. To do so, he created a series of "Five-Year
    Plans" starting in the late 1920s. These plans set high production goals for industries like
    mining, railroads, electric plants and manufacturers.

    The Five Year plans were successful in increasing the industrial output of the Soviet Union.
    The country became a world leader in industrial goods (see chart above).

    Source: “Josef Stalin,” NewWorld Encyclopedia, http://www.newworldencyclopedia.org/entry/Josef_Stalin

    4. What was the difference between Lenin’s NEP and Stalin’s Command economy?

    5. What were the goals of Stalin's Five Year Plans?

    6. Were the Five Year Plans successful?

    1

    [http://www.newworldencyclopedia.org/entry/Josef_Stalin](http://www.newworldencyclopedia.org/entry/Josef_Stalin)

    Command Economy: Collectivization
    Stalin’s government also controlled the agricultural economy. The Five Year Plans used a policy called forced
    collectivizationwhich was intended to increase agricultural output from large government-owned farms created
    through the integration of smaller private farms. Farm owners and peasants did not have a choice. They had to give
    up their land and work on the new collectivized farms. Peasants were required to give up their farming equipment,
    livestock, produce, and even their homes to the government. It was meant to bring the peasantry under more direct
    political control, to facilitate the collection of taxes and provide more food for people living in Soviet cities, but
    collectivization also led to a drastic drop in living standards for many peasants, and caused violent reactions by the
    peasantry that was heavily suppressed by the Red Army.

    In the first years of collectivization, it was estimated that agricultural production would rise 50 percent, however,
    agricultural production actually dropped. Stalin blamed this unanticipated failure on kulaks (rich peasants) who
    resisted collectivization. (However, kulaks only made up 4 percent of the peasant population). Therefore those
    defined as "kulaks," "kulak helpers," and later "ex-kulaks" were ordered by Stalin to be shot, placed into Gulag labor
    camps, or deported to remote areas of the country, depending on the charge.

    Source: “Josef Stalin,” NewWorld Encyclopedia, http://www.newworldencyclopedia.org/entry/Josef_Stalin

    7. What was collectivization?

    8. How did collectivization affect peasants?

    9. Was collectivization successful? Why?

    2

    [http://www.newworldencyclopedia.org/entry/Josef_Stalin](http://www.newworldencyclopedia.org/entry/Josef_Stalin)

    1947: The Birth of the Cold War

    During the war, the United States and USSR cooperated to defeat Nazi Germany. However, after the war ended, disagreements over reparations and
    the emergence of communist governments in Eastern Europe strained the relationship. Many of the enduring ideological and pre-war disagreements
    surfaced. Between 1945 and 1947, Stalin went back on his pledge to allow free elections in Eastern Europe and to have coalition governments of both
    communist and non-communist leaders. During these two years, communists seized control of many Eastern European nations. This made the
    United States nervous because Stalin was defiant and the United States feared the ideological spread of communism. By 1947, the distrust
    heightened between the United States and USSR leading to a conflict known as the Cold War. The Cold War was a state of political and military
    tension after World War II between powers in the Western Bloc (the United States and its capitalist allies) and powers in the Eastern Bloc (the Soviet
    Union and its communist allies). The term "cold" is used because there was no direct fighting between the two sides, however, there were proxy wars
    or wars between other nations supported by the two sides.

    Source: https://history.state.gov/milestones/1937-1945/us-sovie

    10. What action did Stalin take that heightened the tension between the United States and USSR? Why did these actions concern the United
    States?

    11 What was the Cold War? Why was the Cold War considered “cold”?

    3

    [https://history.state.gov/milestones/1937-1945/us-soviet](https://history.state.gov/milestones/1937-1945/us-soviet)

    The Cold War: 1945-1991
    From 1945 until 1991, two superpowers, the US and USSR, with political and economic differences engaged in the Cold War. The Cold War caused
    a series of international incidents that brought the world to the brink of disaster. After World War II ended, both the Soviet Union and the U.S.
    wanted to influence Europe with their systems of government and economy. In 1946, former British Prime Minister Winston Churchill declared
    that an iron curtain had “descended across the continent” dividing Europe into two hostile camps. The USSR influenced Eastern Europe, while
    the U.S.A. influenced Western Europe.

    12. What was the iron curtain? What did the iron curtain symbolize about international relations?

    The Western Bloc

    U.S.A. & NATO allies
    Economic System: Capitalism
    Political System: Democracy

    The United States wanted to contain
    communism so they pursued the
    policy of containment.
    Containment was a strategy of keeping
    communism within its existing boundaries and
    preventing its further expansion. This policy
    meant the United States would support any
    nation facing an external or internal communist
    threat.

    vs.

    The Eastern Bloc

    Warsaw Pact allies &USSR
    Economic System: Command Economy

    Political System: Communism

    The USSR wanted to promote
    communism and spread these ideas to

    other countries.
    The promotion of communism was a strategy of

    expanding communism outside its existing
    boundaries. This policy meant the Soviet Union

    would support any nation facing external or
    internal aggression from the Western bloc.

    4

    What were the military alliances during the Cold War and which
    countries were involved?
    Objectives: Identify the military alliances in the Cold War and the countries involved.

    Directions: Read through the information and examine the maps below, then answer the questions on the right.

