Tag: History

  • [Solved] History

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    I won answer in Tamil \ IMG-20251123-WA0002.jpeg](https://www.sweetstudy.com/files/img-20251123-wa0002-jpeg-10457617 "IMG-20251123-WA0002.jpeg") \ IMG-20251123-WA0004.jpeg](https://www.sweetstudy.com/files/img-20251123-wa0004-jpeg "IMG-20251123-WA0004.jpeg")

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    I won answer in Tamil
    \
    IMG-20251123-WA0002.jpeg](https://www.sweetstudy.com/files/img-20251123-wa0002-jpeg-10457617 "IMG-20251123-WA0002.jpeg")
    \
    IMG-20251123-WA0004.jpeg](https://www.sweetstudy.com/files/img-20251123-wa0004-jpeg "IMG-20251123-WA0004.jpeg")

  • [Solved] WEEK4 HIST202

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    SEE ATTACHMENTS https://regent.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3a43ecf9-8032-455e-a3cd-15319668dab5 https://regent.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b28a0d8c-9f20-452a-a312-3bae5c19dbc5 \ WEEK4HIST202.docx](https://www.sweetstudy.com/files/week4hist202-docx "WEEK4HIST2…

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    SEE ATTACHMENTS
    https://regent.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3a43ecf9-8032-455e-a3cd-15319668dab5
    https://regent.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b28a0d8c-9f20-452a-a312-3bae5c19dbc5
    \
    WEEK4HIST202.docx](https://www.sweetstudy.com/files/week4hist202-docx "WEEK4HIST202.docx")
    \
    History202ArticleReviewWorksheet.docx](https://www.sweetstudy.com/files/history202articlereviewworksheet-docx "History202ArticleReviewWorksheet.docx")
    \
    Whythe1912ElectionChangedAmericabySidneyMilkis-1.pdf](https://www.sweetstudy.com/files/whythe1912electionchangedamericabysidneymilkis-1-pdf "Whythe1912ElectionChangedAmericabySidneyMilkis-1.pdf")

  • [Solved] Weapon of mass destruction event

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  • [Solved] History

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    \ IMG_3933.png](https://www.sweetstudy.com/files/img-3933-png-10440895 "IMG_3933.png") \ IMG_3932.png](https://www.sweetstudy.com/files/img-3932-png "IMG_3932.png")

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    \
    IMG_3933.png](https://www.sweetstudy.com/files/img-3933-png-10440895 "IMG_3933.png")
    \
    IMG_3932.png](https://www.sweetstudy.com/files/img-3932-png "IMG_3932.png")

  • [Solved] Art 2

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    – ## ARTH2030VisualAnalysisPaperoutline.final1.docx **## ARTH2030VisualAnalysisPaperoutline.final1.docx** ![A painting of a group of people with Scrovegni Chapel in the background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/art-2-20951079) ARTH 2030 Visual & Historic…

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    – ## ARTH2030VisualAnalysisPaperoutline.final1.docx

    **## ARTH2030VisualAnalysisPaperoutline.final1.docx**

    ![A painting of a group of people with Scrovegni Chapel in the background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/art-2-20951079)

    ARTH 2030 Visual & Historical Object Analysis Paper

    Final Visual Analysis Papers are DUE SUNDAY, NOVEMBER 23 at 11:59 p.m.

    *An oral presentation option will be available for extra credit—this is optional; this will be due Wednesday, December 10. More details are at the end of this document.

    **What is the**
    **_Visual & Historical Object Analysis Paper_?** It is the main writing assessment in ARTH 2030. Worth 15% of your grade, this is a paper that presents your knowledge and research regarding a specific work of art.

    Earlier this semester, you chose a specific artwork about which to write your Visual & Historical Object Analysis Paper.

    Begin by pulling up the topic you chose (want to change? Email Prof. Jackson!), as well as the list of resources you turned in a few weeks later. Look for other resources a
    [https://cengage.force.com/s/](https://cengage.force.com/s/) s necessary—don’t limit yourself!

    Basic requirements:

    A minimum of five paragraphs (approximately 2-3 pages)

    Work must be typed and double-spaced

    Your paper should place your chosen work in its historical, cultural, or social context, as appropriate, using a visual analysis of the work. Your paper will include the following information:

    (1) An Introductory paragraph that gives basic background information about the work of art—i.e. what it is, who created it, where it was discovered, etc. Be clear, but brief, here.

    (2) Subsequent paragraphs need to address the following: a strong description of the visual characteristics of the work; how these characteristics are interpreted (think iconography); the historical context of the work (what does it tell us about who created it, where it was created, why it was created).

    (3) A concluding paragraph that ties up your research in a few sentences.

    (4) A Works Cited page (minimum of four sources, one of which may be your textbook, two of which cannot be websites).

    Other notes:

    · After reading your paper, I should have a strong understanding of the “who, what, where, when, and why” of your chosen work of art!

    · You may use any formal writing format, but you must be consistent.

    · If you reference additional images (for comparison or context, for instance), please include that image at the end of the written portion of your paper.

