Category: History

For your final exam essay, which change do you believe to be the most important to the developme.  of
the United States during the post World War II period? Do you think the changing role of the United
States in foreign policy or the changes relating to the movement to secure civil rights protections for all Americans to be the most profound and significant change within that post-war period?
Please read all the instruction from the picture below and at the end can you send me a plagiarism 
Check

Learning Journal
Rome’s conquest of Syria and Egypt further extended its control in Asia and Africa. Based on your understanding of the two conquests, answer any one of the following questions.
Put yourself in the position of Antiochus III of the Seleucid Empire of Syria. 
How would you have acted differently in order to avoid conflict with Rome?
OR
Concerning the Egyptian Queen Cleopatra, it is stated in World History Encyclopedia “she was simply on the wrong side of a power struggle” (Wasson, 2016). 
Which power struggle is the author referring to here? 
Being in Cleopatra’s shoes, what would you have done to avoid the Roman conquest of Egypt?
The Learning Journal entry should be a minimum of 500 words and not more than 750 words. Use APA citations and references if you use ideas from the readings or other sources.
YOU CAN USE OR ADD OTHER JOURNALS OR INFORMATION. 
Introduction
In the previous unit, we learned about the rise of Rome and the Roman Republic. But Rome 
was not the only city in the region of Italy known as Latium. Much like the Greeks, the people of Latium also lived in independent city-states. They had a common language, worshipped the same gods and celebrated similar festivals but often came into conflict with each other. For example, the city of Etruria situated to the north of Rome and ruled by Etruscans often attacked cities in the Latium. 
Hence, defense was central to Rome’s military and political policies. At the same time, expansion into the Italian peninsula would prove beneficial for trade by eliminating its rivals. A relatively new player in the Latium, Rome soon rose to a powerful position and began to conquer the lands and people in its neighborhood. Naturally, it had to fight many wars to achieve dominance in Italy. Soon, it looked beyond Italy to the whole of Mediterranean, and eventually far off lands in Asia and Africa. In this unit, we will learn about the wars and conquests at home and abroad that led to Rome’s rise as a global power.
Conquest of Italy and Carthage
Conquest of Italy and Carthage
The Roman conquest of Italy. (n.d.). UNRV Roman History. 
This article gives a detailed analysis of Rome’s consolidation of Latium by describing the various conflicts and wars that it fought in the process.
After reading the article, scroll down to the table of contents and read:
Veii and the Etruscans
The Gallic Sack of Rome
The Samnite Wars
The Latin Revolt and the End of the Latin League
The Pyrrhic War
Coco, A. A. (2019). Cause, course, and consequence: The Punic wars (264 BCE to 146 BCE) (Publication no. 645) [Honors thesis, Wellesley College]. Wellesley College Digital Repository.
This paper discusses the causes and consequences of the First and Second Punic wars on Rome.
Read pp. 6 – pp. 45 and pp. 133 – pp. 144.
Video:
Ancient Rome Live. (2020, October 30). Rome’s conquest of Italy: 509-272 BCE – Ancient Rome live [Video]. YouTube. 
The Macedonian Wars
The first Macedonian war. (n.d.) UNRV Roman History. 
This article discusses the events and consequences of the First Macedonian War.
The second Macedonian war. (n.d.) UNRV Roman History. 
This article discusses the events and consequences of the Second Macedonian War.
The third Macedonian war. (n.d.) UNRV Roman History. 
This article discusses the events and consequences of the Third Macedonian War.
The fourth Macedonian war. (n.d.) UNRV Roman History. 
This article discusses the events and consequences of the Fourth Macedonian War.
Conquest of Syria & Egypt
Immacolata, E. (2015). Syrian Wars. In Y. Le Bohec. (Ed.), Wiley Online Library. John Wiley & Sons. 
Wasson, D. L. (2016, October 24). Roman Egypt. In World History Encyclopedia. 
This article discusses the early relations of Rome and Egypt, Rome’s conquest of Egypt, Egyptian attitude towards Roman control and the end of Rome’s hold over it. 
Video:
Kings and Generals. (2017, November 9). Battle of Magnesia 190 BC Roman-Seleucid Syrian war documentary [Video]. YouTube. 