    The Truman Doctrine and Containment
    In 1947, United States President Harry Truman declared a new foreign policy for the US,
    called the Truman Doctrine. The Truman Doctrine stated the United States would provide
    political, military and economic assistance to all nations under threat from communist
    forces. Before the Truman Doctrine, the US stayed out of regional conflicts that did not
    directly involve their country, but the Truman Doctrine made it clear that the US would
    actively resist the USSR. In the same year, Truman sent military and economic aid to both
    Greece and Turkey to resist communist threats. The Truman Doctrine was motivated by the
    idea of containment or limiting communism to the areas already under USSR’s control.

    Source: https://history.state.gov/milestones/1945-1952/truman-doctrine

    13. Why did Truman implement the Truman Doctrine?

    14. What idea motivated the Truman Doctrine?

    15. How would this policy impact the United States’
    relationship with the USSR?

    The Marshall Plan
    The Marshall Plan was a policy used by
    the United States to strengthen
    democratic governments by providing
    food and economic assistance to
    war-ravaged European countries to help
    them rebuild after the war. The Marshall
    Plan was motivated by the idea that
    countries recovering from the war were
    vulnerable to communist threats. To
    ensure that communism did not spread,
    the United States provided about $13
    billion to Western nations to help rebuild
    their economies. Although the USSR was
    offered participation, they refused and blocked benefits to Eastern Bloc countries, such as
    East Germany and Poland. The USSR saw the Marshall Plan as an attempt to buy the
    support of smaller countries.

    Source: https://history.state.gov/milestones/1945-1952/marshall-plan

    16. Why was the Marshall Plan passed?

    17. How would this policy impact the United States’
    relationship with the USSR?

    5

    [https://history.state.gov/milestones/1945-1952/truman-doctrine](https://history.state.gov/milestones/1945-1952/truman-doctrine)

    [https://history.state.gov/milestones/1945-1952/marshall-plan](https://history.state.gov/milestones/1945-1952/marshall-plan)

    Cold War Alliances
    North Atlantic Treaty Organization (NATO)
    In 1949, the United States, Canada and ten other countries formed
    a new military alliance calledNATO or North Atlantic Treaty
    Organization. These newly aligned member states agreed to
    protect one another if any one of them were attacked.

    Source: https://history.state.gov/milestones/1945-1952/nato

    18. What was NATO?

    19. How might this alliance have impacted the relationship
    between the United States and the USSR?

    The Warsaw Pact
    In 1955, the USSR responded to the formation of NATO by creating
    their own alliance called theWarsaw Pact. The USSR had a
    number of satellite states. A satellite state is a country that is
    formally independent in the world, but under heavy political,
    economic and military influence or control from another country.
    The Warsaw Pact included the USSR and seven satellite states in
    Eastern Europe. While NATO functioned as an alliance, the USSR
    used the Warsaw Pact to control their satellite states.

    Source: https://history.state.gov/milestones/1953-1960/warsaw-treaty

    20. What is a satellite state?

    21. What was the Warsaw Pact?

    22. How did the Warsaw Pact function differently from NATO?

    23. How might this alliance have impacted the relationship
    between the United States and the USSR

    6

    [https://history.state.gov/milestones/1945-1952/nato](https://history.state.gov/milestones/1945-1952/nato)

    [https://history.state.gov/milestones/1953-1960/warsaw-treaty](https://history.state.gov/milestones/1953-1960/warsaw-treaty)

    **## KamiExport-MariahBriner-OriginsoftheColdWar.Kami.pdf**

    Name________________________________

    Global Studies

    The Beginning of the Cold War

    Who was Joseph Stalin?
    Watch https://www.britannica.com/video/who-was-Joseph-Stalin/-253734 and answer the questions below.

    Joseph Stalin, 1942
    Image is courtesy of wikimedia commons and is in the public domain

    1. What was Stalin’s early life like?

    2. What effects did Stalin’s rule have on the Soviet Union?

    3. Why was Stalin feared in the Soviet Union?

    [https://www.britannica.com/video/who-was-Joseph-Stalin/-253734](https://www.britannica.com/video/who-was-Joseph-Stalin/-253734)

    [https://commons.wikimedia.org/wiki/File:JStalin_Secretary_general_CCCP_1942_flipped.jpg](https://commons.wikimedia.org/wiki/File:JStalin_Secretary_general_CCCP_1942_flipped.jpg)

    Command Economy: Five Year Plans
    The Russian Civil War and wartime communism had a devastating effect on the country's
    economy. Industrial output in 1922 was 13 percent of the output in 1914. A recovery
    followed under Lenin'sNew Economic Policy, which allowed a degree of market flexibility
    within the context of socialism, but Stalin stopped the NEP after Lenin’s death.

    Under Stalin's direction, the NEP was replaced by a system called a Command Economy.
    In a command economy, all of the economic decisions are made by the central government.
    This is another example of Stalin taking total control of the Soviet Union.

    Stalin thought that the Soviet Union needed to catch up with the rest of the world’s
    industrial output and transportation technology. To do so, he created a series of "Five-Year
    Plans" starting in the late 1920s. These plans set high production goals for industries like
    mining, railroads, electric plants and manufacturers.

    The Five Year plans were successful in increasing the industrial output of the Soviet Union.
    The country became a world leader in industrial goods (see chart above).

