When “the crowd” of poor and common men “levelled” the home of the tax collector, they did so with deep symbolic meaning. What did “leveling” mean in the lead-up to the American Revolution?

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Homework: Reading- The Hidden History of the American Revolution (pages 59-69 Subtitle: “The Unknown Revolution”)

Radicalism- Who were the radicals and what did they want from the Revolution?

Who were Andrew Oliver and Thomas Hutchinson and why were they detested by “the crowd” of poor and common men (what did they represent)?

When “the crowd” of poor and common men “levelled” the home of the tax collector, they did so with deep symbolic meaning. What did “leveling” mean in the lead-up to the American Revolution?

On what basis did certain northern white men refer to themselves as slaves as the revolution approached?

Discuss the relationship between Britain and the enslaved in both the northern and southern colonies as the war approached and became ignited.

On what basis did founding fathers, George Mason, Richard Henry Lee, George Washington, Thomas Jefferson, and Patrick Henry, oppose the Proclamation of 1763?

How did British policies such as the Quebec Act and Proclamation of 1763 impact Native Americans?

Discuss how revolutionary rhetoric such as liberty and enslavement may have impacted women, including Abigail Adams.

What “spirit,” growing trends and discontents did men like John Adams fear as the Revolution approached and became ignited?

What would you surmise is the author’s intent in drawing attention to slaves, Indians, and women in the context of growing revolutionary fervor and “freedom” rhetoric among white male colonials?

 

Who is the author of the primary source? What do you know about the author that may shape his/her perspective and bias? Who is the intended audience of the primary source? Where and when was the primary source published or created?

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Primary Source Reading: Hanno: Carthaginian Explorer

Who is the author of the primary source? What do you know about the author that may shape his/her perspective and bias?

Who is the intended audience of the primary source?

Where and when was the primary source published or created?

Describe the historical context and give a brief summary. What was happening during this event or time period?

Why did the author write the document?

 

What is the main argument in each perspective? On what points do they agree or disagree? Analyze the evidence that is provided to support each thesis: What types of evidence are used? Does the evidence support the thesis?

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Analyzing an Historical Debate

For this assignment, you will analyze the following historical issue from the second half of U.S. History (post–1877). You will need to compare at least two opposing issues on that issue.

Part I. Introduction
1. Describe in general the issue that is debated: For example, you may analyze the importance of this issue important to the culture, economics, political system, or social structure at the time.

Part II. Historical Debate
2. What is the main argument in each perspective? On what points do they agree or disagree?
3. Analyze the evidence that is provided to support each thesis: What types of evidence are used? Does the evidence support the thesis?

Part III. Conclusion
4. How did the reading(s) change the way in which you understood the subject?
5. How are the issues presented in the reading(s) still relevant to you today? Please explain how your personal background and life experiences might influence your perspective on this topic.
6. Imagine that you have been asked to tackle a current national or global issue. How would you use the readings to help you do so?

  •  Communicatio
  • Critical Thinking
  •  Social Responsibility
  •  Personal Responsibility

Format:

The paper must be a minimum of 500 words. Typed, double–spaced, using 12 point font. The assignment will be uploaded as a file on Blackboard.

By using all of these documents together, what do you learn about the slave trade? How do these documents complement each other? How do these documents contradict each other? What impact does “time period” have on understanding the content of a document?

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Primary Source Analysis

You will read six primary sources about the Middle Passage.

Write a short paper (2-3 pages; standard formatting, double spaced, times new roman, 12 point font) that analyzes the documents. You must put the documents into conversation with each other.

  • By using all of these documents together, what do you learn about the slave trade?
  • How do these documents complement each other?
  • How do these documents contradict each other?
  • What impact does “time period” have on understanding the content of a document?
  • Which document(s) do you find most “reliable,” and why?

No need for bibliography but need to cite sources frequently throughout the paper with the author’s name, page number). Example would be (Wilson, 5).

 

How are Antigone’s actions reminiscent of the Heroic Code? Explain with specific and clearly written details. Explain using your own words or no credit will be given.

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Birthplace of democracy

1-Ancient Greece is often credited with being the birthplace of democracy. However, two of its most important philosophers, it could be argued, did not approve of democracy. Summarize what Plato (Links to an external site.) and Aristotle (Links to an external site.) wrote about the ideal State and then point out any major flaws you see in their ideas. Explain using your own words or no credit will be given.

