What stereotypes do these documents promote about African-Americans? How do these men justify slavery? Or what points do they make about the need to abolish slavery? Should the emancipated slaves remain “on-soil,” that is, in the United States? How do these men envision civilized society and slavery’s place in it? What remarks do the abolitionists make about the conditions under which the slaves worked and lived? The pro-slavery writers?

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Take a Stand on Slavery

Read the following pro- and anti-slavery documents

Pro-Slavery:
-George Fitzhugh Advocates Slavery: http://www.pbs.org/wgbh/aia/part4/4h3141t.html

-Diseases and Peculiarities of the Negro Race: http://www.pbs.org/wgbh/aia/part4/4h3106t.html

-James Henry Hammond Advocates Slavery: http://www.pbs.org/wgbh/aia/part4/4h3439t.html

-Excerpts from Edmund Ruffin’s “The Political Economy of Slavery”: http://www.shoppbs.pbs.org/wgbh/amex/lincolns/filmmore/ps_ruffin.html

 

Abolitionists:
-David Walker’s Appeal: http://www.pbs.org/wgbh/aia/part4/4h2931t.html

-Frederick Douglass, “What to the Slave is the Fourth of July?”: https://teachingamericanhistory.org/document/what-to-the-slave-is-the-fourth-of-july/

-The American Antislavery Society: Declarations of Sentiments: http://utc.iath.virginia.edu/abolitn/abeswlgct.html

Directions

Part 1: Essay
Focus Questions:
1. What stereotypes do these documents promote about African-Americans?
2. How do these men justify slavery? Or what points do they make about the need to abolish slavery? Should the emancipated slaves remain “on-soil,” that is, in the United States?
3. How do these men envision civilized society and slavery’s place in it? What remarks do the abolitionists make about the conditions under which the slaves worked and lived? The pro-slavery writers?
4. What are your impressions about the attitudes these men had about slavery, whether they were slavery proponents or abolitionists?
5. In what ways are the arguments of these men reflective of racial prejudice?

The pace of economic and workplace change is faster than ever. How have people been affected by such changes in the past and how have they adapted? What lessons can we learn for success in the modern workplace to deal with the changes that might occur down the road?

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Issue 1: Facing Economic Change

The pace of economic and workplace change is faster than ever. How have people been affected by such changes in the past and how have they adapted? What lessons can we learn for success in the modern workplace to deal with the changes that might occur down the road?

1b. Select Your Research Question
To begin investigating your selected issue, you must choose to focus on one of the following research questions.

Issue 1: Facing Economic Change
-If you choose to focus on this issue for your presentation, you will select one of the following questions.
-What if the bottom falls out? How can you prepare and protect yourself for bad times based on lessons learned from the Great Recession of 2008 and the Great Depression?
-What happens when the workplace changes? How can people adjust when the workplace changes and what lessons can we learn from the U.S. Industrial Revolution and the Information Age?

1c. Identify Key Words
Now that you’ve selected the research question that you’ll focus on for your presentation, it’s time to look for the sources that will provide answers to it. Although you will have access to a list of primary and secondary sources that have already been collected for the issue you’ve chosen, you’ll still need to figure out which ones will help you answer your research question. That’s where key words can help.

As you read earlier in this course, key words are specific and meaningful words associated with your research question. You may also want to include concepts or phrases from your research question (like “U.S. manufacturing 1940s” below) in order to focus your search. Check out the example below to see this process in action.

Step 2. Comprehension

Now that you’ve selected a research question and you have some key words in mind, it’s time to find two primary and two secondary sources for your assignment and review them. Your key words will come in handy as you evaluate the list of sources to see which ones best support your research question.

2a. Choose Primary and Secondary Sources

Based on the issue that you have chosen, review the corresponding sources and select two secondary and two primary sources that most closely support your research question.
-Issue 1: Facing Economic Change Issue 2: Engaging Civil Rights
-Facing Economic Change Sources Women’s History Sources

2b. Evaluate Primary and Secondary Sources Once you have selected the four sources that you want to use to investigate your research question, you are ready to begin evaluating for credibility. The touchstone template will guide you through each of the elements that are required to evaluate your sources.

Step 3. Application
Now it’s time to think about how your sources connect to one another.

Step 4. Analysis
The Analysis step of the critical thinking process is about taking a closer look at your evidence. Think about which pieces of evidence will provide the strongest support for your argument and what details from your sources you will use to illustrate your main points.