    Source: “Josef Stalin,” NewWorld Encyclopedia, http://www.newworldencyclopedia.org/entry/Josef_Stalin

    4. What was the difference between Lenin’s NEP and Stalin’s Command economy?

    5. What were the goals of Stalin's Five Year Plans?

    6. Were the Five Year Plans successful?

    1

    [http://www.newworldencyclopedia.org/entry/Josef_Stalin](http://www.newworldencyclopedia.org/entry/Josef_Stalin)

    Command Economy: Collectivization
    Stalin’s government also controlled the agricultural economy. The Five Year Plans used a policy called forced
    collectivizationwhich was intended to increase agricultural output from large government-owned farms created
    through the integration of smaller private farms. Farm owners and peasants did not have a choice. They had to give
    up their land and work on the new collectivized farms. Peasants were required to give up their farming equipment,
    livestock, produce, and even their homes to the government. It was meant to bring the peasantry under more direct
    political control, to facilitate the collection of taxes and provide more food for people living in Soviet cities, but
    collectivization also led to a drastic drop in living standards for many peasants, and caused violent reactions by the
    peasantry that was heavily suppressed by the Red Army.

    In the first years of collectivization, it was estimated that agricultural production would rise 50 percent, however,
    agricultural production actually dropped. Stalin blamed this unanticipated failure on kulaks (rich peasants) who
    resisted collectivization. (However, kulaks only made up 4 percent of the peasant population). Therefore those
    defined as "kulaks," "kulak helpers," and later "ex-kulaks" were ordered by Stalin to be shot, placed into Gulag labor
    camps, or deported to remote areas of the country, depending on the charge.

    Source: “Josef Stalin,” NewWorld Encyclopedia, http://www.newworldencyclopedia.org/entry/Josef_Stalin

    7. What was collectivization?

    8. How did collectivization affect peasants?

    9. Was collectivization successful? Why?

    2

    [http://www.newworldencyclopedia.org/entry/Josef_Stalin](http://www.newworldencyclopedia.org/entry/Josef_Stalin)

    1947: The Birth of the Cold War

    During the war, the United States and USSR cooperated to defeat Nazi Germany. However, after the war ended, disagreements over reparations and
    the emergence of communist governments in Eastern Europe strained the relationship. Many of the enduring ideological and pre-war disagreements
    surfaced. Between 1945 and 1947, Stalin went back on his pledge to allow free elections in Eastern Europe and to have coalition governments of both
    communist and non-communist leaders. During these two years, communists seized control of many Eastern European nations. This made the
    United States nervous because Stalin was defiant and the United States feared the ideological spread of communism. By 1947, the distrust
    heightened between the United States and USSR leading to a conflict known as the Cold War. The Cold War was a state of political and military
    tension after World War II between powers in the Western Bloc (the United States and its capitalist allies) and powers in the Eastern Bloc (the Soviet
    Union and its communist allies). The term "cold" is used because there was no direct fighting between the two sides, however, there were proxy wars
    or wars between other nations supported by the two sides.

    Source: https://history.state.gov/milestones/1937-1945/us-sovie

    10. What action did Stalin take that heightened the tension between the United States and USSR? Why did these actions concern the United
    States?

    11 What was the Cold War? Why was the Cold War considered “cold”?

    3

    [https://history.state.gov/milestones/1937-1945/us-soviet](https://history.state.gov/milestones/1937-1945/us-soviet)

    The Cold War: 1945-1991
    From 1945 until 1991, two superpowers, the US and USSR, with political and economic differences engaged in the Cold War. The Cold War caused
    a series of international incidents that brought the world to the brink of disaster. After World War II ended, both the Soviet Union and the U.S.
    wanted to influence Europe with their systems of government and economy. In 1946, former British Prime Minister Winston Churchill declared
    that an iron curtain had “descended across the continent” dividing Europe into two hostile camps. The USSR influenced Eastern Europe, while
    the U.S.A. influenced Western Europe.

    12. What was the iron curtain? What did the iron curtain symbolize about international relations?

    The Western Bloc

    U.S.A. & NATO allies
    Economic System: Capitalism
    Political System: Democracy

    The United States wanted to contain
    communism so they pursued the
    policy of containment.
    Containment was a strategy of keeping
    communism within its existing boundaries and
    preventing its further expansion. This policy
    meant the United States would support any
    nation facing an external or internal communist
    threat.

    vs.

    The Eastern Bloc

    Warsaw Pact allies &USSR
    Economic System: Command Economy

    Political System: Communism

    The USSR wanted to promote
    communism and spread these ideas to

    other countries.
    The promotion of communism was a strategy of

    expanding communism outside its existing
    boundaries. This policy meant the Soviet Union

    would support any nation facing external or
    internal aggression from the Western bloc.

    4

    What were the military alliances during the Cold War and which
    countries were involved?
    Objectives: Identify the military alliances in the Cold War and the countries involved.

    Directions: Read through the information and examine the maps below, then answer the questions on the right.

    The Truman Doctrine and Containment
    In 1947, United States President Harry Truman declared a new foreign policy for the US,
    called the Truman Doctrine. The Truman Doctrine stated the United States would provide
    political, military and economic assistance to all nations under threat from communist
    forces. Before the Truman Doctrine, the US stayed out of regional conflicts that did not
    directly involve their country, but the Truman Doctrine made it clear that the US would
    actively resist the USSR. In the same year, Truman sent military and economic aid to both
    Greece and Turkey to resist communist threats. The Truman Doctrine was motivated by the
    idea of containment or limiting communism to the areas already under USSR’s control.

