Question.5530 - Unit 4 ID Pair AssignmentUnit 4 ID Pairs (select one pair to analyze): Cotton Gin and Nat Turner's RebellionInstitutional Reform and Seneca Falls ConventionInstructions:Each unit concludes with a learning assessment, an ID Pair Assignment, that will evaluate your understanding of the unit, its modules, and assigned materials, as well as give you the opportunity to synthesize what you are learning. The ID Pair Assignments will feature ID pairs based on terms and information from the readings, files, materials, and activities. The pairs will each consist of two terms that are related in some way. Multiple pairs will be presented for each unit, but you will select only one of these pairs to define and analyze for each unit. You may not mix and match terms from different pairs.After you select the pair you will analyze, you must first identify and define each term. Think first about answering the “who, what, where, when, why, and how” questions and then provide any additional information. A specific date or decade must be provided for each term.After you define each term, you will explain the relationship of the two terms, taking historical context into account. Finally, you will discuss the significance of the pair itself, considering why the terms, together, are important and how they relate to US history.You must provide specific evidence to support your analysis by incorporating at least 2 sources from course materials, only one of which may be the course textbook. For each pair, you must write at least 50 words defining each term and one substantial paragraph (150 words minimum) explaining the relationship and significance. Each ID Pair Assignment will be worth 60 points for a total of 300 points.
Answer Below:
The xxxxxx gin xxxxxxxxx by xxx Whitney xx along xxxx revolutionizing xxxxxxxx economic xxxxxxxxxx through xxx improved xxxxxx seed xxxxxxx abilities xxx widespread xxxxxxxxxx of xxxxxx remained xxxxxxx until xxx cotton xxx invention xxxxxxx cleaning xxxxxx had xxxxxx to xx challenging xxxxx working xx a xxxxx at xxxx Whitney xxx the xxxx for xxxxxx processing xxxxxxxxxxx which xxx him xx create xx efficient xxxxxxx The xxxxxx gin xxxxxx a xxx factor xxxxxx both xxx cotton xxxxxxxxxx expansion xxx internal xxxxx trade xxxxxx although xxxxxxx failed xx gain xxxxxxxxx benefits xxxx his xxxxxxxxx Corbett xx al xxxxxxx and xxx million xxxxxxxx people xxxx virtually xxxxxx by xxx internal xxxxx trade xx relocate xxxxxxxxxx the xxxxxx States xx support xxxx South xxxxxx production xxx Nat xxxxxx Rebellion xxxxx as xx active xxxxxxxxx targeted xx the xxxxxx system xxxxxxxxx by xxx cotton xxx During xx Southampton xxxxxx Virginia xxx religious xxxxxx Turner xxxxxx a xxxxxxxxx to xxxxxx the xxxxxxxxx slave xxxxxxxx in xxxxxxxx history xxx rebellion xxxxxx by xxxxxx together xxxx his xxxxxxxxx targeted xxxxx people xxxxxx their xxxxxxxxx revolt xxxxx it xxx finally xxxxxxx under xxxxxxx by xxxxxxxx forces xxxxx Resources xxxxxx received xxxxxxx and xxxxxxxxx during xxxxx while xxxxxxxx enslaved xxxxxx and xxxxxx faced xxxxxxxxxx without xxxxxxxxxx involvement xxxxxxxxx the xxxxxxxxx white xxxxxxxxxxx became xxxx afraid xxx thus xxxxxxxxx generated xxxxxxxx legislation xx suppress xxxx enslaved xxx free xxxxxxx Americans xxxxxxx their xxxxxxxxxx the xxxxxx gin xxx Nat xxxxxxxx Rebellion xxxxxxxxxxx the xxxxxxxxxxx contradictions xxxxxxxx within x S xxxxxxx where xxxxxxxxxxxxx developments xxx to xxxxxxxxx slave xxxxxxxxx yet xxxxx resistance xxxxxxx slavery xxxxxxx greater xxxxxxxxx Corbett xx al xxx economic xxxxxx depended xx slavery xxx to xxxxxxxxxxxxxx relationshipsbetween xxxxxxxxxxxx and xxx institutions xx plantations xxxx groups xxxxxxxxx their xxxxxxxx for xxxxxxx References xxxxx Resources xxxxxx The xxxxx Slavery xxx King xxxxxx Quincy xxxxxxx P xxxxx Volker xxxxxxx John x Lund xxxx Pfannestiel xxxxxx Waskiewicz xxx Paul xxxxxxx U x History xxxxxxx OpenStaxMore Articles From HIS 101 OT 2 - United States History I
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