-What evidence provides the strongest support for your argument?
-What evidence provides the weakest support for your argument, or even opposes your argument?
-How will you use this evidence to make an argument about your issue?

Step 5. Synthesis

Analyze the causes of historical events. Understand causality as it relates to the Woman Suffrage Movement. Practice examining a scholarly journal article for information about causality. Choose one sentence or short section from the article you read on the women’s suffrage movement. Quote the sentence or section in your post and briefly explain how your chosen sentence or section illustrates the concept of historical causality.

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The Women’s Movement: Suffrage

In 1848. the Seneca Falls Convention’s Declaration of Principles asserted women’s “sacred right to the elective franchise.” Over the course of the next 12 years, voting rights remained a major goal for the emerging women’s rights movement. but they were not the rnovement’s sole focus. economic. social, and educational issues also occupied prominent places on the movement’s agenda (“The Women’s Rights Movement ” 2016).

The program for the Woman Suffrage Parade on March 3, 1913 Click on the image above to learn more about the Woman Suffrage Parade (Click button for citation)
The Civil War interrupted the regular business of the women’s movement The National Women’s Rights Convention, which had been held annually since 1850. was suspended during the war. and most women’s rights activists devoted themselves to the cause of abolition In 1863 Elizabeth Cady Stanton and Susan B. Anthony organized the Women’s National Loyal League to campaign for a constitutional amendment to ban slavery (DuBois, 1978)

Following the war, the right to vote became the central focus of the women’s rights movernent. but this issue precipitated a sharp division in the movement’s leadership It would take another five decades before women’s right to vote would finally be enshrined in the Constitution.
This learning block uses the woman suffrage movement as a way to look at the issue of causality and to develop expertise in assessing and locating pnmary and secondary sources. in support of developing a research paper.

Learning Objectives
In this learning block, you will
• Analyze the causes of historical events • Understand causality as it relates to the Woman Suffrage Movement • Practice examining a scholarly journal article for information about causality

Choose one sentence or short section from the article you read on the women’s suffrage movement. Quote the sentence or section in your post and briefly explain how your chosen sentence or section illustrates the concept of historical causality.

After reading the article on the ERA, summarize the author’s thesis statement about the ERA in one or two sentences. To support your answer, quote one or two sentences from the article that convey the author’s central point.

References
DuBois. E. (1978). Feminism and suffrage: Tne emergence Of WI independent women’s movement in America. 184,1869. Corneii university Press
Tne women’s rights movement. 184,1920. (2016). U S. House of Representatives, History Art 8. Archives. http://history_house gov/Exhibitions-and-PublicationsAVIC/Historical-Essays/No-Lacly/Womens-Rights/
Copingh, 6 2022 1..dEdge , rqh. reserved. Duel…, rare,,beed.

What do Document 3 and the articles reveal about the relationships between Native Americans and European Colonists (both in the Spanish and English colonies) during the 1600s and 1700s? Based on what you have read in the textbook, explain how all of these documents and the articles relate to the history of expansion, immigration, and economic development in Europe’s North.

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Documents 1,2 and 3

For Part 1 of the Unit 1 Exam, read the three documents attached above and the two articles linked below. Using the documents, the articles, and the textbook, write an essay answering the questions listed below. Grades will be based on the content of the answer and must be more than 400 words in length. Direct quotes do not count toward the required word count.

Part 1 Questions:
1. How do Documents 1 and 2 relate to the colonial labor systems that developed during the 1600s and 1700s (i.e. indentured servitude and slavery)? Compare the experiences of each author.
2. What do Document 3 and the articles reveal about the relationships between Native Americans and European Colonists (both in the Spanish and English colonies) during the 1600s and 1700s?
3. Based on what you have read in the textbook, explain how all of these documents and the articles relate to the history of expansion, immigration, and economic development in Europe’s North.

American colonies during the 1600s and 1700s.

The Economic History of the Fur Trade: 1670 to 1870

https://humwp.ucsc.edu/cwh/feinstein/A%20brief%20history%20of%20the%20beaver%20trade.html

Analyze the Declaration of Independence and examine the connection between the Enlightenment ideals of freedom and equality with those stated in the document. Do you believe the country upheld these ideals when this document was written? Why or why not? Are they upheld today? Does the government bear the responsibility of carrying out the ideals that the founders envisioned, and if so, how? What can you do today, as an individual citizen, to fulfill these ideals? Describe your position and provide specific examples.

