Why did the expansion of slavery into the Western territories become the most di

Why did the expansion of slavery into the Western territories become the most divisive political issue in the 1840s and 1850d? How did this issue help lead to the Civil War?See the link belowhttps://youtube/oWww0YIf-JE
Requirements: Unlimited   |   .doc file

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After you have completed your initial posting, be sure to read the posting of at

After you have completed your initial posting, be sure to read the posting of at least 5 of your classmates. Then respond to ONE of them. In your response, I would like you to reflect on what you learned from this discussion:What surprised you as you learned about slave agency/resistance?
The voices of enslaved people have traditionally been missing from the historical record. Why do you think that is? How does the inclusion of slave narratives change the historical record?
How did this change/complicate your understanding of the institution of slavery in the United States?
Requirements: …   |   .doc file

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The Upanishads and the Daodejing both give different versions of a supreme being

The Upanishads and the Daodejing both give different versions of a supreme being, interactions between the natural and supernatural. Analyze these texts in conjunction with each other, give one example of how they are similar and one example of how they are different. How do they both represent Eastern Philosophy?***Your post should be a solid paragraph in length (as always a solid paragraph is roughly 5-7 sentences),
Requirements: 5-7 sentences

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I have attached all the instructions in the attachments. This bibliography needs

I have attached all the instructions in the attachments. This bibliography needs to have one film which a selection has been provided in the guidelines, 3 articles and 2 books. The context of these books, articles and films is history of europe since 1870. I can attach some powerpoints of the materials if you like.

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These are the two following essay questions: Islam was unable to maintain its cu

These are the two following essay questions:
Islam was unable to maintain its cultural or political unity. What kinds of religious and political issues divided the Islamic world?
What kinds of roles did women play in Aztec society?
In MLA format, 12 pt font in Times New Roman, double spaced
Sources need to be from textbook “A History of World Societies” Concise edition

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Research Paper RESEARCH PAPER History 101-IN2 Research Paper July 19th You wil

Research Paper
RESEARCH PAPER
History 101-IN2 Research Paper
July 19th
You will need to submit an electronic copy via e-mail. Send it as an e-mail attachment to ray.webb@swic.edu
Examine the causes and impact of the Peloponnesian Wars. Were they ultimately good for the city-states or pave they way for their collapse?
Some sources you may want to consider are:
books on the subject
journal articles
magazine articles
reference works
GENERAL ENCYCLOPEDIAS ARE POOR SOURCES.
USING YOUR TEXTBOOK AS A SOURCE IS NOT ACCEPTABLE.
WIKIPEDIA IS NOT ACCEPTABLE TO USE AS A SOURCE IN A COLLEGE PAPER.
You must use a minimum of five sources. Your sources must include:
Two books. Electronic or Google books are fine to use.
At least one journal or magazine article. A good place to get these is EBSCO or JSTOR.
No more than TWO internet sources, no including the above.
For any information that needs to be cited, you must use footnotes, endnotes, or parenthetical notation. You must use one of these and be consistent throughout the paper. A paper without one of these three will receive an automatic zero. For information on how to credit sources I recommend you utilize the Success Center. You are required to use MLA format unless you receive prior approval.
The paper MUST:
be double-spaced
have margins no larger than one inch
be in a font size NO LARGER than 12
have at least 5 pages of text and be no longer than 8 pages
include a separate title page with, a title, your name, date of submission, and course number
Your grammar and spelling will be graded.
You must include a bibliography / works cited page. A paper without one will earn an automatic zero.
You will lose at letter grade, 10 points, for the following:
using less than 5 sources
using too many internet sources
using improper sources
if your paper is less than 5 FULL pages long
failing to credit your sources properly in the text
failing to credit your sources properly on your works cited page
if you do not number the pages on the pages of text
failing to include a proper title page.
Good luck. Start early. Early enough, so that if you have problems you will have time to fix them. If you are not sure about something, ASK!
PLAGIARISM
Plagiarism is using another’s words as your own. Do not use sentences or phrases from any print source or the internet without properly crediting the source. The goal is to put the ideas completely in your own words to demonstrate your understanding of history. The tutors in the Success Center can help you develop the skills necessary to avoid plagiarism. It is your responsibility to know what plagiarism is and to avoid it. “I didn’t know this was plagiarism” is not an acceptable reason for doing it.
Copying directly from any written or electronic source will result in an F for the assignment, possibly the course, and other disciplinary action.

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Women and gender: Analyze the political and economic fight for women’s equality.