Explain your experiences, your emotions, what you learned and your perspective on the war. Imagine you are a Mexican soldier during the battle of Cinco de Mayo.

Please Review the attached document for all instructions. Times New Roman 12pt font. The textbook is A Brief History of the Romans, Second Edition. 

Assignment Content
Causes of the Civil War
For more than 160 years, historians have discussed and debated the various factors that have caused the American Civil War. The Civil War and the factors that led to it is so fascinating that this time period is one of the most researched in American history. Throughout Unit VII, we have seen various events or variables that could be identified as the primary factor that set the United States on a path toward the American Civil War. This one factor and its impact will be the focus of our Unit VII assignment.
Assignment Instructions:
After reading the Unit VII Study Guide and Chapter 14, select one event from the list below:
The Compromise of 1850
The Kansas-Nebraska Act & Bleeding Kansas
Presidential Election of 1856
Dred Scott v. Sandford (1857)
The Lincoln-Douglas Debates
John Brown’s raid on Harpers Ferry
Presidential Election of 1860
Write a scholarly paper (that means no opinions) in which you accomplish the following:
Explain the event that you have selected
Explain why this event caused disunion in the United States, placing the country on a trajectory toward the American Civil War.
Important requirements:
Required minimum length/format: three pages, double spaced, and written in Times New Roman, 12-point font.
The title page (if used) and the reference page do not count toward the length requirement.
Required resources: three peer-reviewed or academic resources; two of which must come from the CSU Online Library.
General encyclopedias (e.g., Britannica, Wikipedia) are not appropriate resources for this project; do not use them.
Recommendations for Success:
This is our major course project. It is worth 30% of your total course grade. It is not a project to complete in one day. Take your time and work on this project in stages.
Do not begin to work on the Unit VII assignment until you have read (in full) the Unit VII Study Guide and read/viewed the assigned Required Unit Resources.
After you have read/reviewed the Unit VII material, carefully review the Unit VII Case Study rubric so that you are aware of how your work will be evaluated.
Recommended electronic databases to use:
America: History and Life
JSTOR
Academic Search Ultimate
Present insightful and thorough analysis with strong arguments and evidence; dive into the details to help present strong content. Remember to incorporate the five Ws of research into your writing: who, what, where, when, and especially why.
Take the time to review the CSU Online Library, Writing Center, and APA resources provided below. Reach out to the CSU librarians if you have questions about the library or locating resources. Contact the Writing Center if you would like help with APA Style, content organization, or other writing skills.
Do not use AI content generators. Submitted content that is AI built is a direct violation of the university’s Academic Integrity Policy and may result in a score of zero on the assignment. If you need help brainstorming or building the essay, reach out to the available resources at the university.
If you have questions about the assignment, contact your course instructor or professor.

Write a 5-6 page discussing about what happened during the pre-cambrian period. please ensure you cite your references in APA format. Always follow APA formatting and style guidelines (7th edition) to ensure your work is formatted correctly. Furthermore, all work is automatically viewed against a Similarity rating in Turnitin. Any assignments submitted with a similarity rating of more than 20% will be rejected with a zero score. The Similarity Rating measures your original work against other sources to ensure original thought. I highly recommend that you submit a “test” submission to test the strength of your work. The “test” file will be named “Test_Yourlastname_Date. 
Please note that the use of artificial intelligence (AI) is not approved in this course. APUS has tools to ensure that your work is original. If you are found to have engaged in AI, you will be automatically referred to the school for plagiarism. Finally, remember the basic rules for all assignments, such as using 12-inch standard fonts in Times New Roman, using MS Word, leaving one space after the punctuation, leaving two spaces between paragraphs, including in-text citation and reference, using black ink, setting 1-inch margins, and remembering that front matter (Cover page) and back matter (Reference Page) do not count towards the total word or page count.