    Source: https://history.state.gov/milestones/1945-1952/truman-doctrine

    13. Why did Truman implement the Truman Doctrine?

    14. What idea motivated the Truman Doctrine?

    15. How would this policy impact the United States’
    relationship with the USSR?

    The Marshall Plan
    The Marshall Plan was a policy used by
    the United States to strengthen
    democratic governments by providing
    food and economic assistance to
    war-ravaged European countries to help
    them rebuild after the war. The Marshall
    Plan was motivated by the idea that
    countries recovering from the war were
    vulnerable to communist threats. To
    ensure that communism did not spread,
    the United States provided about $13
    billion to Western nations to help rebuild
    their economies. Although the USSR was
    offered participation, they refused and blocked benefits to Eastern Bloc countries, such as
    East Germany and Poland. The USSR saw the Marshall Plan as an attempt to buy the
    support of smaller countries.

    Source: https://history.state.gov/milestones/1945-1952/marshall-plan

    16. Why was the Marshall Plan passed?

    17. How would this policy impact the United States’
    relationship with the USSR?

    5

    [https://history.state.gov/milestones/1945-1952/truman-doctrine](https://history.state.gov/milestones/1945-1952/truman-doctrine)

    [https://history.state.gov/milestones/1945-1952/marshall-plan](https://history.state.gov/milestones/1945-1952/marshall-plan)

    Cold War Alliances
    North Atlantic Treaty Organization (NATO)
    In 1949, the United States, Canada and ten other countries formed
    a new military alliance calledNATO or North Atlantic Treaty
    Organization. These newly aligned member states agreed to
    protect one another if any one of them were attacked.

    Source: https://history.state.gov/milestones/1945-1952/nato

    18. What was NATO?

    19. How might this alliance have impacted the relationship
    between the United States and the USSR?

    The Warsaw Pact
    In 1955, the USSR responded to the formation of NATO by creating
    their own alliance called theWarsaw Pact. The USSR had a
    number of satellite states. A satellite state is a country that is
    formally independent in the world, but under heavy political,
    economic and military influence or control from another country.
    The Warsaw Pact included the USSR and seven satellite states in
    Eastern Europe. While NATO functioned as an alliance, the USSR
    used the Warsaw Pact to control their satellite states.

    Source: https://history.state.gov/milestones/1953-1960/warsaw-treaty

    20. What is a satellite state?

    21. What was the Warsaw Pact?

    22. How did the Warsaw Pact function differently from NATO?

    23. How might this alliance have impacted the relationship
    between the United States and the USSR

    6

    [https://history.state.gov/milestones/1945-1952/nato](https://history.state.gov/milestones/1945-1952/nato)

    [https://history.state.gov/milestones/1953-1960/warsaw-treaty](https://history.state.gov/milestones/1953-1960/warsaw-treaty)

  • [Solved] 1 page fact sheet annotated bibliography

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    \ IMG_3794.png](https://www.sweetstudy.com/files/img-3794-png "IMG_3794.png") \ IMG_3795.png](https://www.sweetstudy.com/files/img-3795-png "IMG_3795.png")

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    \
    IMG_3794.png](https://www.sweetstudy.com/files/img-3794-png "IMG_3794.png")
    \
    IMG_3795.png](https://www.sweetstudy.com/files/img-3795-png "IMG_3795.png")

  • [Solved] CTE Data

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attachment – ## LongitudinalDataInstructions.docx **## LongitudinalDataInstructions.docx** Find a link to the article here: [https://www.npr.org/2017/07/25/539198429/study-cte-found-in-nearly-all-donated-nfl-player-brains](https://www.npr.org/2017/07/25/539198429/study-cte-found-in-nearly-all-do…

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    Assignment Prompt & Instructions

    See attachment

    – ## LongitudinalDataInstructions.docx

    **## LongitudinalDataInstructions.docx**

    Find a link to the article here:
    [https://www.npr.org/2017/07/25/539198429/study-cte-found-in-nearly-all-donated-nfl-player-brains](https://www.npr.org/2017/07/25/539198429/study-cte-found-in-nearly-all-donated-nfl-player-brains)

    INSTRUCTIONS:

    Based on your reading of the above article:

    · Discuss how longitudinal research in general, and panel research in particular, is arguably the best suited for illuminating cause and effect relationships, using this article as a template.

    · In particular, while the results of the study examining donated brains of deceased NFL players initially appears to be damning to the NFL in particular, and tackle football in general, I ask students to tailor their discussion toward addressing the need for time-series, longitudinal research, on this important matter.  In other words,

    · (a) does the current research on CTE, meet all of the criteria for nomothetic causality; and

    · (b) if not, how might longitudinal research help meet these criteria?

    · In essence, based on what you have learned this term, apply the three criteria of nomothetic causality to this study, and discuss whether or not all criteria are met with this research (are there any potential selection effects in operation here?).

    · Will this longitudinal research change your views on participating in contact sports?  Why or why not?

    **## LongitudinalDataInstructions.docx**

    Find a link to the article here:
    [https://www.npr.org/2017/07/25/539198429/study-cte-found-in-nearly-all-donated-nfl-player-brains](https://www.npr.org/2017/07/25/539198429/study-cte-found-in-nearly-all-donated-nfl-player-brains)

    INSTRUCTIONS:

    Based on your reading of the above article:

    · Discuss how longitudinal research in general, and panel research in particular, is arguably the best suited for illuminating cause and effect relationships, using this article as a template.