Women and gender: Analyze the political and economic fight for women’s equality. To what extent has the role and status of women changed over the past 150 years? What have been landmark victories for women’s rights? Why have various political factions opposed women’s and feminist groups? Is there work left to be done?
I’m challenging you to come up with your own interpretation of, or your own take on, these questions. This means that I want to see a cogent (i.e., clear, logical, convincing) thesis, a host of evidence to back up your argument, and a decent command of grammar and writing conventions.
Your paper should be 5 to 10 pages, double-spaced, Times New Roman 12-point font, with 1-inch margins, your name, and a relevant title. You should support your argument with sunbstantial evidence from reading assignments, web references, and other course materials. Any paraphrasing or direct quotations should be cited using footnotes according to the Chicago Manual of Style ( https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html). You do not need a title page.
Use this as a source: https://www.americanyawp.com/ (chapters 15-20) all the primary sources on women and gender as well as any info in these chapters on women and gender
Discussion posts I have written on the subject: The women’s rights movement took advantage of the fight for equal rights for slaves and tried to turn it around to equal rights for women. They made it seem like they wanted equal rights for all, but in reality they wanted equal rights for white women. In The American Yawp, chapter 15 section IV, it talks about the leader of women’s suffrage, Elizabeth Cady Stanton, using racism in order to promote her cause. She tried to get white men to let women vote simply because they could give them an advantage over the black men who were going to be voting.
Black and White women both went through financial disaster as well as emotional pain due to the war. White women used their time to promote “The Lost Cause,” which tried to basically rewrite history by saying the Civil War was not fought over slavery but instead state’s rights. They used these narratives in schools and funded many confederate monuments to keep their “cause” alive. Black women did the opposite. They promoted memorials for fallen African Americans and to aid their community. Black women also took charge by making their own hours for work. They refused to work anywhere that the pay was not good and they protected their children from white men who wanted to put them into free labor jobs. These women started embracing life and what it means to be a woman while white women were more worried about losing their status in the community.
How did the economic and social changes of this era affect ideas about gender and sexuality?
As the US became urbanized and more people started to immigrate, social norms of gender and sexuality started changing. As more people came in and brought their different cultures and beliefs the people started questioning the old ways. Women started exploring their bodies and having premarital sex. Men and women began to experiment with different sexualities than what was considered “right.” As stated in American Yawp, Chapter 18 section V, “As young women pushed back against social mores through premarital sexual exploration and expression, social welfare experts and moral reformers labeled such girls feeble-minded, believing even that such unfeminine behavior could be symptomatic of clinical insanity rather than free-willed expression.”, we learn that men were becoming threatened by these changes so they labelled women as crazy. During this time, many women started to publish literature voicing their anger with these claims. Examples include “The Yellow Wallpaper” by Charlotte Perkins Gilman which is about a woman who is experiencing post partum depression. In the story, she calls out the men who simply view her as crazy instead of a person who is going through a hard time. She challenges the “rest cure” which was one of the psychological treatments administered only to women. Other writings challenged the “normal” housewife role and women’s virtue. The virtue that women should be modest was challenged in every day life by the evolution of women’s fashion. This passage from American Yawp, chapter 18 section V, “Youths challenged the norms of their parents’ generations by donning new fashions and enjoying the delights of the city. Women’s fashion loosed its physical constraints: corsets relaxed and hemlines rose. The newfound physical freedom enabled by looser dress was also mimicked in the pursuit of other freedoms.”, imdicates that women started dressing more “loosely.” These new changes with how women started viewing themselves and the activism for change started threatening men and their views of their own masculinity. Instead of having to work in the fields all day, men started landing desk jobs. This change made men start losing their “masculine” look because they were no longer building muscle. This is when sports and gyms started being invented/built. Fitness became something that was important so men could continue to look “manly” in the eyes of society.

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Oral Traditions and Intangible Cultural Heritage such as storytelling, singing,