    · Strong papers will USE PROPER GRAMMAR, SPELLING, AND WORD CHOICE—use AUM’s Writing Center, have family or friends proofread, read your work aloud to yourself! Grammar, spelling, and word choice count as 15% of your final Paper grade.

    · Any evidence of plagiarism, sharing work, or AI-generated writing will be given an automatic zero. No re-writes, no second chances.

    Do not overthink this assignment—be clear in your writing, utilize sources, stay on topic, and PROOFREAD!

    Be sure to ask for help if you need it!

    EXTRA CREDIT OPPORTUNITY (OPTIONAL!)

    For up to 10 points added to your lowest exam score, you may submit an
    _oral_ visual analysis presentation. This presentation should be a video featuring you speaking about your chosen topic. Use PowerPoint (or similar) in order to have images added to the video of yourself (Use the “record” option on the PowerPoint menu).

    Do not simply read your paper—that will earn you 0 points. Discuss and present your research and knowledge of the work in a conversational manner.

    There is no right or wrong way to do this, but you need to be clear, provide interesting and correct info, and turn in a presentation of a minimum of 3 minutes.

    The Extra Credit Opportunity is due Wednesday, December 10 at 11:59 p.m. No presentations will be accepted after this date.

    Be sure to have read
    [this document](https://aum.instructure.com/courses/7280/files/1685460?wrap=1) [Download this document](https://aum.instructure.com/courses/7280/files/1685460/download?download_frd=1)

    before embarking on this paper.

    The most important thing…use your own words! All papers will be scanned by AI-detector software,
    [https://www.zerogpt.com/Links to an external site.](https://www.zerogpt.com/).

    ## image1.jpeg

    **## ARTH2030VisualAnalysisPaperoutline.final1.docx**

    ![A painting of a group of people with Scrovegni Chapel in the background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/art-2-20951079)

    ARTH 2030 Visual & Historical Object Analysis Paper

    Final Visual Analysis Papers are DUE SUNDAY, NOVEMBER 23 at 11:59 p.m.

    *An oral presentation option will be available for extra credit—this is optional; this will be due Wednesday, December 10. More details are at the end of this document.

    **What is the**
    **_Visual & Historical Object Analysis Paper_?** It is the main writing assessment in ARTH 2030. Worth 15% of your grade, this is a paper that presents your knowledge and research regarding a specific work of art.

    Earlier this semester, you chose a specific artwork about which to write your Visual & Historical Object Analysis Paper.

    Begin by pulling up the topic you chose (want to change? Email Prof. Jackson!), as well as the list of resources you turned in a few weeks later. Look for other resources a
    [https://cengage.force.com/s/](https://cengage.force.com/s/) s necessary—don’t limit yourself!

    Basic requirements:

    A minimum of five paragraphs (approximately 2-3 pages)

    Work must be typed and double-spaced

    Your paper should place your chosen work in its historical, cultural, or social context, as appropriate, using a visual analysis of the work. Your paper will include the following information:

    (1) An Introductory paragraph that gives basic background information about the work of art—i.e. what it is, who created it, where it was discovered, etc. Be clear, but brief, here.

    (2) Subsequent paragraphs need to address the following: a strong description of the visual characteristics of the work; how these characteristics are interpreted (think iconography); the historical context of the work (what does it tell us about who created it, where it was created, why it was created).

    (3) A concluding paragraph that ties up your research in a few sentences.

    (4) A Works Cited page (minimum of four sources, one of which may be your textbook, two of which cannot be websites).

    Other notes:

    · After reading your paper, I should have a strong understanding of the “who, what, where, when, and why” of your chosen work of art!

    · You may use any formal writing format, but you must be consistent.

    · If you reference additional images (for comparison or context, for instance), please include that image at the end of the written portion of your paper.

    · Strong papers will USE PROPER GRAMMAR, SPELLING, AND WORD CHOICE—use AUM’s Writing Center, have family or friends proofread, read your work aloud to yourself! Grammar, spelling, and word choice count as 15% of your final Paper grade.

    · Any evidence of plagiarism, sharing work, or AI-generated writing will be given an automatic zero. No re-writes, no second chances.

    Do not overthink this assignment—be clear in your writing, utilize sources, stay on topic, and PROOFREAD!

    Be sure to ask for help if you need it!

    EXTRA CREDIT OPPORTUNITY (OPTIONAL!)

    For up to 10 points added to your lowest exam score, you may submit an
    _oral_ visual analysis presentation. This presentation should be a video featuring you speaking about your chosen topic. Use PowerPoint (or similar) in order to have images added to the video of yourself (Use the “record” option on the PowerPoint menu).

    Do not simply read your paper—that will earn you 0 points. Discuss and present your research and knowledge of the work in a conversational manner.

    There is no right or wrong way to do this, but you need to be clear, provide interesting and correct info, and turn in a presentation of a minimum of 3 minutes.

    The Extra Credit Opportunity is due Wednesday, December 10 at 11:59 p.m. No presentations will be accepted after this date.

    Be sure to have read
    [this document](https://aum.instructure.com/courses/7280/files/1685460?wrap=1) [Download this document](https://aum.instructure.com/courses/7280/files/1685460/download?download_frd=1)

    before embarking on this paper.

