Category: History

The maximum word count for this essay is 4500 words. Here is the essay brief of the project – This should be an extended essay on a single or small number of directly related primary sources. The source/s should be focused, ie. a single book, painting, collection of letters, museum object, or alike. You should not try and select a broad range of different sources covering some theme.
The focus of the essay should be on situating the source/s in the appropriate historical context, advancing an argument with regards to interpretation, and reflecting on methodological and historiographical problems the source/s pose. You will also need to identify and make use of appropriate secondary literature yourself. The best essays will offer a novel interpretation of how to think about a particular period, place, episode, theme, or genre of source.
The 3 sources you’ll be looking at are 1)The Trench 2)The war 3)War cripples. in this essay you’ll have to analyse each source drawing onto what it highlights. Mention histography, historical context and discuss provenance when analysing each source. Discuss ideas of total war, social impacts, militarisation, expressionism in Germany at the time all leading back to the question and what insights the paintings offer on the horrors of war. When looking at the source and weighting it its important to critically evaluate the strengths and limitations of using visual sources like paintings as historical evidence, addressing issues of subjectivity, interpretation, and cultural context.
Interpreting Dix’s paintings within a historical context requires careful consideration of methodological approaches and historiographical debates. Formal analysis, iconographic interpretation, and contextual understanding are essential tools for unraveling the layers of meaning in these artworks. Moreover, engaging with secondary literature on German Expressionism, World War I history, and art historiography enriches our understanding of Dix’s contributions and the broader cultural milieu of his time.
Here are all possible ideas to tie in cial and Political Turmoil: Explore the broader socio-political context of Germany during World War I, including the effects of the war on civilian populations, the rise of revolutionary movements, and the collapse of traditional societal structures. Discuss how Dix’s paintings reflect these upheavals and contribute to our understanding of the era’s social dynamics.
Psychological Impact of War: Delve into the psychological consequences of total war, examining how soldiers and civilians alike grappled with trauma, anxiety, and disillusionment. Analyze how Dix’s artistic choices, such as distorted figures and haunting imagery, convey the psychological toll of wartime experiences.
Technological Advancements in Warfare: Consider the technological innovations introduced during World War I, such as mechanized weaponry, chemical warfare, and aerial bombardment. Discuss how these advancements influenced the nature of combat and contributed to the devastation depicted in Dix’s paintings.
Cultural and Artistic Movements: Connect Dix’s work to broader cultural and artistic movements of the time, such as Dadaism and Futurism. Explore how these avant-garde movements responded to the chaos of war and challenged traditional artistic conventions, influencing Dix’s own artistic style and thematic choices.
Memory and Remembrance: Reflect on the role of art in shaping collective memory and remembrance of war. Consider how Dix’s paintings, with their raw depiction of suffering and sacrifice, contribute to ongoing discussions about war memory, memorialization, and the ethical responsibilities of representing historical trauma through art.
Be sure to support the anaylsis with fact. You are analysing how well these paintings portray actual events. So be sure to be detailed and historically accurate. The essay should follow these points Argument: does the work give a persuasive answer to the question, with good use of evidence?
Knowledge: is the work based on a thorough factual knowledge of relevant historical events?
Understanding: does the work give a critical analysis of sources, theories, methods, and/or debates that are relevant to the topic at hand?
Presentation: is the work clearly written, logically organised, and correctly referenced?
In each class below, the bullet points cover argument, knowledge, understanding, and presentation, in that order.
First (88, 94, 100)
Compelling answer to the question, expertly supported by evidence
Comprehensive and precise knowledge of relevant topics and sources
Original and sophisticated understanding of relevant sources, theories, methods, and/or debates
Superb presentation, including elegant writing style, strong organisation, and flawless referencing
May achieve, or be close to, a publishable standard
ive added a sample essay. As well as these sources use secondary literate, histiogrphy and academic work to support your points. Also as its a painting have a photo of each painting above each section. Keep in mind the following points when anylsing a painting Visual Analysis: Begin by conducting a thorough visual analysis of each painting. Pay attention to details such as color palette, composition, brushwork, use of symbolism, and depiction of figures. Consider how these visual elements contribute to the overall message and emotional impact of the painting.
Contextual Understanding: Place each painting within its historical context, specifically the context of World War I. Consider the time period, societal norms, political climate, and the experiences of people during the war. Think about how these contextual factors influenced Dix’s artistic choices and the themes he explored in his paintings.
Interpretation and Meaning: Move beyond the surface level and delve into the deeper meaning of each painting. Interpret the symbolism used by Dix and analyze what each element represents in the context of the war. Consider how Dix’s personal experiences as a soldier in World War I may have influenced his interpretation of the subject matter.
Comparison to Written Sources: Compare and contrast the insights gained from the paintings with information from written historical sources. Consider how the paintings offer a unique perspective or complement the narratives found in traditional historical texts. Reflect on the strengths and limitations of using visual art as a historical source compared to written documents.
Impact and Legacy: Finally, discuss the impact and legacy of these paintings both during and after World War I. Analyze how they were received by contemporary audiences and how they have been interpreted by historians and art critics over time. Consider the role of art in shaping public memory and understanding of historical events.