Oral Traditions and Intangible Cultural Heritage such as storytelling, singing, music, dance, traditional craftsmanship, visual arts, elements of social performances or rituals such as those related to life cycle and life stages naming, greetings, marriages, childbirth, traditional healing, festivals, languages, and other performance arts represent some of the oldest and most deeply-ingrained and most complexly-encoded symbolic traditions in the human experience.
Well before written language existed, myths, tales, and legends through word, song, dance, carving, crafting and other performances passed messages and lessons from generation to generation in every culture. This practice of passing traditional knowledge through language, associated art, and ritual is utilized in daily and ritual life today by all cultures and is known as ‘oral tradition.’ Oral traditions can function in a number of roles ranging from warning youngsters of poisonous flora and fauna to elders relating a culture’s creation myth, tales, language, and lifeways to future generations.
This research project will require you to identify a particular Indigenous American oral or other artistic tradition from North America through
Scholarly sources (peer-reviewed journal articles and books)
Collaborative institutions (UNECSO, universities, repositories, government partnerships, etc.)
Tribal sources (including tribal governments, cultural heritage programs, education programs, artists, public events, etc,)
Purpose of Project
in order to learn more about the group with maintains the oral tradition or other representation of intangible cultural heritage, and examine the tradition’s functions within the culture(s) applying it.
Keep in mind that you are not meant to mimic the tradition, but to instead study its role, maintenance, and aesthetic and philosophical traditions surrounding it in an attempt to better-understand the function the tradition has in day to day life.
The objective here is to provide a concise and well-structured treatment of your selected tradition. Note that oral traditions stemming from preliterate (without common writing/reading systems) eras or societies were or are oral, passed through time and generations via word of mouth, performance, or engagement in ritual. As formerly preliterate societies adopt writing/reading systems, many communities have engaged in recording oral traditions as a matter of preservation or exercising cultural sovereignty and representation through performance, maintenance and sharing of specific traditions.
Considerations in Studying Oral Traditions and Intangible Cultural Heritage
Oral traditions that have been written or recorded, even if through formal, sanctioned efforts by a group, may represent a single instance or expression of the tradition. Whereas an oral tradition may otherwise be invoked for certain reasons, occasions, or to serve a particular motif or lesson as a situation calls for, a written or recorded account of an oral tradition may effectively become a snapshot of sorts. Much like a still photo taken at a point in a film or stage performance, a written account of an oral tradition may not tell the entire story or serve the same function. As such, it is important to understand where a particular account comes from. What was the situation? Who was the keeper of knowledge? What was the intent of the oral tradition in that moment or particular performance? Questions like these are one of several reasons that sources and context of the particular expression of the oral tradition are key.
It is important to draw from trustworthy sources that provide context and are drawn through consent. As such, be sure to utilize scholarly and primary tribal sources. Do not utilize random Internet search results or sources of information that do not provide context and the consent of the community that they represent. For example, do not use random Internet websites such as general interest sites on Native American cultures and languages, encyclopedias, Wikis, etc. Stick to reliable scholarly and primary sources. See the ‘Using Sources and Library Literacy Guide’ in the ‘Assignments’ area for additional information and useful databases to help in your research.
Some oral traditions are private, while others are meant to be shared. Oral traditions (including stories, speeches, songs, dances, crafts or other art and rituals) that are owned by families, clans or lineages, for example, and that are meant to be used only in private and sacred settings should not be used. If an oral tradition has been published by scholarly or tribal sources, it is generally safe and acceptable to use.
Draw on and from scholarly ethnographic sources and/or primary tribal examples and performances of oral traditions that have been conveyed by a specific band, tribe, chiefdom, council, confederation, cultural media outlet, institution, artist or performer with the intention of having the oral tradition shared with the public. Public performances can be conducted for any number of reasons and in any number of settings, whether for rituals (like ceremonies, festivals, weddings, and gatherings) for research or education purposes, or any other format intended for indigenous and tribal representation. For example, one might look at ethnographic accounts in which anthropologists or Indigenous scholars provide insights into the tradition through consenting observation, collaborative multimedia projects, indigenous publications, indigenous cultural heritage programs, or creative arts such as indigenous films, musical performances, dances, carvings, textiles, weavings, etc. For ideas, one might peruse tribal government and education websites, the works of indigenous artists, musicians, dancers, annual festivals or exhibits, or repositories for these and other intangible heritage resources.
Be wary of and do not use pedestrian general interest and for-profit websites and search engine results including dictionaries, encyclopedias, and sites like Wikipedia, Indians.org, Warpaths2Peacepipes, LegendsofAmerica, NativeLanguages, etc. Many of these sites have incomplete or out of context information and are neither primary nor scholarly.
***Note that this assignment and its methods and scope have been a matter of consultation over many years and in keeping with the spirit of representation, education and prioritizing tribal sovereignty in the practice of anthropology. WSU and its Human Subjects Research terms, the IRB and our Tribal Memorandums of Understanding (MOU) prohibit WSU staff, faculty and students from publicly representing, reproducing, or sharing knowledge, images, and accounts of Tribes that are not generalizable knowledge without informed consent and consultation with affected Tribes, as well as review by the WSU IRB. So, it is important that your projects are not accessible to or reproduced for the general public. It is fine to create web-based presentations, but those must be shareable only to this class.
Requirements