    The most important thing…use your own words! All papers will be scanned by AI-detector software,
    [https://www.zerogpt.com/Links to an external site.](https://www.zerogpt.com/).

    ## image1.jpeg

  • [Solved] 1

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Journal entry

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    Journal entry \ IMG_8883.png](https://www.sweetstudy.com/files/img-8883-png-10455081 "IMG_8883.png")

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    Journal entry
    \
    IMG_8883.png](https://www.sweetstudy.com/files/img-8883-png-10455081 "IMG_8883.png")

  • [Solved] Art

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    – ## artmarket.docx – ## FormalAnalysisPreliminryAssignment3.pdf **## artmarket.docx** **_The previous assignments should appear at the bottom of the document and the new assignment should appear on the first page/the top._** _Due 12/2_ Formal Analysis Final Paper (100 points): graded using the Form…

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    – ## artmarket.docx

    – ## FormalAnalysisPreliminryAssignment3.pdf

    **## artmarket.docx**

    **_The previous assignments should appear at the bottom of the document and the new assignment should appear on the first page/the top._**

    _Due 12/2_         Formal Analysis Final Paper (100 points): graded using the Formal Analysis Writing Rubric

    See the folder at the top of the Modules section of Canvas for this class for resources.

    For this assignment, you will choose one work of art to observe and analyze using the skills you have learned throughout the semester (3-4 pages). Your paper will include formal descriptions, analysis of formal elements, and general identification of the works of art.

    Format: 3-4 pages, double-spaced, 1-inch margins, Times New Roman font

    Describe the work of art:

    1. The formal attributes of its composition: color, line, scale…

    2. The narrative: the content of the work, its subjects and symbolism

    3. Its style: naturalism, abstraction, symbolism, idealism….

    4. Materiality: what is the work made of, how is it constructed

    5. Cause and effect: your interpretation of artistic intent and perception of its effect/impact

    6. Other: how does this work function? Why and how did this work speak to you?

    Include a complete citation for the work (ie the tombstone)

    · Artist name

    · Name of the artwork

    · Medium

    · Dimensions (size)

    · Gallery/Museum/location where it is physically housed

    · Other information available

    · A photo of the work

    This assignment is also an assessment of your writing skills.  Your paper should include the following elements:

    · An introduction – describing the basic facts about the work of art, utilizing descriptive visual language

    · A Thesis – your interpretation of the work’s meaning/significance

    · At least 3 evidence-based support statements for your thesis

    · AND a conclusion – an additional insight into the work, perhaps comparing it to another work of art, how it fits into the themes of the course, or how it challenges the viewer to think or see in new ways.

    **## FormalAnalysisPreliminryAssignment3.pdf**

    Jamia Lee

    October 25, 2025

    The Witches Sabbath – Francisco Goya

    The artwork I chose is “The Witches’ Sabbath”, 1798 by Franciso Goya. Goya used dark

    and moody blues, browns, and blacks to create an ominous atmosphere. The lines used are loose

    and flowy that give off a more surreal look. The style is symbolism, and the goat represents pagan

    ritual and superstition.

    The narrative is the gathering for a “sabbath”. The “He-Goat” is the depicted as the largest

    figure showing his significance and represented a demonic entity or the devil. The goat possessed

    large horns that were adorned by a wreath of oak leaves. The leaves symbolize strength, wisdom,

    and honor. The figure is surrounded by a coven of young and old disfigured witches. The women

    show expressions of amazement, fear, and submission. They are depicted as offering infants to be

    consumed as a token of appreciation to their God.

    The material used is oil on canvas. This is a traditional technique where pigments are

    suspended in a drying oil like linseed, which acts as a binder. The paint dries through the process

    of oxidation. The canvas is typically made of cotton or linen, stretched over a wooden frame, and

    coated in a primer like gesso to prevent the oil from soaking in. He displayed the use of chiaroscuro

    to create dramatic, three-dimensional forms through strong contrasts of light and dark. In turn this

    gives depth and intensity layered through pigments to showcase the richness of objects. The use

    of this was to help focus the viewers’ gaze on the main point of the picture.

    Goya rarely spoke publicly about his views and intentions; therefore, I think the purpose

    of this painting was to criticize the superstitions placed within civilians during the Inquisition-era.

    This painting functions as social commentary and psychological exploration. It showed me that

    when people are led by ignorance and desperation, they will seek a scapegoat which always ended

    up being innocent.

    **## FormalAnalysisPreliminryAssignment3.pdf**

    Jamia Lee

    October 25, 2025

    The Witches Sabbath – Francisco Goya

    The artwork I chose is “The Witches’ Sabbath”, 1798 by Franciso Goya. Goya used dark

    and moody blues, browns, and blacks to create an ominous atmosphere. The lines used are loose

    and flowy that give off a more surreal look. The style is symbolism, and the goat represents pagan

    ritual and superstition.

    The narrative is the gathering for a “sabbath”. The “He-Goat” is the depicted as the largest

    figure showing his significance and represented a demonic entity or the devil. The goat possessed

    large horns that were adorned by a wreath of oak leaves. The leaves symbolize strength, wisdom,

    and honor. The figure is surrounded by a coven of young and old disfigured witches. The women

    show expressions of amazement, fear, and submission. They are depicted as offering infants to be

    consumed as a token of appreciation to their God.