Your “project” is to compare and contrast what the textbook states regarding the Suffragettes, or other parts of the movement, with something from television or the movies which covers the same content. ONE: discuss what similarities you find; TWO; discuss when Hollywood went rogue or presented a false scenario; FINALLY, discuss any stereotypes or other aspects of interest that you found in the show.
Thank you in advance you are awesome!

The foundation of this project lies in the SIFT method (Stop, Investigate, Find better sources, Trace claims), a systematic approach to assessing online sources:
Stop: Pause before accepting information at face value. This step encourages critical thinking and skepticism.
Investigate: Scrutinize the website for credible, authoritative sources and potential biases. Consider the author’s qualifications and any discernible agendas.
Find Better Sources: Seek out alternative sources to cross-verify information and identify inconsistencies.
Trace Claims: Verify the accuracy and currency of the information presented on the website.
Upon evaluating the chosen website, students are expected to craft a thoughtful critique. They should ponder whether the site relies on credible, authoritative sources or if there’s a discernible bias or hidden agenda. Cross-referencing multiple sources to check for inconsistencies and ensuring the currency of information are essential steps in this process.
Furthermore, students will be required to share their findings with the class. This part of the assignment attempts to promote critical discussion and peer learning. The purpose of this assignment is to equip students with valuable skills in information literacy and critical thinking, vital not only for their future academic pursuits but also for their roles as informed citizens living in the digital age. It encourages students to explore African American history with discerning eyes, ensuring the integrity of their research and understanding.
Please describe (in no more that 250 words) what conclusions you made about the web site you examined, and please explain the process and resources you consulted to draw your conclusions.

This article analyzes how Byzantine historians utilized and reinterpreted classical sources to create narratives that legitimized and celebrated the Byzantine Empire. It discusses the adaptive techniques employed by historians, such as modifying classical stories, incorporating Christian values, and contextualizing historical events in light of Byzantine political and religious ideologies. The significance of classical education in shaping the intellectual and political elites of Byzantium is highlighted, showing its impact on the interpretation of the past. The article provides a detailed examination of the works of prominent Byzantine historians, including Procopius of Caesarea, Michael Psellos, and Anna Komnena, showcasing their methods of working with ancient texts. Examples are analyzed to demonstrate how Byzantine historiography used classical literary models to construct historical narratives that reinforced ideas of imperial majesty, divine right to rule, and the unity of the Christian empire. Methodology:
The article employs an interdisciplinary approach, combining methods from literary analysis, historical analysis, and philological analysis to examine the reception of classical sources in Byzantine historiography. The research is based on a critical review of original Byzantine historical texts, including those by Procopius of Caesarea, Michael Psellos, and Anna Komnena. The methodological framework includes:
Literary Analysis:
Identification and interpretation of classical literary models, such as narrative structures, motifs, and rhetorical styles.
Comparison with original Greek and Roman texts to determine the extent and nature of adaptations.
Historical Analysis:
Contextualization of historical narratives concerning the political and religious realities of the Byzantine Empire.
Examination of the propagandistic and didactic purposes these texts served in their respective periods.
Philological Analysis:
In-depth linguistic analysis of texts, considering linguistic changes and adaptations that reflect the reception and reinterpretation of classical sources.
Use of textual criticism tools to understand how Byzantine authors interpreted and transformed classical texts.
Comparative Studies:
Comparison of Byzantine historiography with classical historiography and other historical traditions to understand the unique features and contributions of Byzantium to the historiographical heritage.
By employing this comprehensive approach, the article aims to demonstrate how Byzantine historians not only preserved but also transformed classical heritage, creating narratives that addressed the needs and aspirations of their time.

