Describing Warren G Harding & Calvin Coolidge as Presidents Discussion
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
I’m working on a History question and need guidance to help me study.
Which of the following best describes Warren G. Harding as president?
Multiple Choice
- ill-suited for the job
- well-meaning and talented but surrounded by “yes-men”
- a man defined by making bad cabinet appointments
- a man too intellectual to engage in practical politics
Which of the following best describes Calvin Coolidge as president?
Multiple Choice
- an inactive president who believed government should interfere in the life of the nation as little as possible
- a career politician who, despite a string of offices that brought him national attention before he became president, simply did not find success in that office
- as likable and loud as Harding, but without Harding’s “gut” feelings about politics
- almost identical to Harding in every way; it was difficult to tell where Harding left off and Coolidge began
At the war’s onset, the “Triple Alliance” changed its name to
Multiple Choice
- the Central Entente.
- the Central Powers.
- the Allies.
- the Warsaw Pact.
How has American cinema transformed in recent decades?
Multiple Choice
- It is far less profitable than during most of the twentieth century.
- It is often produced with non-American labor, talent, and financing.
- It no longer dominates global cinema.
- Its products have become anti-American in tone.
What was a goal of the “companionate marriage”?
Multiple Choice
- equal contribution to home income between partners
- sex for pleasure as well as procreation
- equal contribution to child rearing and housework between partners
- more freedom from domestic life for married women
Which of the following events took place in order to secure the United States the right to construct what became known as the Panama Canal?
Multiple Choice
- Roosevelt sent the entire U.S. naval fleet to the Panamanian coast in order to intimidate the Panamanian president into signing an agreement that gave Panama little in return for the right to the land through which the canal was constructed.
- U.S. Secretary of State John Hay strong armed the Colombian chargé d’affaires into signing an agreement that gave the United States far more territory than the Colombian senate had authorized.
- The chief engineer of the work that had already been done on the project by the French government agreed to become a spy for the United States and infiltrate the Colombian government in order to assure its support of an American takeover of the project.
- The United States government was complicit in the organization and financing of a Panamanian revolt in order to circumvent the demands of the Colombian government.
The essence of welfare capitalism was
Multiple Choice
- company-provided bonuses for management.
- government-provided bonuses for management.
- company-provided benefits for workers.
- government-provided employment benefits for workers.
- government-provided financial aid for troubled industries.
he “American Plan” was a(n)
Multiple Choice
- effort to convince Americans not to buy products manufactured in other nations.
- effort to revive patriotism that had flagged after the war.
- plan to Americanize European immigrants.
- crusade for the open shop in American corporations.
In the 1920s and after, the term “parity” was used to refer to
Multiple Choice
- a fair exchange price for farm crops.
- equal employment opportunities for blacks and whites.
- equal pay for equal work for males and females.
- equal pay for union and nonunion workers.
- equal pay for blacks and whites.
Which of the following was NOT a provision of the immigration laws passed in 1921 and 1924?
Multiple Choice
- The number of immigrants allowed to enter the United States was expressed as quotas based on a
percentage of the number of each national group already in the country at a base year.- Restrictions on Japanese, Chinese, and Korean immigration were eased.
- The provisions did not favor eastern Europeans.
- The provisions favored immigration from northwestern Europe.
- The number of immigrants allowed into the country was reduced.
Which of the following did NOT contribute to the weakness of the organized labor movement in America in the 1920s?
Multiple Choice
- the strength of corporations
- hostility of the courts and the Justice Department to union activities
- the large numbers of unskilled workers who found no place in the craft orientation of the AFL
- the radical leadership of the AFL
- the propaganda promoted by corporate leaders that unionism was un-American
Religious opposition to “tampering with God’s creation” prevented any significant genetic research in America during the 1920s.
Group starts
True or False
In what year did the Panama Canal open?
Multiple Choice
- 1906
- 1914
- 1903
- 1921
In the early years of World War I, from 1914 to 1916, the United States
Multiple Choice
- became an arsenal for the Allies.
- became an arsenal for both the Allies and the Central Powers.
- remained politically and economically isolated from European affairs.
- became sympathetic toward the Central Powers because of the English blockade of Germany.
- maintained a genuinely neutral stance.
The most immediate effect of American intervention in the war occurred
Multiple Choice
- on the ground in Asia.
- at sea.
- on the ground in Europe.
- None of the answers is correct.
- in the air.
The United States military intervened in Mexican affairs during Woodrow Wilson’s administration.
Group starts
True or False
Which of the following was true of the song “Over There”?
Multiple Choice
- It both praised and lamented American involvement in the war.
- It was commissioned by President Wilson for his war address.
- It only became popular after the war.
- It was distributed to soldiers on the front.
In 1910, what were the two majority-minority states (where the population was more than 50 percent African American)?
Multiple Choice
- Alabama and Louisiana
- South Carolina and Mississippi
- Mississippi and Georgia
- South Carolina and North Carolina
In 1910, where did most African Americans live?
Multiple Choice
- along the eastern seaboard
- in the Deep South and Midwest
- in the Deep South
- in the South
All of the people depicted in both posters are
Multiple Choice
- obviously middle class.
- white.
- obviously Protestant.
- of indeterminate ethnicity.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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