    · In particular, while the results of the study examining donated brains of deceased NFL players initially appears to be damning to the NFL in particular, and tackle football in general, I ask students to tailor their discussion toward addressing the need for time-series, longitudinal research, on this important matter.  In other words,

    · (a) does the current research on CTE, meet all of the criteria for nomothetic causality; and

    · (b) if not, how might longitudinal research help meet these criteria?

    · In essence, based on what you have learned this term, apply the three criteria of nomothetic causality to this study, and discuss whether or not all criteria are met with this research (are there any potential selection effects in operation here?).

    · Will this longitudinal research change your views on participating in contact sports?  Why or why not?

  • [Solved] History

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    – ## antebellumsouth.docx **## antebellumsouth.docx** This is for a history class. I need a 3-4 paper on _education in the antebellum south_. Use any references that you find is good for the paper. **## antebellumsouth.docx** This is for a history class. I need a 3-4 paper on _education in the anteb…

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    – ## antebellumsouth.docx

    **## antebellumsouth.docx**

    This is for a history class. I need a 3-4 paper on
    _education in the antebellum south_. Use any references that you find is good for the paper.

    **## antebellumsouth.docx**

    This is for a history class. I need a 3-4 paper on
    _education in the antebellum south_. Use any references that you find is good for the paper.

  • [Solved] Mythological Comparison

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please check the PDF file under the assignment. – ## MythologicalComparisonImagesandDetails-2.pdf – ## MythologicalComparisonAssignment.pdf – Screenshot2025-10-22193413.png **## MythologicalComparisonImagesandDetails-2.pdf** Mythological Comparison Images and Details Figure 1, Attic Red-Figure Kylix…

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    Please check the PDF file under the assignment.

    – ## MythologicalComparisonImagesandDetails-2.pdf

    – ## MythologicalComparisonAssignment.pdf

    – Screenshot2025-10-22193413.png

    **## MythologicalComparisonImagesandDetails-2.pdf**

    Mythological Comparison
    Images and Details

    Figure 1, Attic Red-Figure Kylix (wine-drinking cup),
    Side B, Campania, Magna Graecia (Italy), c. 440 BCE.

    Figure 1, Attic Red-Figure Kylix (wine-drinking cup), Exterior
    Bottom, Campania, Magna Graecia (Italy), c. 440 BCE.

    Figure 1, “Judgment of Paris,” Attic Red-Figure Kylix
    (wine-drinking cup), Exterior Bottom, Campania,
    Magna Graecia (Italy), c. 440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic
    Red-Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy),
    c. 440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic Red-
    Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy), c.
    440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic Red-
    Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy), c.
    440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic
    Red-Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy),
    c. 440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic
    Red-Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy),
    c. 440 BCE.

    Figure 2, Jack Levine, The Judgment of Paris (Paris as
    Greenwich Village Dreamer), 1963.

    Figure 2, Jack Levine,
    The Judgment of Paris
    (Paris as Greenwich
    Village Dreamer),
    Detail, 1963.

    Figure 2, Jack Levine,
    The Judgment of Paris
    (Paris as Greenwich
    Village Dreamer),
    Detail, 1963.

    Figure 2, Jack Levine, The Judgment of Paris (Paris as
    Greenwich Village Dreamer), Detail, 1963.

    Figure 2, Jack Levine, The Judgment of Paris (Paris as
    Greenwich Village Dreamer), Detail, 1963.

    **## MythologicalComparisonAssignment.pdf**

    Instructions

    One of the most common functions of art is to tell stories. This is especially true of Greek
    mythology, which has a long history in art from vase paintings to oil paintings. Mythology works a
    little like the telephone game in which a phrase is gradually changed the more it is repeated by
    different people. In their retelling, every storyteller adds their own twist to the story often reflecting
    different cultural values and ideals. This means that any myth could have an endless array of
    variations and interpretations. In this assignment, you will use the outline you wrote in Step #1 to
    write an essay that compares both objects using formal analysis. Your paper must have the
    following: an introduction paragraph with a thesis statement, a formal analysis that supports that
    thesis, and a conclusion paragraph that reinforces that thesis and provides any additional
    interpretation to the reader.

    Step 2: Write your paper

    Using your reviewed and edited outline, write your paper. As you write your paper, make sure you
    have a strong introduction that sets up your topic and thesis statement, providing any background
    information about the myth or images necessary to understand your analysis. Specifically, you
    should introduce your two images by name, introduce the topic (the myth), and establish your
    thesis statement. Your introduction should be around 150 to 200 words long.

    For your supporting analysis, remember to utilize the relevant vocabulary you have already learned
    and effectively transition from one point to another. Effective transitions help you connect the
    individual points of your argument to one another and to the argument as a whole. The Purdue

    [https://owl.purdue.edu/owl/purdue_owl.html](https://owl.purdue.edu/owl/purdue_owl.html)

    OwlLinks to an external site. provides some good background on transitions and useful devices for
    writing strong transitions. Your supporting analysis should be 1000-1500 words long.

    Your paper should end with a strong conclusion that wraps up any of your points, reinforces the
    argument, and provides any additional interpretation you would like to leave your reader. The
    conclusion should be 150 to 200 words long and not have any new points or supporting
    information.