    The material used is oil on canvas. This is a traditional technique where pigments are

    suspended in a drying oil like linseed, which acts as a binder. The paint dries through the process

    of oxidation. The canvas is typically made of cotton or linen, stretched over a wooden frame, and

    coated in a primer like gesso to prevent the oil from soaking in. He displayed the use of chiaroscuro

    to create dramatic, three-dimensional forms through strong contrasts of light and dark. In turn this

    gives depth and intensity layered through pigments to showcase the richness of objects. The use

    of this was to help focus the viewers’ gaze on the main point of the picture.

    Goya rarely spoke publicly about his views and intentions; therefore, I think the purpose

    of this painting was to criticize the superstitions placed within civilians during the Inquisition-era.

    This painting functions as social commentary and psychological exploration. It showed me that

    when people are led by ignorance and desperation, they will seek a scapegoat which always ended

    up being innocent.

    **## artmarket.docx**

    **_The previous assignments should appear at the bottom of the document and the new assignment should appear on the first page/the top._**

    _Due 12/2_         Formal Analysis Final Paper (100 points): graded using the Formal Analysis Writing Rubric

    See the folder at the top of the Modules section of Canvas for this class for resources.

    For this assignment, you will choose one work of art to observe and analyze using the skills you have learned throughout the semester (3-4 pages). Your paper will include formal descriptions, analysis of formal elements, and general identification of the works of art.

    Format: 3-4 pages, double-spaced, 1-inch margins, Times New Roman font

    Describe the work of art:

    1. The formal attributes of its composition: color, line, scale…

    2. The narrative: the content of the work, its subjects and symbolism

    3. Its style: naturalism, abstraction, symbolism, idealism….

    4. Materiality: what is the work made of, how is it constructed

    5. Cause and effect: your interpretation of artistic intent and perception of its effect/impact

    6. Other: how does this work function? Why and how did this work speak to you?

    Include a complete citation for the work (ie the tombstone)

    · Artist name

    · Name of the artwork

    · Medium

    · Dimensions (size)

    · Gallery/Museum/location where it is physically housed

    · Other information available

    · A photo of the work

    This assignment is also an assessment of your writing skills.  Your paper should include the following elements:

    · An introduction – describing the basic facts about the work of art, utilizing descriptive visual language

    · A Thesis – your interpretation of the work’s meaning/significance

    · At least 3 evidence-based support statements for your thesis

    · AND a conclusion – an additional insight into the work, perhaps comparing it to another work of art, how it fits into the themes of the course, or how it challenges the viewer to think or see in new ways.

    **## FormalAnalysisPreliminryAssignment3.pdf**

    Jamia Lee

    October 25, 2025

    The Witches Sabbath – Francisco Goya

    The artwork I chose is “The Witches’ Sabbath”, 1798 by Franciso Goya. Goya used dark

    and moody blues, browns, and blacks to create an ominous atmosphere. The lines used are loose

    and flowy that give off a more surreal look. The style is symbolism, and the goat represents pagan

    ritual and superstition.

    The narrative is the gathering for a “sabbath”. The “He-Goat” is the depicted as the largest

    figure showing his significance and represented a demonic entity or the devil. The goat possessed

    large horns that were adorned by a wreath of oak leaves. The leaves symbolize strength, wisdom,

    and honor. The figure is surrounded by a coven of young and old disfigured witches. The women

    show expressions of amazement, fear, and submission. They are depicted as offering infants to be

    consumed as a token of appreciation to their God.

    The material used is oil on canvas. This is a traditional technique where pigments are

    suspended in a drying oil like linseed, which acts as a binder. The paint dries through the process

    of oxidation. The canvas is typically made of cotton or linen, stretched over a wooden frame, and

    coated in a primer like gesso to prevent the oil from soaking in. He displayed the use of chiaroscuro

    to create dramatic, three-dimensional forms through strong contrasts of light and dark. In turn this

    gives depth and intensity layered through pigments to showcase the richness of objects. The use

    of this was to help focus the viewers’ gaze on the main point of the picture.

    Goya rarely spoke publicly about his views and intentions; therefore, I think the purpose

    of this painting was to criticize the superstitions placed within civilians during the Inquisition-era.

    This painting functions as social commentary and psychological exploration. It showed me that

    when people are led by ignorance and desperation, they will seek a scapegoat which always ended

    up being innocent.

    **## artmarket.docx**

    **_The previous assignments should appear at the bottom of the document and the new assignment should appear on the first page/the top._**

    _Due 12/2_         Formal Analysis Final Paper (100 points): graded using the Formal Analysis Writing Rubric

    See the folder at the top of the Modules section of Canvas for this class for resources.

    For this assignment, you will choose one work of art to observe and analyze using the skills you have learned throughout the semester (3-4 pages). Your paper will include formal descriptions, analysis of formal elements, and general identification of the works of art.

