Utilize a graphic organizer of your choice. Follow the Army Writing Style and standard written English. “no passive voice”.

Accountability and the leader

Topic Accountability and the Leader
Informative Essay
Minimum of 750 words, no more than 1250 words
Font is Arial, with a point size 12
Use standard margins: 1 inch from the left, right, and bottom edges Do not justify right margins
Use double spacing
Utilize a graphic organizer of your choice.
Follow the Army Writing Style and standard written English. “no passive voice”.
Use the five (5) paragraph format
Strong purpose statement
Must be in Word format
No contractions

What do Document 3 and the articles reveal about the relationships between Native Americans and European Colonists during the 1600s and 1700s?

For Part 1 of the Unit 1 Exam, read the three documents attached above and the two articles linked below. Using the documents, the articles, and the textbook, write an essay answering the questions listed below. Grades will be based on the content of the answer and must be more than 400 words in length. Direct quotes do not count toward the required word count.

Part 1 Questions:
1. How do Documents 1 and 2 relate to the colonial labor systems that developed during the 1600s and 1700s ? Compare the experiences of each author.
2. What do Document 3 and the articles reveal about the relationships between Native Americans and European Colonists during the 1600s and 1700s?
3. Based on what you have read in the textbook, explain how all of these documents and the articles relate to the history of expansion, immigration, and economic development in Europe’s North American colonies during the 1600s and 1700s.

The Economic History of the Fur Trade: 1670 to 1870


https://humwp.ucsc.edu/cwh/feinstein/A%20brief%20history%20of%20the%20beaver%20trade.html

Does the government bear the responsibility of carrying out the ideals that the founders envisioned, and if so, how? What can you do today, as an individual citizen, to fulfill these ideals?describe your position and provide specific examples.

Read the attached primary source documents. Analyze the content. Answer the questions that follow IN ONE ESSAY of 400 words minimum. You must use correct grammar and mechanics when answering these questions

Questions :

Analyze the Declaration of Independence and examine the connection between the Enlightenment ideals of freedom and equality with those stated in the document . Do you believe the country upheld these ideals when this document was written? Why or why not? Are they upheld today?

Does the government bear the responsibility of carrying out the ideals that the founders envisioned, and if so, how? What can you do today, as an individual citizen, to fulfill these ideals?describe your position and provide specific examples.

How do these compare to the virtue ethics of Plato, Aristotle, and Confucius?

Mesopotamia, Egypt and India: The Laws of Social Order Across Culture and Time

In 5-6 double spaced pages , discuss the following:

In Mesopotamia, Egypt and India we see examples of the earliest formulations of law aimed at establishing and reinforcing social order. Choose a few elements of comparison and contrast from the Babylonian Code of Hammurabi, Hebrew Law of Moses, Egyptian Declarations of Maat, and the Hindu Laws of Manu.

How do these compare to the virtue ethics of Plato, Aristotle, and Confucius?

Include in your answer consideration of the source of ethics, the nature and place of the individual in society and the overall shape of social and cosmic order.

This paper should refer to references beyond Sayre for greater detail about the different law codes and ethical systems than what Sayre provides.

Explain how historical perspective and evidence from sources influenced your finalized research question. How did they strengthen or challenge your research question?

Revising Questions With Evidence From Sources

The study of history is guided by asking questions. Developing research questions is an iterative process, which means that the questions are continuously changing as new information is uncovered and new thoughts occur. In this activity, you will consider how historical perspectives and sources influence how research questions are written and revised.

Does the evidence from your primary and secondary sources support your research question, or do they indicate you need to reconsider it? For example, you may need to narrow your focus further or approach your topic from a different perspective. If you do not feel like your research question needs to be changed, explain why.
Explain how historical perspective and evidence from sources influenced your finalized research question.
How did they strengthen or challenge your research question?

Identify a historical perspective that could be applied to your historical event. Ensure that you use evidence, such as examples or quotes, from your sources to support why you identified a particular perspective.

Use the Module Three Activity Revising Questions Template Word Document to complete this activity. First, use your primary and secondary sources to help you choose a historical perspective to apply to your topic. Then consider the evidence you have found in those sources and if that evidence supports your research questions or suggests you need to go in another direction. Finally, you will choose one research question to focus on and revise it. Revising may involve rewriting your research question completely. Or you may need to narrow your focus or improve the clarity of the question.

Identify a historical perspective that could be applied to your historical event.
Ensure that you use evidence, such as examples or quotes, from your sources to support why you identified a particular perspective.
Revise your research question based on evidence from your primary and secondary sources.

How do you think what was going on in broader society at the time impacted your historical event?

3-1 Activity: Examining Historical Context

Overview
No historical event occurs in a vacuum. Instead, each event is connected to another and to larger political, social, cultural, and economic issues. In previous modules, you identified a topic, a historical event, and a current event related to one another. In this activity, you will dig deeper into the broader context and perspectives surrounding your selected historical event.

Articulate how the historical context caused or influenced your chosen historical event.
How do you think what was going on in broader society at the time impacted your historical event?
Explain how connecting your historical event and current event improves the understanding of your topic.
How do you think using your historical event to explore the roots of your current event might help you better understand your topic ?

Discuss the topic and detail how the topic applies to the student as an individual or to our state or nation as a whole. Discuss why the topic is newsworthy. Give your opinions and discuss why you have those opinions.

Gun control

Discuss the topic and detail how the topic applies to the student as an individual or
to our state or nation as a whole. Discuss why the topic is newsworthy. Give your opinions and discuss why you have those opinions. Make sure your opinions are disclosed as such and
not implied to be facts.

What roles did men have in Huron society? What roles did women have?How were women’s roles the same or different in the two societies?

Answer the questions below. Your answers should make specific references to the assigned sources.
1) Who ruled Huron societies? How and why was that person chosen to be leader?
2) What roles did men have in Huron society? What roles did women have?
3) One historian has called Huron society a female dominated society. Do you agree, did the women have the power? Why or why not?
4) What could women do or not do in Western societies like the US?
5) How were women’s roles the same or different in the two societies?

What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your event? What was your thought process when you were searching for sources? How did you make choices?

The Women Suffrage Movement

Historical Ideas has considered how historians communicate their message to a specific audience. Return to your submission for Progress Check 2 and identify an audience that would be interested in your event and research question and describe how and why you would tailor your message to that audience. You will also describe primary and secondary sources you could use to research your historical event.

Specifically, in this assignment, you will submit the following elements of your Project 1: Writing Plan for review by your instructor:
Communicating Historical Ideas, Learning Block 3-4  in the webtext, you completed the following element:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your event? What was your thought process when you were searching for sources? How did you make choices?
III. Describe at least two primary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider questions such as: How do these sources relate to your secondary sources? What do they add to your understanding of the event? What makes them appropriate and relevant for investigating your event?