    Citations

    As always if you cite a source outside of the two images, you need to cite it according to the
    Chicago Manual of Style. This means you need both footnotes and works cited. For the provided
    sources, adhere to the following formats:

    Initial Footnote

    Timothy Gantz, Early Greek Myth: A Guide to Literary and Artistic Sources. Volume II. (Baltimore:
    The Johns Hopkins University Press, 1996), page number.

    Aaron J. Atsma, "The Judgment of Paris" from The Theoi Project, 2000-2007,
    https://www.theoi.com/Olympios/JudgementParis.htmlLinks to an external site.

    "Paris" Encyclopedia Mythica, (accessed 16 January
    2020). https://pantheon.org/articles/p/paris.htmlLinks to an external site.

    Shortened Footnotes

    Gantz, Early Greek Myth, page number.

    Atsma, "Judgment of Paris."

    Encyclopedia Mythica, "Paris."

    Works Cited

    Gantz, Timothy. Early Greek Myth: A Guide to Literary and Artistic Sources. Volume II. Baltimore: The
    Johns Hopkins University Press, 1996.

    Atsma, Aaron J. "The Judgment of Paris." from The Theoi Project, 2000-
    2007, https://www.theoi.com/Olympios/JudgementParis.htmlLinks to an external site.

    "Paris," Encyclopedia Mythica, (accessed 17 August 2024).
    https://pantheon.org/articles/p/paris.htmlLinks to an external site.

    [https://owl.purdue.edu/owl/purdue_owl.html](https://owl.purdue.edu/owl/purdue_owl.html)

    [https://www.theoi.com/Olympios/JudgementParis.html](https://www.theoi.com/Olympios/JudgementParis.html)

    [https://pantheon.org/articles/p/paris.html](https://pantheon.org/articles/p/paris.html)

    [https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1](https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1)

    [https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1](https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1)

    [https://www.theoi.com/Olympios/JudgementParis.html](https://www.theoi.com/Olympios/JudgementParis.html)

    [https://pantheon.org/articles/p/paris.html](https://pantheon.org/articles/p/paris.html)

    **Screenshot2025-10-22193413.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-22193413-png)

    **Screenshot2025-10-22193413.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-22193413-png)

    **## MythologicalComparisonImagesandDetails-2.pdf**

    Mythological Comparison
    Images and Details

    Figure 1, Attic Red-Figure Kylix (wine-drinking cup),
    Side B, Campania, Magna Graecia (Italy), c. 440 BCE.

    Figure 1, Attic Red-Figure Kylix (wine-drinking cup), Exterior
    Bottom, Campania, Magna Graecia (Italy), c. 440 BCE.

    Figure 1, “Judgment of Paris,” Attic Red-Figure Kylix
    (wine-drinking cup), Exterior Bottom, Campania,
    Magna Graecia (Italy), c. 440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic
    Red-Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy),
    c. 440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic Red-
    Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy), c.
    440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic Red-
    Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy), c.
    440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic
    Red-Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy),
    c. 440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic
    Red-Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy),
    c. 440 BCE.

    Figure 2, Jack Levine, The Judgment of Paris (Paris as
    Greenwich Village Dreamer), 1963.

    Figure 2, Jack Levine,
    The Judgment of Paris
    (Paris as Greenwich
    Village Dreamer),
    Detail, 1963.

    Figure 2, Jack Levine,
    The Judgment of Paris
    (Paris as Greenwich
    Village Dreamer),
    Detail, 1963.

    Figure 2, Jack Levine, The Judgment of Paris (Paris as
    Greenwich Village Dreamer), Detail, 1963.

    Figure 2, Jack Levine, The Judgment of Paris (Paris as
    Greenwich Village Dreamer), Detail, 1963.

    **## MythologicalComparisonAssignment.pdf**

    Instructions

    One of the most common functions of art is to tell stories. This is especially true of Greek
    mythology, which has a long history in art from vase paintings to oil paintings. Mythology works a
    little like the telephone game in which a phrase is gradually changed the more it is repeated by
    different people. In their retelling, every storyteller adds their own twist to the story often reflecting
    different cultural values and ideals. This means that any myth could have an endless array of
    variations and interpretations. In this assignment, you will use the outline you wrote in Step #1 to
    write an essay that compares both objects using formal analysis. Your paper must have the
    following: an introduction paragraph with a thesis statement, a formal analysis that supports that
    thesis, and a conclusion paragraph that reinforces that thesis and provides any additional
    interpretation to the reader.

    Step 2: Write your paper

    Using your reviewed and edited outline, write your paper. As you write your paper, make sure you
    have a strong introduction that sets up your topic and thesis statement, providing any background
    information about the myth or images necessary to understand your analysis. Specifically, you
    should introduce your two images by name, introduce the topic (the myth), and establish your
    thesis statement. Your introduction should be around 150 to 200 words long.

    For your supporting analysis, remember to utilize the relevant vocabulary you have already learned
    and effectively transition from one point to another. Effective transitions help you connect the
    individual points of your argument to one another and to the argument as a whole. The Purdue

    [https://owl.purdue.edu/owl/purdue_owl.html](https://owl.purdue.edu/owl/purdue_owl.html)

    OwlLinks to an external site. provides some good background on transitions and useful devices for
    writing strong transitions. Your supporting analysis should be 1000-1500 words long.

    Your paper should end with a strong conclusion that wraps up any of your points, reinforces the
    argument, and provides any additional interpretation you would like to leave your reader. The
    conclusion should be 150 to 200 words long and not have any new points or supporting
    information.