    Format: 3-4 pages, double-spaced, 1-inch margins, Times New Roman font

    Describe the work of art:

    1. The formal attributes of its composition: color, line, scale…

    2. The narrative: the content of the work, its subjects and symbolism

    3. Its style: naturalism, abstraction, symbolism, idealism….

    4. Materiality: what is the work made of, how is it constructed

    5. Cause and effect: your interpretation of artistic intent and perception of its effect/impact

    6. Other: how does this work function? Why and how did this work speak to you?

    Include a complete citation for the work (ie the tombstone)

    · Artist name

    · Name of the artwork

    · Medium

    · Dimensions (size)

    · Gallery/Museum/location where it is physically housed

    · Other information available

    · A photo of the work

    This assignment is also an assessment of your writing skills.  Your paper should include the following elements:

    · An introduction – describing the basic facts about the work of art, utilizing descriptive visual language

    · A Thesis – your interpretation of the work’s meaning/significance

    · At least 3 evidence-based support statements for your thesis

    · AND a conclusion – an additional insight into the work, perhaps comparing it to another work of art, how it fits into the themes of the course, or how it challenges the viewer to think or see in new ways.

    **## FormalAnalysisPreliminryAssignment3.pdf**

    Jamia Lee

    October 25, 2025

    The Witches Sabbath – Francisco Goya

    The artwork I chose is “The Witches’ Sabbath”, 1798 by Franciso Goya. Goya used dark

    and moody blues, browns, and blacks to create an ominous atmosphere. The lines used are loose

    and flowy that give off a more surreal look. The style is symbolism, and the goat represents pagan

    ritual and superstition.

    The narrative is the gathering for a “sabbath”. The “He-Goat” is the depicted as the largest

    figure showing his significance and represented a demonic entity or the devil. The goat possessed

    large horns that were adorned by a wreath of oak leaves. The leaves symbolize strength, wisdom,

    and honor. The figure is surrounded by a coven of young and old disfigured witches. The women

    show expressions of amazement, fear, and submission. They are depicted as offering infants to be

    consumed as a token of appreciation to their God.

    The material used is oil on canvas. This is a traditional technique where pigments are

    suspended in a drying oil like linseed, which acts as a binder. The paint dries through the process

    of oxidation. The canvas is typically made of cotton or linen, stretched over a wooden frame, and

    coated in a primer like gesso to prevent the oil from soaking in. He displayed the use of chiaroscuro

    to create dramatic, three-dimensional forms through strong contrasts of light and dark. In turn this

    gives depth and intensity layered through pigments to showcase the richness of objects. The use

    of this was to help focus the viewers’ gaze on the main point of the picture.

    Goya rarely spoke publicly about his views and intentions; therefore, I think the purpose

    of this painting was to criticize the superstitions placed within civilians during the Inquisition-era.

    This painting functions as social commentary and psychological exploration. It showed me that

    when people are led by ignorance and desperation, they will seek a scapegoat which always ended

    up being innocent.

    – 1
    – 2

  • [Solved] Histury

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## ResearchPaperOutlineandBibliography.docx **## ResearchPaperOutlineandBibliography.docx** **Please complete the research paper utilizing all the information below. The research paper must be 5-8 pages and citations in APA format.** Research Paper Outline and Bibliography Topic: Slave Rebellions …

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## ResearchPaperOutlineandBibliography.docx

    **## ResearchPaperOutlineandBibliography.docx**

    **Please complete the research paper utilizing all the information below. The research paper must be 5-8 pages and citations in APA format.**

    Research Paper Outline and Bibliography

    Topic: Slave Rebellions in America- The New York Slave Revolt Of 1712, The Black Seminole Slave Rebellion, and The Creole Rebellion

    I.
    **Introduction: Resistance as a Response to Enslavement**

    A. Enslaved African Americans in North America engaged in acts of resistance to their oppression, including revolts (Harris, 2024).

    B. The 18th and 19th century saw a few important revolts against slavery.

    C. To demonstrate varieties of resistance and their historical implications, this outline discusses three major uprisings—the New York Slave Revolt of 1712, the Black Seminole Slave Rebellion, and the Creole Rebellion (Huston, 2019).

    II.
    **The New York Slave Revolt of 1712**

    A.
    **Background and Causes**

    1. The increase in New York’s slave population caused tensions between enslaved Africans and European colonists (Harris, 2024).

    2. Poor labor conditions and racial limitations are among the causes of collective resistance.

    B.
    **The Revolt**

    1. On April 6, 1712, nearly two dozen enslaved Africans launched an armed revolt in New York City.

    2. The revolt caused several deaths and led to panic among white residents (Harris, 2024).

    C.
    **Aftermath and Impact**

    1. The colonial government executed twenty-one enslaved rebels and imposed stricter slave codes.

    2. The revolt showed the rising fear of urban slave revolts in the Northern colonies (Huston, 2019).

    III.
    **The Black Seminole Slave Rebellion (1835–1838)**

    A.
    **Background**

    1. Escaped enslaved Africans joined Seminole groups in Florida.

    2. The expansionist policies of the United States threatened both groups and cause them to organize resistance.

    B.
    **Rebellion and Leaders**

    1. The Black Seminoles joined the Seminoles to resist removal during the Second Seminole War.

    2. Leaders like John Horse and Wild Cat planned joint strikes against U.S. forces.

    C.
    **Consequences**

    1. Many Black Seminoles subsequently sought asylum and independence in Mexico (Schmitt, 2025).

    2. Their actions exemplified the transnational dimensions of freedom struggles in the Americas.

    IV.
    **The Creole Rebellion (1841)**

    A.
    **Background**

    1. The Creole revolt occurred on a U.S. slave ship transporting enslaved individuals from Virginia to New Orleans (Sang & Daszyńska, 2020).