If you select an oral tradition that is written in print, provide a full reference and copy of the tradition. If the tradition was found in videos or online, include an Internet hyperlink with your full reference in your presentation. Whenever possible, highlight and share relevant tribal sources and illustrative examples of your selected oral tradition. Do not conduct fieldwork such as interviews, photography or video recordings, even of public performances.
Your presentation must be based on a North American Indigenous oral tradition and must include, but is not limited to, the following elements:
Introduce the oral tradition as well as the context in which it is told by drawing on scholarly sources and/or Indigenous-produced examples or performances. Your presentation should not be you repeating or creating a copy of the oral tradition, but instead share open source examples and then invest your efforts in helping others to better-understand the elements, functions, role and associated traditions of the oral tradition in ritual or everyday life.
Include a link or complete reference to the source of your oral tradition that affords others to see it whenever possible.
Provide cultural contexts with an ethnographic overview – introduce the class to the culture that created and maintains this tradition. Be sure to include descriptions of geography, environment, economy, political organization, spiritual and religious organization, kinship, gender roles, historic and contemporary issues, etc.
Address the maintenance and ritual treatment of the oral tradition. How is it passed from generation to generation or person to person? How is it taught and to whom in terms of performance? What specific rules or practices, if any, are involved in ensuring the oral tradition is preserved?
Identify key components of the tradition as well as rituals associated with its telling. Keeping in mind what we discuss in class regarding the life of an oral tradition, identify and address any common variations of the oral tradition – did you find different variations or representations of it? Is the same tradition maintained by other groups? If so, who and how is the oral tradition similar or different in terms of function, aesthetics, or treatment?
Elaborate on the functional elements of this tradition – What role does this oral tradition have on the culture’s spirituality, philosophies of art, kinship system, gender identities, economy, political organization, subsistence, wellness, etc..? In other words, what, specifically, does this oral tradition do for traditional and contemporary Indigenous peoples in the culture?
Identify any observed similarities between this oral tradition and others within other cultures – what elements, if any, are similar and to what effect? What similar oral traditions do you find in your own culture? In terms of contemporary use in daily or ritual life, is this oral tradition still in use? How might it have changed, if at all?
Prior to your presentation, submit a proposal via Dropbox (not email) for feedback, which should briefly describe [in one to two paragraphs] the specific culture group, oral tradition(s), and medium of your presentation. You should also include some sample sources from which you plan to draw reliable information. The proposal is a formal step in the project and should be specific in its focus. See the Course Schedule for proposal due date.
Past projects have included featuring indigenous art sculptures, indigenous photography projects, audio recordings, video performances, and various other forms of artistic expression, so you are encouraged to include artistic and creative indigenous works and examples in the presentation of your research on the tradition. Again, you are not expected to repeat or produce a version of the oral tradition. Instead, find and share Indigenous examples and focus your energies on helping to share and foster a better understanding of the significance of the tradition as it relates to lifeways and worldviews of the group(s) that maintain it.
Keep in mind, oral traditions are a formalized and artistic form of storytelling – such being the case, you must make an effort to avoid common pitfalls. In other words, this is not an exercise in perpetuating a stereotype. Reading a story while speaking in pidgin like Tonto from the Lone Ranger is not an acceptable or worthwhile manner of presenting the information. The objective is to convey the cultural contexts, functions and aesthetic philosophies involved in the oral tradition – not to impersonate an orator.
You may choose to do this piece as a multimedia presentation/short lecture with the use of graphics and narrative (5-7 minutes) on the selected oral tradition (imagine standing in front of the class and giving a lesson for 5-7 minutes). Your presentation format should allow for feedback from the class. You have access to resources such as Voice Thread or Panopto through WSU, so feel free to take advantage of those or other services. Alternatively, if for some reason you are unable to prepare a 5-7 minute presentation, you may choose to write a 5-7 page, double-spaced paper (not including cover page, images, and references). In that case, be sure to notify me via proposal so we can arrange the final project submission.

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You will research a Native American or African community’s culture, oral traditi

You will research a Native American or African community’s culture, oral tradition, religious texts, historical background, and current beliefs and practices.
Choose a community from one of the following lists:
Native American options:
Hopi
Navajo
Apache
Cherokee
Sioux
African Community options:
Zulu
Maasai
Kikuyu
Yoruba
Igbo
In a 15-20-slide presentation with slide notes (not including title slide and reference slide), address the following elements:
Name of the Native American community or African Tribal Religion and the historical religious beliefs and practices of that group.
How historical beliefs and religious practices have been influenced (positively or negatively) by the dominant surrounding culture. Include specific examples.
Current religious beliefs and practices and the part they play in the daily life of a typical member of the community.
Elements of the traditional religion that a Christian would need to consider when sharing the Christian faith/gospel with a person from this community.
Evaluation of the impact American or European policy has had on Native American or African Tribal Religion beliefs and practices.
How current and future governmental policies could impact personal beliefs and practices of that community in the future.
Be creative. Include a title slide, reference slide(s), and slide notes that provide detailed explanation of slide information.

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