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Declaration of the thirteen united States of America

Read the attached primary source documents. Analyze the content. Answer the questions that follow IN ONE ESSAY of 400 words minimum. You must use correct grammar and mechanics when answering these questions

Questions (Make sure you answer all of these in your essay):

Analyze the Declaration of Independence and examine the connection between the Enlightenment ideals of freedom and equality with those stated in the document (feel free to consult Chapter 4 section 2a in your e-book for more information on the Enlightenment). Do you believe the country upheld these ideals when this document was written? Why or why not? Are they upheld today? Does the government bear the responsibility of carrying out the ideals that the founders envisioned, and if so, how? What can you do today, as an individual citizen, to fulfill these ideals?  Describe your position and provide specific examples.

In Congress, July 4, 1776

The unanimous Declaration of the thirteen united States of America, When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.–That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, –That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.–Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

He has refused his Assent to Laws, the most wholesome and necessary for the public good.

He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures.

He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.

He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.

He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.

He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.

He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.

He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance.

He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.

He has affected to render the Military independent of and superior to the Civil power.

He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:

For Quartering large bodies of armed troops among us:

For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States:

For cutting off our Trade with all parts of the world:

For imposing Taxes on us without our Consent:

For depriving us in many cases, of the benefits of Trial by Jury:

For transporting us beyond Seas to be tried for pretended offences

For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies:

For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:

For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

He has abdicated Government here, by declaring us out of his Protection and waging War against us.

He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.

He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.

He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.

He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our Brittish brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.

Choose a few elements of comparison and contrast from the Babylonian Code of Hammurabi, Hebrew Law of Moses, Egyptian Declarations of Maat, and the Hindu Laws of Manu. How do these compare to the virtue ethics of Plato, Aristotle, and Confucius?

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Mesopotamia, Egypt and India: The Laws of Social Order Across Culture and Time

In Mesopotamia, Egypt and India we see examples of the earliest formulations of law aimed at establishing and reinforcing social order. Choose a few elements of comparison and contrast from the Babylonian Code of Hammurabi, Hebrew Law of Moses, Egyptian Declarations of Maat, and the Hindu Laws of Manu.

How do these compare to the virtue ethics of Plato, Aristotle, and Confucius?

Include in your answer consideration of the source of ethics, the nature and place of the individual in society and the overall shape of social and cosmic order.

Describe a key historical figure or group’s participation in your historical event. In your description, identify that figure or group’s position/role in society and their role in the event. Explain the key historical figure or group’s motivation to participate in your historical event. In your explanation, include how you think the figure’s or group’s beliefs, assumptions, and values influenced how they perceived the event and the person’s ability to directly or indirectly affect it. Articulate how the historical context caused or influenced your chosen historical event.

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Activity: Examining Historical Context

Overview
No historical event occurs in a vacuum. Instead, each event is connected to another and to larger political, social, cultural, and economic issues. In previous modules, you identified a topic, a historical event, and a current event related to one another. In this activity, you will dig deeper into the broader context and perspectives surrounding your selected historical event.

Prompt
Use the provided Module Three Activity Template: Historical Context Word Document to complete this activity. First, you will describe the context of your historical event using evidence from the sources you have explored. You should focus on a particular historical perspective (social, political, economic) to describe what was occurring at the time. For example, if you were researching the establishment of Martin Luther King, Jr. Day, you could focus on the political context of the Civil Rights Movement and the Voting Rights Act of 1965. Next, you will examine how and why a key figure or group participated in the historical event. Use the “historian think aloud” examples from the module resources as inspiration for how you might answer these questions.

Specifically, you must address the following rubric criteria:

Describe the historical context surrounding your historical event.
Use one of the perspectives mentioned in this module’s overview (social, political, economic) to focus your description and highlight particular influences on the event.
Describe a key historical figure or group’s participation in your historical event.
In your description, identify that figure or group’s position/role in society and their role in the event.
Explain the key historical figure or group’s motivation to participate in your historical event.
In your explanation, include how you think the figure’s or group’s beliefs, assumptions, and values influenced how they perceived the event and the person’s ability to directly or indirectly affect it.
Articulate how the historical context caused or influenced your chosen historical event.
How do you think what was going on in broader society at the time impacted your historical event?
Explain how connecting your historical event and current event improves the understanding of your topic.
How do you think using your historical event to explore the roots of your current event might help you better understand your topic (climate change, political protest, human rights/inequality, or global trade)?