    Citations

    As always if you cite a source outside of the two images, you need to cite it according to the
    Chicago Manual of Style. This means you need both footnotes and works cited. For the provided
    sources, adhere to the following formats:

    Initial Footnote

    Timothy Gantz, Early Greek Myth: A Guide to Literary and Artistic Sources. Volume II. (Baltimore:
    The Johns Hopkins University Press, 1996), page number.

    Aaron J. Atsma, "The Judgment of Paris" from The Theoi Project, 2000-2007,
    https://www.theoi.com/Olympios/JudgementParis.htmlLinks to an external site.

    "Paris" Encyclopedia Mythica, (accessed 16 January
    2020). https://pantheon.org/articles/p/paris.htmlLinks to an external site.

    Shortened Footnotes

    Gantz, Early Greek Myth, page number.

    Atsma, "Judgment of Paris."

    Encyclopedia Mythica, "Paris."

    Works Cited

    Gantz, Timothy. Early Greek Myth: A Guide to Literary and Artistic Sources. Volume II. Baltimore: The
    Johns Hopkins University Press, 1996.

    Atsma, Aaron J. "The Judgment of Paris." from The Theoi Project, 2000-
    2007, https://www.theoi.com/Olympios/JudgementParis.htmlLinks to an external site.

    "Paris," Encyclopedia Mythica, (accessed 17 August 2024).
    https://pantheon.org/articles/p/paris.htmlLinks to an external site.

    [https://owl.purdue.edu/owl/purdue_owl.html](https://owl.purdue.edu/owl/purdue_owl.html)

    [https://www.theoi.com/Olympios/JudgementParis.html](https://www.theoi.com/Olympios/JudgementParis.html)

    [https://pantheon.org/articles/p/paris.html](https://pantheon.org/articles/p/paris.html)

    [https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1](https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1)

    [https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1](https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1)

    [https://www.theoi.com/Olympios/JudgementParis.html](https://www.theoi.com/Olympios/JudgementParis.html)

    [https://pantheon.org/articles/p/paris.html](https://pantheon.org/articles/p/paris.html)

    **Screenshot2025-10-22193413.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-22193413-png)

    **## MythologicalComparisonImagesandDetails-2.pdf**

    Mythological Comparison
    Images and Details

    Figure 1, Attic Red-Figure Kylix (wine-drinking cup),
    Side B, Campania, Magna Graecia (Italy), c. 440 BCE.

    Figure 1, Attic Red-Figure Kylix (wine-drinking cup), Exterior
    Bottom, Campania, Magna Graecia (Italy), c. 440 BCE.

    Figure 1, “Judgment of Paris,” Attic Red-Figure Kylix
    (wine-drinking cup), Exterior Bottom, Campania,
    Magna Graecia (Italy), c. 440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic
    Red-Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy),
    c. 440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic Red-
    Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy), c.
    440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic Red-
    Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy), c.
    440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic
    Red-Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy),
    c. 440 BCE.

    Figure 1, “Judgment of
    Paris” (Detail), Attic
    Red-Figure Kylix (wine-
    drinking cup), Exterior
    Bottom, Campania,
    Magna Graecia (Italy),
    c. 440 BCE.

    Figure 2, Jack Levine, The Judgment of Paris (Paris as
    Greenwich Village Dreamer), 1963.

    Figure 2, Jack Levine,
    The Judgment of Paris
    (Paris as Greenwich
    Village Dreamer),
    Detail, 1963.

    Figure 2, Jack Levine,
    The Judgment of Paris
    (Paris as Greenwich
    Village Dreamer),
    Detail, 1963.

    Figure 2, Jack Levine, The Judgment of Paris (Paris as
    Greenwich Village Dreamer), Detail, 1963.

    Figure 2, Jack Levine, The Judgment of Paris (Paris as
    Greenwich Village Dreamer), Detail, 1963.

    **## MythologicalComparisonAssignment.pdf**

    Instructions

    One of the most common functions of art is to tell stories. This is especially true of Greek
    mythology, which has a long history in art from vase paintings to oil paintings. Mythology works a
    little like the telephone game in which a phrase is gradually changed the more it is repeated by
    different people. In their retelling, every storyteller adds their own twist to the story often reflecting
    different cultural values and ideals. This means that any myth could have an endless array of
    variations and interpretations. In this assignment, you will use the outline you wrote in Step #1 to
    write an essay that compares both objects using formal analysis. Your paper must have the
    following: an introduction paragraph with a thesis statement, a formal analysis that supports that
    thesis, and a conclusion paragraph that reinforces that thesis and provides any additional
    interpretation to the reader.

    Step 2: Write your paper

    Using your reviewed and edited outline, write your paper. As you write your paper, make sure you
    have a strong introduction that sets up your topic and thesis statement, providing any background
    information about the myth or images necessary to understand your analysis. Specifically, you
    should introduce your two images by name, introduce the topic (the myth), and establish your
    thesis statement. Your introduction should be around 150 to 200 words long.

    For your supporting analysis, remember to utilize the relevant vocabulary you have already learned
    and effectively transition from one point to another. Effective transitions help you connect the
    individual points of your argument to one another and to the argument as a whole. The Purdue

    [https://owl.purdue.edu/owl/purdue_owl.html](https://owl.purdue.edu/owl/purdue_owl.html)

    OwlLinks to an external site. provides some good background on transitions and useful devices for
    writing strong transitions. Your supporting analysis should be 1000-1500 words long.