Congress maintains an annotated version of the Constitution online where they explain the language, meaning, and history of all of the clauses in the Constitution. In this course, we are concerned with Article I, Section 8, Clause 4. This bit of the Constitution is often abbreviated as ArtI.S8.C4 and it reads as follows: “[Congress has the power] To establish a uniform Rule of Naturalization, and uniform Laws on the subject of Bankruptcies throughout the United States.” It may not seem immediately obvious why this matters in the history of immigration but there are some annotations (which are brief explanations written by legal scholars) of the Constitution that can help us understand it.
Read through two of the annotations that help explain this small clause in the Constitution (there are many, but we’ll just focus on these two):
ArtI.S8.C4.1.2.2 (This link opens in a new window) Constitutional Convention and Naturalization 
The clause gives Congress the power to regulate naturalization law. Naturalization refers to the process by which immigrants become U.S. citizens. Read the link above to understand why it was necessary for Congress to retain this power. You can skim this one.
ArtI.S8.C4.1.2.3 (This link opens in a new window) Early U.S. Naturalization Laws
This annotation explains how Congress used this newfound power to regulate who could and could not because a U.S. citizen. Read this one closely.
After reading about ArtI.S8.C4 and some examples of how Congress used this clause, write a 250-word imagining of what America would look like if the citizenship laws in place in 1799 were still in place today. You must, at the very least, accurately describe who can and cannot become citizens according to the 1799 laws. Be careful to pay attention to the chronology of naturalization law as it’s laid out in annotation ArtI.S8.C4.1.2.3. Figure out what the citizenship laws would have been in 1799 specifically.
Students with the best responses will use their imaginations to guess what America would be like today with those same 1799 laws in place. Feel free to get creative. Some things to consider: Who would make up most of the American population? Would you be a U.S. citizen under these 1799 restrictions? Would there be a lot of people living in America who don’t have legal citizenship? Or would America be a lot smaller? Who would have the power? 
This assignment is worth a total of 100 points. Submit your assignment no later than Sunday 11:59 PM EST/EDT.