The Southern Christian Leadership Conference was a Civil rights organization founded in 1957. The (SCLC) mission was to “redeem the soul of America”. Also, the (SCLC) moved the national conscience to support civil rights initiatives. The (SCLC) motto was “Not one hair of one head of one white person shall be harmed”. The (SCLC) was known for being a major participant in the civil rights movement in the 1950s and 1960s. Also, the (SCLC) was an offshoot of the Montgomery Improvement Association (MIA). Cause of that (SCLC) successfully staged a 381-day boycott of Montgomery Alabama’s segregated bus system. The (SCLC) was founded in 1957 by Martin Luther King Jr., Bayard Rustin, Ralph Abernathy, Fred Shuttlesworth, and other protest groups in the South. Some challenges that the (SCLC) faced were leadership battles, financial troubles, internal fends, and shrinking memberships. Charles Steele Jr. was the president during this time when the (SCLC) had happened. An accomplishment that the (SCLC) did, was help promote the civil rights March on Washington in 1963. Also, the (SCLC) organized large, nonviolent protests in places like Birmingham and Selam.
Not only that the (SCLC) had a less well-known component called the Citizenship Education Program (CEP), which provided a voter education program for potential black voters. One thing that Martin Luther King Jr. did to help the (SCLC) was lecture in all parts of the country and discuss race-related issues with religious and civil rights leaders. The (SCLC) ended shortly after the assassination of Martin Luther King Jr. on April 4, 1968, so Abernathy into the organization’s presidency. Since Abernathy could not match King’s leadership talents like King’s speech, he had difficulty with fundraising, which led to the (SCLC) marked decline in influence.

For this week’s first discussion we will analyze the process of judicial review and the nullification crisis of South Carolina.  For this you will need to select three articles from the Jacksonian Era Reader that relate to the following topics:
1) The concept of federalism and judicial review.
2) The Cherokee Nation and their argument for retention of their lands in Georgia.
3) The Nullification Crisis in South Carolina as seen from the perspective of both the state governor and Andrew Jackson.
Discussion Two Prompt: How should we as historians evaluate the decision-making process of President Andrew Jackson? Were his decisions made on behalf of the common good or were they, particular cases, a violation of the constitution?  Compare three separate cases presented in the packet, using the guiding questions in the primary reader “Jacksonian Era” to begin your research.
Length: Three to five full paragraphs with in-text citation (APA or MLA).

“What to the Slave is the Fourth of July?” by Frederick Douglass is not only a brilliant work of oratory. It speaks to our every frustration spurred by the gap between the ideals of the United States and the reality we witness every day; between the Bill of Rights and our decaying civil liberties; between the USA’s international declarations of human rights and the ordered drone attacks backed by presidential “kill lists”; between the words “life, liberty and the pursuit of happiness” and a nation that leads the world in jailing its own citizens; between our highest ideals and our darkest realities. Even though his were words that spoke directly to his moment in history, they still ring with an unsettling power. As Douglass says: “Had I the ability, and could I reach the nation’s ear, I would today pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke. For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake.”
What to the Slave is the Fourth July (Full Speech)
‘What To The Slave Is The Fourth Of July?’ Frederick Douglass, Revisited
For your assignment, you will need to read the full speech made by Douglas and the article from NPR on the continued relevance of the speech. Once you have finished reading, answer the following questions: What are Douglass’s objections to celebrating the Fourth of July? What did he mean when he said, “Your high independence only reveals the immeasurable distance between us? Do you agree or disagree with Douglass’s statement that “there is not a nation on the earth guilty of practices more shocking and bloody than are the people of the United States, at this very hour”? Explain. What other injustices were going on in the United States in the first half of the nineteenth century that could further justify Douglass’s statement? In what ways do you think that the speech continues to be relevant today? Explain. Rubric:20 points total
Make sure to provide details and specific examples from the Declaration of Sentiments and other sources used.
All sources must be cited properly.
1-2 sentence responses will not be enough for the maximum amount of points. 300-word minimum for assignment. 5 points deducted for submitting late.
Points deducted for skipping questions. Points also deducted for grammar errors and excessive plagiarism (over 50% on the similarity score from Turnitin). AI scores over 50% will receive zero points. No need to rewrite questions on submission.
No Mac Pages, only doc files or pdf accepted.

please answer each ” category ” in 150 words each, compile the individual paragraphs into one essay subtitled by their respective policy. see attachment for more details

defend a thesis/claim concerning a specific event/person/thing from the 9 units of ap world history through a work cited research paper. 

Essay compare and contrast Thomas Jefferson declaration with Thomas pained pamphlet common sense which had greater effect on revolutionary America are the documents still effective today.                         Paper shoul included thesis statement apa formatting shoul b used including in text citation for referenced work use specific examples to support argument  include analysis of the similarities differences of the two documents