    Your paper should end with a strong conclusion that wraps up any of your points, reinforces the
    argument, and provides any additional interpretation you would like to leave your reader. The
    conclusion should be 150 to 200 words long and not have any new points or supporting
    information.

    Citations

    As always if you cite a source outside of the two images, you need to cite it according to the
    Chicago Manual of Style. This means you need both footnotes and works cited. For the provided
    sources, adhere to the following formats:

    Initial Footnote

    Timothy Gantz, Early Greek Myth: A Guide to Literary and Artistic Sources. Volume II. (Baltimore:
    The Johns Hopkins University Press, 1996), page number.

    Aaron J. Atsma, "The Judgment of Paris" from The Theoi Project, 2000-2007,
    https://www.theoi.com/Olympios/JudgementParis.htmlLinks to an external site.

    "Paris" Encyclopedia Mythica, (accessed 16 January
    2020). https://pantheon.org/articles/p/paris.htmlLinks to an external site.

    Shortened Footnotes

    Gantz, Early Greek Myth, page number.

    Atsma, "Judgment of Paris."

    Encyclopedia Mythica, "Paris."

    Works Cited

    Gantz, Timothy. Early Greek Myth: A Guide to Literary and Artistic Sources. Volume II. Baltimore: The
    Johns Hopkins University Press, 1996.

    Atsma, Aaron J. "The Judgment of Paris." from The Theoi Project, 2000-
    2007, https://www.theoi.com/Olympios/JudgementParis.htmlLinks to an external site.

    "Paris," Encyclopedia Mythica, (accessed 17 August 2024).
    https://pantheon.org/articles/p/paris.htmlLinks to an external site.

    [https://owl.purdue.edu/owl/purdue_owl.html](https://owl.purdue.edu/owl/purdue_owl.html)

    [https://www.theoi.com/Olympios/JudgementParis.html](https://www.theoi.com/Olympios/JudgementParis.html)

    [https://pantheon.org/articles/p/paris.html](https://pantheon.org/articles/p/paris.html)

    [https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1](https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1)

    [https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1](https://ucdenver.instructure.com/courses/561604/files/26649229?wrap=1)

    [https://www.theoi.com/Olympios/JudgementParis.html](https://www.theoi.com/Olympios/JudgementParis.html)

    [https://pantheon.org/articles/p/paris.html](https://pantheon.org/articles/p/paris.html)

    **Screenshot2025-10-22193413.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-10-22193413-png)

    – 1
    – 2
    – 3

  • [Solved] HIST222

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached – ## WK8Essay_HIST222.docx **## WK8Essay_HIST222.docx** Instructions 1. **You will need to have at least 300 words in this post plus full references. It's recommended to write much more.** 2. You must reference using APA. YOU MUST CITE YOUR SOURCES! 3. In this discussion I want you…

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    Assignment Prompt & Instructions

    see attached

    – ## WK8Essay_HIST222.docx

    **## WK8Essay_HIST222.docx**

    Instructions

    1.
    **You will need to have at least 300 words in this post plus full references. It's recommended to write much more.**

    2. You must reference using APA.  YOU MUST CITE YOUR SOURCES!

    3. In this discussion I want you to provide me with your concluding thoughts about the topics you learned during the course. I do not want you to focus on all that you learned, but two clear topics (narrow ones, not something vague like civil rights) that you found of interest. You must include information that we discussed in our 8 weeks together, in our discussions, and
    **_not something we didn't._**

    4. In order to earn full points, you need to be specific about two topics that you learned about and put them in context. That means, show that you " get" why those topics are important, what happened before, after, etc. Do not hunt and peck for information, but put it in context. Show mastery of those two narrow topics (for example, "civil rights" is not a topic, it is too broad, something like Jim Crow is too broad, as well). The topics you choose must have been discussed in this course, in our discussions and 8 weeks together. You need clear paragraphs, an intro, and a conclusion. I expect a few paragraphs.

    5.
    **Remember, this is your final exam**!

    6. Black Women and the Club Movement_WK3

    7. Race and the US Armed Forces_WK5

    **## WK8Essay_HIST222.docx**

    Instructions

    1.
    **You will need to have at least 300 words in this post plus full references. It's recommended to write much more.**

    2. You must reference using APA.  YOU MUST CITE YOUR SOURCES!

    3. In this discussion I want you to provide me with your concluding thoughts about the topics you learned during the course. I do not want you to focus on all that you learned, but two clear topics (narrow ones, not something vague like civil rights) that you found of interest. You must include information that we discussed in our 8 weeks together, in our discussions, and
    **_not something we didn't._**

    4. In order to earn full points, you need to be specific about two topics that you learned about and put them in context. That means, show that you " get" why those topics are important, what happened before, after, etc. Do not hunt and peck for information, but put it in context. Show mastery of those two narrow topics (for example, "civil rights" is not a topic, it is too broad, something like Jim Crow is too broad, as well). The topics you choose must have been discussed in this course, in our discussions and 8 weeks together. You need clear paragraphs, an intro, and a conclusion. I expect a few paragraphs.

    5.
    **Remember, this is your final exam**!

    6. Black Women and the Club Movement_WK3

    7. Race and the US Armed Forces_WK5