The essay should include the follow topics about the neighborhood of Little Village in Chicago Illinois.  I will provide the resources as I have already submit the my annotated bibliography. 
Topics of discussion
Why/how the town was founded as well as its development over the years
Major milestones of the town along the way
General history of the town
Politics (how they have changed and shifted over the years; is the town conservative/liberal/in the middle?) How do you know?
Is your town environmentally friendly?  Do they recycle?  Or have other “green” initiatives?   If yes, state them, and if not, try to find out by calling city hall and asking a question.  🙂 You might be surprised by the response.  
Socio-economic status (Are people in the town considered to be working class/middle class, etc.) Again, how does the source tell you this?
Important businesses to the town (past and present)
Culture (any type of festivals which take place)
Religious Faith (i.e. churches, mosques (denominations/how do they affect the town?)
Family members to provide primary sources if possible but ONE of your ten.  
OR
Interviews with town inhabitants for quotes is okay but can count as ONE of your ten.  
Finally, these sources should be a collection of past and present. They should not just be focused on one area. Students should be able to provide an answer as to how the town has impacted the state of IL and/or how the state of IL impacted the town.
Sources
Research Topic: Culture
Link:https://www.proquest.com/chicagotribune/docview/419631558/5BEAB0A3A3124
49EPQ/1?accountid=1977&sourcetype=Newspapers
Anderson, J. (2002). Little village and pilsen provide a visit to savor ; chicago’s mexican-
american areas of pilsen and little village provide a popular, and tasty, tour: [north sports
final edition]. Chicago Tribune.
Little Village can be intimidating if you are an outsider. This article explains why it is so
important to pay homage and explore cultures outside of your own. This shows what makes
Chicago so diverse and keep tourism alive in the city.
• Research Topic: Culture
Link: https://research.ebsco.com/c/savdxw/viewer/html/i4vxoexbln
Ballersteros, C. (2019). New little village mural completed in time for annual mexican day of the
dead celebrations. Chicago Sun Times.
The new mural outside of the popular Nuevo Leon depicts the highly celebrated Dia de los
Muertos. This keeps the tradition of remembering the past and loved ones that have rooted the
Mexican culture no matter where they live outside of Mexico.
• Research Topic: Important Businesses
Link: https://research.ebsco.com/c/savdxw/viewer/html/5qvfdzon7b
Cohen, D. (2023). At my lowest point, Little Village gave me strength to carry on. Palos Hills.
Retrieved 2024,.
The people of Little Village are definitely part of the lower income population of Chicago. Being
the working class usually without Highschool diplomas, the variety of work can be limiting to
laborism. The author explains how community becomes the forefront for regaining hope to live
and support struggling families.
• Research Topic: Little Village Catholicism
Kanter, D. E. (2020). Chicago católico. making Catholic parishes Mexican. University of Illinois
Press.
The Catholic faith is at the heart of almost every decision most Mexicans in Little Village make.
This explains how the Chicano moved made an even more expressive way to be proud of the
faith and keep the community together.
• Research Topic: Politics in Little Village
Link: https://research.ebsco.com/c/savdxw/viewer/html/tjofrfquin
http://www.encyclopedia.chicagohistory.org/pages/1287.html
Kern, L., & Kovesi, C. (2018). Environmental justice meets the right to stay put: mobilizing
against environmental racism, gentrification, and xenophobia in Chicago’s Little Village.
Palos Hills. Retrieved 2024,.
This is the explanation of just some of the politics involved that Little Village has seen for some
time. Such topics have included gentrification, racism, policy change, health and environment,
and immigration.
• Research Topic: Little Village Chicago
Link:https://www.enlacechicago.org/littlevillagehistory#:~:text=Business%20and%20pol
itical%20interests%20in,represent%20the%20backgrounds%20of%20many
Little Village History. Encyclopedia of Chicago. (1999).
http://encyclopedia.chicagohistory.org/pages/700005.html?entryI=
This source gives a run-down of the general information one would like to know about the
neighborhood of Little Village. This gives everything from how the neighborhood branched
from Pilsen, the fast-growing Mexican population in the 80’s and 90’s, political interests,
culture, and change the community has seen
• Research Topic: Environment in Little Village
Link: https://academic.oup.com/illinois-scholarship-
online/book/14003/chapter/167778833?login=true
Lorr, M. J. (2016). Urban Sustainability and the “Greening” of Neoliberal Chicago. England.
Retrieved 2024,
City organizations and activist have banned together to help Little Village stay afloat during the
inevitable climate change in our environment. Being a lower income socio economic
neighborhood, it is important to fight that much harder to a highly populated area safe and
sustainable.
• Research Topic: Important Businesses
Link: https://research.ebsco.com/c/savdxw/viewer/html/5qvfdzon7b
Newswire, P. (2023). Chicago’s Foundation of Little Village Releases 2022 Annual Report;
Nonprofit continues work to advance Little Village’s Latino community to attain economic
prosperity. Palos Hills. Retrieved 2024,.
The Foundation of Little Village has been used to help local businesses develop more revenue
for what is the 2nd largest retail district of Chicago. This kind of help keeps jobs available for
new comers and offers opportunity’s to further education and training.
• Research Topic: Culture
Link:
https://www.proquest.com/chicagotribune/docview/418251983/ACC3A87F94A64C02P
Q/1?accountid=1977&sourcetype=Newspapers
Pridmore, J. (1996). Pilsen / Little Village: : Our Home, Our Struggle.
The article talks about the similarities of Pilsen to Little Village and how exhibit shows the
struggle of the working class. It gives a bit of history to the kind of opportunities that were
available in 1996.
• Research Topic: Personal account of Little Village
Vazquez, D., & Vazquez, M. (2024). My grandmothers Little Village. other.
Personal accounts living in Little Village raising a family of 4. My grandmother talks about her
daily routines as a mother that started and ended with her faith. When times grew hard and
tragedy struck, she leaned on her church to offer guidance and gain happiness through the family
she built outside of her home

Your entire exam should be typed, 12-point Times New Roman font, double-spaced, one-inch margin all around.
IMPORTANT: You are expected to use and cite the Modules (lectures) and textbooks for the class to support ALL your exam answers. Do not use sources from outside the class. Do NOT use Generate AI.
Your definitions for Section 1 should be a short paragraph each, approximately 5-6 sentences long. They should be long enough to define the term sufficiently and put it in context (i.e. why is it important).
Your essay in Section 2 should be approximately 4-5 pages (1000 to 1250 words) double spaced in length. It should answer the question as best as you think possible.
Do not rely on long quotes from your sources in your exam! Quotes should be no longer than a sentence. You should paraphrase (write in your own words) wherever you can, but you must still cite your source when you do so (please use MLA formatting for your citations). If and when you do directly quote your sources, you must introduce the quote and not leave it standing by itself. Please also include a works cited page in your exam.