    2. The mutiny was instigated by Madison Washington, a formerly enslaved man, claiming a freedom both for himself and others.

    B.
    **The Revolt and British Involvement**

    1. The mutineers redirected the ship towards Nassau and British authorities emancipated most of the enslaved upon their arrival (Sang & Daszyńska, 2020).

    2. The Creole incident exacerbated U.S.–British diplomatic relations regarding slavery and maritime rights (Rothera, 2021).

    C.
    **Legacy**

    1. Abolitionists adopted the revolt as an example of a successful slave revolt to declare maritime emancipation.

    2. The revolt and those discussions continued to build towards later abolitionist arguments made in Britain and during the U.S.

    **V. Comparative Analysis and Conclusion**

    A. Regardless of the different forms of rebellion, urban, frontier, or maritime, they reveal resistance based on both geography and political reasons (Huston, 2019).

    B. Even after violent suppression the rebellions served to motivate abolitionists and expose the moral incongruities of slavery (Rothera, 2021).

    C. Even after violent suppression the rebellions served to motivate abolitionists and expose the moral incongruities of slavery (Rothera, 2021).

    **Bibliography**

    Ciobanu, E. (2025).
    _Coerced migration, migrating rhetoric: The ‘Forked Tongue’ of Native American removal policy in the nineteenth-century United States._ In
    _Culture, Literature and Migration_ (pp. 89–101). Transnational Press London. https://www.ceeol.com/search/chapter-detail?id=841593

    Harris, L. M. (2024).
    _In the shadow of slavery: African Americans in New York City, 1626–1863._ University of Chicago Press. https://books.google.com/books?hl=en&lr=&id=KrbdEAAAQBAJ&oi=fnd&pg=PR5&dq=Harris,+L.+M.+(2024).+In+the+shadow+of+slavery:+African+Americans+in+New+York+City,+1626%E2%80%931863.+University+of+Chicago+Press.&ots=GVrnah8osu&sig=Cvz0mw9m_dUJoVFtzVtZeh8SOoc

    Huston, J. L. (2019). Slavery, capitalism, and the interpretation of the antebellum United States: The problem of definition.
    _Civil War History, 65_(2), 119–156. https://muse.jhu.edu/pub/14/article/725375/summary

    Rothera, E. C. (2021). New perspectives on slavery after 1807: Liberated Africans, British naval officers, and rebel slaves.
    _The Northern Mariner/Le marin du nord, 31_(2), 189–196. https://tnm.journals.yorku.ca/index.php/default/article/download/158/151

    Sang, N. V., & Daszyńska, J. A. (2020). The problem of the abolition of slavery and maritime rights on U.S. vessels with regards to British–American relations in the first half of the 19th century.
    _Przegląd Nauk Historycznych, 19_(2), 105–139. https://bibliotekanauki.pl/articles/1042495.pdf

    Schmitt, K. M. (2025).
    _Mexico and the United States, 1821–1973: Conflict and coexistence._ Plunkett Lake Press. https://books.google.com/books?hl=en&lr=&id=itiOEQAAQBAJ&oi=fnd&pg=PT8&dq=Schmitt,+K.+M.+(2025).+Mexico+and+the+United+States,+1821%E2%80%931973:+Conflict+and+coexistence.+Plunkett+Lake+Press.&ots=zo3m833Dnu&sig=YjMDq7355NM0Z1_O8z75t5rp_6o

    **## ResearchPaperOutlineandBibliography.docx**

    **Please complete the research paper utilizing all the information below. The research paper must be 5-8 pages and citations in APA format.**

    Research Paper Outline and Bibliography

    Topic: Slave Rebellions in America- The New York Slave Revolt Of 1712, The Black Seminole Slave Rebellion, and The Creole Rebellion

    I.
    **Introduction: Resistance as a Response to Enslavement**

    A. Enslaved African Americans in North America engaged in acts of resistance to their oppression, including revolts (Harris, 2024).

    B. The 18th and 19th century saw a few important revolts against slavery.

    C. To demonstrate varieties of resistance and their historical implications, this outline discusses three major uprisings—the New York Slave Revolt of 1712, the Black Seminole Slave Rebellion, and the Creole Rebellion (Huston, 2019).

    II.
    **The New York Slave Revolt of 1712**

    A.
    **Background and Causes**

    1. The increase in New York’s slave population caused tensions between enslaved Africans and European colonists (Harris, 2024).

