History Homework Assistance
History is a subject that captivates some and bores others. While some students relish the various events, battles, and captivating personalities of the past, others struggle to memorise the chronological sequence of battles, the names of influential leaders, and the voluminous information the subject presents.
Thankfully, with these history queries and responses, remembering major events and their precise timing becomes easy. Don't fret, even if the names of these significant individuals make your head spin. Our history homework help features an artificial intelligence association function that links them to interesting anecdotes, aiding in better retention.
- This photograph was taken in Tuscaloosa, Alabama, in 1963. Complete the sentences by selecting the correct answers from the dropdown menus. Alabama Governor George Wallace was trying to Choose... education. He wanted to Choose...
- Source 3 Speech at London Polytechnic Emmeline Pankhurst, June 24,1915 Emmeline Pankhurst, with her daughter Christabel, was a leader in the British women's suffragist movement. She was arrested more than a dozen times as a result of various protests. When Britain declared war in 1914, she suspended her suffragist campaign and focused instead on how women could help the war effort. Women are eating their hearts out with desire to see their services utilised in this national emergency. It is not a question with us of war bonuses; it is not a question of red tape, which has to be slowly untied. With us it is not a question of these things; but we realise that if the war is to be won,the whole energy of the nation and the whole capacity of the nation will have to be utilised in order to win. __ How is it that men can be so behind as not to see that the fire of patriotism burns in the hearts of women quite as strongly as it does in the hearts of men[?]. __ I am one of those people who, at the right time and in the proper place,are prepared to fight for certain ideals of freedom and liberty and would be willing to give my life for them; we are prepared to hold great organising meetings all over the country and enlist women for war service if they will only set us free to do it. We here and now this afternoon offer our services to the Government, to recruit and enlist the women of the country for war service, whether that war service is the making of munitions or whether that war service is the replacing of skilled men who have been called up, so that the business of the country can go on. 1. What does this excerpt suggest about women's stance on fighting the Great War? 2. Why would this attitude be surprising to some people at the time? 3.How is this perspective reflected in warfare today?
- What does Hamilton think about the national government and state governments? a. Together they will protect the rights of the people. b. Only the national govemment will protect liberties. c. The state government will rival the national government. d. There will only be checks and balances in the national government.
- "R.H. Davis Tells of Louvain Horrors," Richard Harding Davis New York Tribune, August 31, 1914 American reporter Richard Harding Davis rushed to Belgium when war broke out and wrote several articles about what he witnessed there during the German invasion. He believed that the United States should intervene on the side of the Allies. War on the Defenceless __ In other wars I have watched men on one hilltop, without haste,without heat, fire at men on another hill and in consequence on both sides good men were wasted. But in those fights there were no women or children , and the shells struck only vacant stretches of veldt [open country]or uninhabited mountainsides. At Louvain [a city in Belgium] it was war upon the defenceless war upon churches, colleges, shops of milliners and lacemakers; war brought to the bedside and the fireside; against children in wooden shoes at play in the streets. __ Men to Be Shot Marched Past You could tell when an officer passed by the electric torch he carried strapped to the chest. In the darkness the gray uniforms filled the station with an army of ghosts. You distinguished men only when pipes hanging from their teeth glowed red or their bayonets flashed. Outside the station in the public square the people of Louvain passed in an unending procession, women bareheaded,weeping, men carrying the children asleep on their shoulders, all hemmed in by the shadowy army of gray wolves. Once they were halted, and among them were marched a line of men. They well knew their fellow townsmen. These were on their way to be shot.And better to point the moral an officer halted both processions and, climbing to a cart, explained why the men were to die. He warned others not to bring down upon themselves a like vengeance. As those being led to spend the night in the fields looked across to those marked for death they saw old friends, neighbors of long standing, men of their own household. The officer bellowing at them from the cart was illuminated by the headlights of an automobile. He looked like an actor held in a spotlight on a darkened stage. 1. According to this account, how did the tactics of warfare change during World War I? 2. Why do you think the invaders used these tactics? 3. Who was the audience of this article and what effect would reading it have on its readers?
- Not long after that,Henry won a fight with the British governor of the colony, Lord Dunsmore, over the return of a large amount of the Virginia troop's gunpowder that the governor had sent to a British ship. The Governor felt the British would be safer if the gunpowder was away from the reach of the troops, but Henry challenged the Governor, who ended up making a large payment to the troops for the gunpowder he had taken. Why did Lord Dunsmore transport the troop's gunpowder to a ship offshore? A He planned to store it in a dry place so it would not be ruined. B He was planning to pay the troops a good price for it. C He was afraid the troops would use it against the British. D He wanted to inspect it before returning it to the troops.