Instructor Instructions Below:
Gather historical information about the topic. 
BIBLIOGRAPHY MUST INCLUDE THREE HISTORICAL SOURCES, ONE FILM REVIEW, AND THE FILM.  
What is the Historical Context of the film? Assess the historical foundation.  Gather historical information about the topic.
CREATE A BIBLIOGRAPHY OF SOURCES THREE HISTORICAL AND ONE FILM REVIEW.   
I expect you to use SPECIFIC INFORMATION FROM YOUR HISTORICAL SOURCES AND CITE YOUR SOURCES 
WHEN WRITING
PARAPHRASE WHAT YOU HAVE READ AND CITE THE SOURCE
IF YOU USE THE WORDS OF SOMEONE ELSE PUT QUOTATION MARKS AROUND THEM AND CITE THE SOURCE
MUST have Citations from Historical Sources OR Lose 15 points
MUST have a Bibliography or lose 20 points
BIBLIOGRAPHIC FORMAT
FORM FOR BOOKS:
Author last name first, Title (underlined or in Italics), publisher, date published
FORM FOR INTERNET SOURCES
Author (if there is one), “Title,” (in quotes), the URL, AND the Date you accessed it.
Lose 5 points if you use Wikipedia
TURN ASSIGNMENT INTO THE TURNITIN SITE ON THE ASSIGNMENTS PAGE BY MIDNIGHT OF THE DUE DATE.
Look for movie reviews. Sometimes they give you examples of what is accurate and not accurate in the film.
See the film
THE PAPER—How to Write the Paper
INTRODUCTION:
An introduction about YOUR personal interest in the subject. Why did you choose this film?  If the answer is because it was the easiest thing to do–that is viable, don’t tell me what you think that I want to hear.
HISTORICAL CONTEXT OF THE FILM:  What is the Historical Context of the film, the historical background pertinent to the specific film that gives you the basis for critical review of the film?  Where did it take place?  When did it take place? Who was portrayed?  DID THE FILM PORTRAY THIS INFORMATION ACCURATELY?
FIVE ITEMS that are present in BOTH the historical record and portrayed by the film.  Discuss them in comparative form.  Example, most people rate King George III as mentally unstable because of royal inbreeding while the explanation is similar in film the “Madness of King George,” the reason given is a chemical imbalance.  FOR EACH ITEM IN THE FILM AND IN REAL HISTORY HOW IS THE ITEM PORTRAYED?  DID THE FILM PORTRAY THIS INFORMATION ACCURATELY?
GLARING ERRORS: Please note any glaring errors in the presentation of the film from period costumes to omissions of vital facts or other historical gaffs.
A VEHICLE FOR ACCURATE DISSEMINATION OF AFRICAN HISTORY? Give YOUR PERSONAL evaluation of the film.   Does the film portray the events and society so that someone who had not done the research clearly and accurately understand the period?  COULD YOU WATCH THE FILM AND LEARN ABOUT THE PEOPLE AND EVENTS IN THAT THE PERIOD OF TIME AND PLACE?
THE HOW TO:
1.  You need at least One Historical Source for the Historical Time Period.  The First Point of     the Analysis is to Compare the Real Time Period with that Portrayed in the Film PLUS             Citation for Each Fact.
2.  Then you can CHOOSE FIVE Specific Real History/Culture Points to COMPARE: 
Environment, Historical Facts if this is a Real Event, Culture for One Ethnic Group,.  Each        Point of Comparison should show the Real Fact COMPARED to How it was Portrayed in the    Film PLUS Citation for each fact. 
3.  Then were there any Outrageous Inconsistencies portrayed in the Film?  IF so what were they PLUS Citation for each fact.
4.  Conclusion should talk about a film viewer who knows nothing about African History.  Would this person learn factual African History?