    2. Poor labor conditions and racial limitations are among the causes of collective resistance.

    B.
    **The Revolt**

    1. On April 6, 1712, nearly two dozen enslaved Africans launched an armed revolt in New York City.

    2. The revolt caused several deaths and led to panic among white residents (Harris, 2024).

    C.
    **Aftermath and Impact**

    1. The colonial government executed twenty-one enslaved rebels and imposed stricter slave codes.

    2. The revolt showed the rising fear of urban slave revolts in the Northern colonies (Huston, 2019).

    III.
    **The Black Seminole Slave Rebellion (1835–1838)**

    A.
    **Background**

    1. Escaped enslaved Africans joined Seminole groups in Florida.

    2. The expansionist policies of the United States threatened both groups and cause them to organize resistance.

    B.
    **Rebellion and Leaders**

    1. The Black Seminoles joined the Seminoles to resist removal during the Second Seminole War.

    2. Leaders like John Horse and Wild Cat planned joint strikes against U.S. forces.

    C.
    **Consequences**

    1. Many Black Seminoles subsequently sought asylum and independence in Mexico (Schmitt, 2025).

    2. Their actions exemplified the transnational dimensions of freedom struggles in the Americas.

    IV.
    **The Creole Rebellion (1841)**

    A.
    **Background**

    1. The Creole revolt occurred on a U.S. slave ship transporting enslaved individuals from Virginia to New Orleans (Sang & Daszyńska, 2020).

    2. The mutiny was instigated by Madison Washington, a formerly enslaved man, claiming a freedom both for himself and others.

    B.
    **The Revolt and British Involvement**

    1. The mutineers redirected the ship towards Nassau and British authorities emancipated most of the enslaved upon their arrival (Sang & Daszyńska, 2020).

    2. The Creole incident exacerbated U.S.–British diplomatic relations regarding slavery and maritime rights (Rothera, 2021).

    C.
    **Legacy**

    1. Abolitionists adopted the revolt as an example of a successful slave revolt to declare maritime emancipation.

    2. The revolt and those discussions continued to build towards later abolitionist arguments made in Britain and during the U.S.

    **V. Comparative Analysis and Conclusion**

    A. Regardless of the different forms of rebellion, urban, frontier, or maritime, they reveal resistance based on both geography and political reasons (Huston, 2019).

    B. Even after violent suppression the rebellions served to motivate abolitionists and expose the moral incongruities of slavery (Rothera, 2021).

    C. Even after violent suppression the rebellions served to motivate abolitionists and expose the moral incongruities of slavery (Rothera, 2021).

    **Bibliography**

    Ciobanu, E. (2025).
    _Coerced migration, migrating rhetoric: The ‘Forked Tongue’ of Native American removal policy in the nineteenth-century United States._ In
    _Culture, Literature and Migration_ (pp. 89–101). Transnational Press London. https://www.ceeol.com/search/chapter-detail?id=841593

    Harris, L. M. (2024).
    _In the shadow of slavery: African Americans in New York City, 1626–1863._ University of Chicago Press. https://books.google.com/books?hl=en&lr=&id=KrbdEAAAQBAJ&oi=fnd&pg=PR5&dq=Harris,+L.+M.+(2024).+In+the+shadow+of+slavery:+African+Americans+in+New+York+City,+1626%E2%80%931863.+University+of+Chicago+Press.&ots=GVrnah8osu&sig=Cvz0mw9m_dUJoVFtzVtZeh8SOoc

    Huston, J. L. (2019). Slavery, capitalism, and the interpretation of the antebellum United States: The problem of definition.
    _Civil War History, 65_(2), 119–156. https://muse.jhu.edu/pub/14/article/725375/summary

    Rothera, E. C. (2021). New perspectives on slavery after 1807: Liberated Africans, British naval officers, and rebel slaves.
    _The Northern Mariner/Le marin du nord, 31_(2), 189–196. https://tnm.journals.yorku.ca/index.php/default/article/download/158/151

    Sang, N. V., & Daszyńska, J. A. (2020). The problem of the abolition of slavery and maritime rights on U.S. vessels with regards to British–American relations in the first half of the 19th century.
    _Przegląd Nauk Historycznych, 19_(2), 105–139. https://bibliotekanauki.pl/articles/1042495.pdf

    Schmitt, K. M. (2025).
    _Mexico and the United States, 1821–1973: Conflict and coexistence._ Plunkett Lake Press. https://books.google.com/books?hl=en&lr=&id=itiOEQAAQBAJ&oi=fnd&pg=PT8&dq=Schmitt,+K.+M.+(2025).+Mexico+and+the+United+States,+1821%E2%80%931973:+Conflict+and+coexistence.+Plunkett+Lake+Press.&ots=zo3m833Dnu&sig=YjMDq7355NM0Z1_O8z75t5rp_6o

  • [Solved] WEEK 4 HIST

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    – ## Week4Assignment_ArticleReviewWorksheet.docx – ## History202ArticleReviewWorksheet.docx **## Week4Assignment_ArticleReviewWorksheet.docx** The article review worksheet is designed to help you practice the art of reviewing an article without submitting a full article review (You will submit a f…

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    – ## Week4Assignment_ArticleReviewWorksheet.docx

    – ## History202ArticleReviewWorksheet.docx

    **## Week4Assignment_ArticleReviewWorksheet.docx**

    The article review worksheet is designed to help you practice the art of reviewing an article without submitting a full article review (You will submit a full article review in Week 7). The article review worksheet is attached as a Word document.