2-How are Antigone’s actions reminiscent of the Heroic Code? Explain with specific and clearly written details. Explain using your own words or no credit will be given.

 

Compare the motivations, ideas, tactics/strategy, and impact of these students in the early 1960s.

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Comparative analysis of African American UGA students and white UGA students

The first paper for our class is a comparative analysis of the African American UGA students who desegregated the University of Georgia and the white UGA students who opposed desegregation.

Your task is to compare the motivations, ideas, tactics/strategy, and impact of these students in the early 1960s.

This means reviewing the evidence in Trillin’s book and my article and using that evidence to compare the motivations these students had for behaving as they did at UGA as it desegregated, comparing their ideas about race and educational opportunity, comparing the means that they used (tactics and strategy) as they sought to either support or resist desegregation, and comparing their impact, meaning the degree to which they were successful or not in promoting or resisting desegregation.

Of course feel free to draw upon what you learned in our class session with Charlyane Hunter-Gault and Calvin Trillin.

Even though you are drawing upon historical evidence from the readings, neither of the readings provide the comparative analysis asked about above. It is you that offer this comparative historical analysis, so it is your thinking, your words that matter most here.

You are the historian putting UGA’s progressive and reactionary students into comparative historical context.

 

When and where was it written? What events were occurring at the time? How might this source relate to other assigned readings from a similar historical context?

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History Question

In 150-200 words, analyze the following sets of contextual questions given the materials covered so far in the course:

  • When and where was it written?
  • What events were occurring at the time?
  • How might this source relate to other assigned readings from a similar historical context?

Message: in 200-250 words, identify and explain main idea(s)/argument(s)/theme(s) of the work by analyzing the following sets of questions:

  • Why did the author write this text?
  • Who is likely the intended audience, and what are they trying to convince them of?
  • Simply put, what’s the point?

 

Briefly summarize each man’s perspective and position. Why do you think the larger, white community saw each man as it did? Whose position do you support? In other words, which man was correct? Why?

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The debate within the African-American community represented by W.E.B. DuBois and Booker T. Washington was, arguably, the most important intellectual and leadership issue of the early Jim Crow period. Both were sincere and both thought themselves totally correct and their opponent misguided. Give me the following (your answer should be between 1,000 and 1,200 words, and in your answer, you will need to cite each source at least once [cite the video at least twice – give me page numbers, paragraph numbers, or minute/second citations]).

Briefly summarize each man’s perspective and position.

Why do you think the larger, white community saw each man as it did?

Whose position do you support? In other words, which man was correct? Why? Tell me both why you support the position you do, and why you oppose the position you do.

Finally, tell me at least one element of the position of your “non-choice” that you do admire/agree with, and tell me why.

Who is the author of the primary source? What do you know about the author that may shape his/her perspective and bias? Who is the intended audience of the primary source? Where and when was the primary source published or created?

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Primary Source Reading: Wenamen’s Journey

Students will write a 500-750 word, double spaced, one-inch margin, Times New Roman, 12 point font paper that answers the following questions:

Who is the author of the primary source? What do you know about the author that may shape his/her perspective and bias?

Who is the intended audience of the primary source?

Where and when was the primary source published or created?

Describe the historical context and give a brief summary. What was happening during this event or time period?

Why did the author write the document?

 

What was the South’s relationship with cotton after the Civil War? What effects did growing it have on the South? How did ex-planters try to use nature to control ex-slaves?

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Steinberg 7 & 8 Quiz

Do the reading and answer the following questions make sure for the long answer to write a 1-3 paragraphs and for the short a few sentences.

Steinberg 7
Long answers should be 1-3 paragraphs — short answers are a few sentences to a paragraph

  • What was the South’s relationship with cotton after the Civil War? What effects did growing it have on the South? (long answer)
  • How did ex-planters try to use nature to control ex-slaves? (short answer)
  • What other types of resource extraction were practiced in the South? What impacts did these have on the South’s people and nature? (long answer)

Steinberg 8

  • Why does Steinberg say at the very beginning of this chapter that the West “was all a big mistake?” What implications does that have? (short answer)
  • What were the ecological impacts of gold mining? (short answer)
  • What was the history of Bison? (long answer)
  • How “successful” was wheat farming and cattic ranching in the West? (long answer)