    Fill out the worksheet based on your reading of the
    ["Why the Election of 1912 Changed America,"](https://regent.instructure.com/courses/19158/files/4519807?wrap=1)

    Download "Why the Election of 1912 Changed America,"

    by Sidney M. Milkis and submit by clicking on the link above.

    Here is the link to the article:
    https://claremontreviewofbooks.com/why-the-election-of-1912-changed-america/

    Links to an external site.

    Here is a pdf of the article:
    [Why the Election of 1912 Changed America by Sidney M. Milkis](https://regent.instructure.com/courses/19158/files/4519808?wrap=1)

    Download Why the Election of 1912 Changed America by Sidney M. Milkis

    Each of the five items has a value of 20 points.

    [History 202 Article Review Worksheet.docx](https://regent.instructure.com/courses/19158/files/4266522?wrap=1)

    **## History202ArticleReviewWorksheet.docx**

    **History 202: Book Review WorksheetName:**

    1) What is the main argument/thesis of the article? This can have several aspects to it.

    2) What is one supporting argument that the author uses to prove the main argument? How does this supporting argument tie specifically back to the main argument to help prove it?

    3) Address a second supporting argument in the same way.

    4) Address a third supporting argument in the same way.

    5) Did the author do a good job? Did he convince you that the argument was a good one and was it supported clearly and solidly? Why do you think so?

    **## History202ArticleReviewWorksheet.docx**

    **History 202: Book Review WorksheetName:**

    1) What is the main argument/thesis of the article? This can have several aspects to it.

    2) What is one supporting argument that the author uses to prove the main argument? How does this supporting argument tie specifically back to the main argument to help prove it?

    3) Address a second supporting argument in the same way.

    4) Address a third supporting argument in the same way.

    5) Did the author do a good job? Did he convince you that the argument was a good one and was it supported clearly and solidly? Why do you think so?

    **## Week4Assignment_ArticleReviewWorksheet.docx**

    The article review worksheet is designed to help you practice the art of reviewing an article without submitting a full article review (You will submit a full article review in Week 7). The article review worksheet is attached as a Word document.

    Fill out the worksheet based on your reading of the
    ["Why the Election of 1912 Changed America,"](https://regent.instructure.com/courses/19158/files/4519807?wrap=1)

    Download "Why the Election of 1912 Changed America,"

    by Sidney M. Milkis and submit by clicking on the link above.

    Here is the link to the article:
    https://claremontreviewofbooks.com/why-the-election-of-1912-changed-america/

    Links to an external site.

    Here is a pdf of the article:
    [Why the Election of 1912 Changed America by Sidney M. Milkis](https://regent.instructure.com/courses/19158/files/4519808?wrap=1)

    Download Why the Election of 1912 Changed America by Sidney M. Milkis

    Each of the five items has a value of 20 points.

    [History 202 Article Review Worksheet.docx](https://regent.instructure.com/courses/19158/files/4266522?wrap=1)

    **## History202ArticleReviewWorksheet.docx**

    **History 202: Book Review WorksheetName:**

    1) What is the main argument/thesis of the article? This can have several aspects to it.

    2) What is one supporting argument that the author uses to prove the main argument? How does this supporting argument tie specifically back to the main argument to help prove it?

    3) Address a second supporting argument in the same way.

    4) Address a third supporting argument in the same way.

    5) Did the author do a good job? Did he convince you that the argument was a good one and was it supported clearly and solidly? Why do you think so?

    **## Week4Assignment_ArticleReviewWorksheet.docx**

    The article review worksheet is designed to help you practice the art of reviewing an article without submitting a full article review (You will submit a full article review in Week 7). The article review worksheet is attached as a Word document.

    Fill out the worksheet based on your reading of the
    ["Why the Election of 1912 Changed America,"](https://regent.instructure.com/courses/19158/files/4519807?wrap=1)

    Download "Why the Election of 1912 Changed America,"

    by Sidney M. Milkis and submit by clicking on the link above.

    Here is the link to the article:
    https://claremontreviewofbooks.com/why-the-election-of-1912-changed-america/

    Links to an external site.

    Here is a pdf of the article:
    [Why the Election of 1912 Changed America by Sidney M. Milkis](https://regent.instructure.com/courses/19158/files/4519808?wrap=1)

    Download Why the Election of 1912 Changed America by Sidney M. Milkis

    Each of the five items has a value of 20 points.

    [History 202 Article Review Worksheet.docx](https://regent.instructure.com/courses/19158/files/4266522?wrap=1)

    **## History202ArticleReviewWorksheet.docx**

    **History 202: Book Review WorksheetName:**

    1) What is the main argument/thesis of the article? This can have several aspects to it.

    2) What is one supporting argument that the author uses to prove the main argument? How does this supporting argument tie specifically back to the main argument to help prove it?

    3) Address a second supporting argument in the same way.

    4) Address a third supporting argument in the same way.

    5) Did the author do a good job? Did he convince you that the argument was a good one and was it supported clearly and solidly? Why do you think so?

    – 1
    – 2