Discuss the topic and detail how the topic applies to the student as an individual or to our state or nation as a whole. Discuss why the topic is newsworthy. Give your opinions and discuss why you have those opinions. Make sure your opinions are disclosed as such and not implied to be facts.

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Gun control

Discuss the topic and detail how the topic applies to the student as an individual or to our state or nation as a whole. Discuss why the topic is newsworthy. Give your opinions and discuss why you have those opinions. Make sure your opinions are disclosed as such and not implied to be facts.

The 4 Major Sections of Your Paper
In most cases, your paper should include four main sections: the title page, abstract, main section, and references list.

1. Title Page
Your title page should contain a running head, title, author name, and school affiliation. The purpose of your title page is to let the reader quickly know what your paper is about and who it was written by. Learn more about writing an APA format title page.

2. Abstract
An abstract is a brief summary of your paper that immediately follows your title page. According to APA format, your abstract should be no more than 150 to 250 words although this can vary depending upon the specific publication or instructor requirements. Learn more about writing an APA format abstract.

3. The Main Body
For something like an essay, the main body of your paper will include the actual essay itself. If you are writing a lab report, then your main body will be broken down into further sections. The four main components of a lab report include an introduction, method, results, and discussion sections.

4. References
The reference section of your paper will include a list of all of the sources that you used in your paper. If you cited any piece of information anywhere in you paper, it needs to be properly referenced in this section. One handy rule of thumb to remember is that any source cited in your paper needs to be included in your reference section, and any source listed in your reference section must also be mentioned somewhere in your paper.

The pace of economic and workplace change is faster than ever. How have people been affected by such changes in the past and how have they adapted? What lessons can we learn for success in the modern workplace to deal with the changes that might occur down the road?

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Issue 1: Facing Economic Change

The pace of economic and workplace change is faster than ever. How have people been affected by such changes in the past and how have they adapted? What lessons can we learn for success in the modern workplace to deal with the changes that might occur down the road?

1b. Select Your Research Question
To begin investigating your selected issue, you must choose to focus on one of the following research questions.

Issue 1: Facing Economic Change
-If you choose to focus on this issue for your presentation, you will select one of the following questions.
-What if the bottom falls out? How can you prepare and protect yourself for bad times based on lessons learned from the Great Recession of 2008 and the Great Depression?
-What happens when the workplace changes? How can people adjust when the workplace changes and what lessons can we learn from the U.S. Industrial Revolution and the Information Age?

1c. Identify Key Words
Now that you’ve selected the research question that you’ll focus on for your presentation, it’s time to look for the sources that will provide answers to it. Although you will have access to a list of primary and secondary sources that have already been collected for the issue you’ve chosen, you’ll still need to figure out which ones will help you answer your research question. That’s where key words can help.

As you read earlier in this course, key words are specific and meaningful words associated with your research question. You may also want to include concepts or phrases from your research question (like “U.S. manufacturing 1940s” below) in order to focus your search. Check out the example below to see this process in action.

Step 2. Comprehension

Now that you’ve selected a research question and you have some key words in mind, it’s time to find two primary and two secondary sources for your assignment and review them. Your key words will come in handy as you evaluate the list of sources to see which ones best support your research question.

2a. Choose Primary and Secondary Sources

Based on the issue that you have chosen, review the corresponding sources and select two secondary and two primary sources that most closely support your research question.
-Issue 1: Facing Economic Change Issue 2: Engaging Civil Rights
-Facing Economic Change Sources Women’s History Sources

2b. Evaluate Primary and Secondary Sources Once you have selected the four sources that you want to use to investigate your research question, you are ready to begin evaluating for credibility. The touchstone template will guide you through each of the elements that are required to evaluate your sources.

Step 3. Application
Now it’s time to think about how your sources connect to one another.

Step 4. Analysis
The Analysis step of the critical thinking process is about taking a closer look at your evidence. Think about which pieces of evidence will provide the strongest support for your argument and what details from your sources you will use to illustrate your main points.

-What evidence provides the strongest support for your argument?
-What evidence provides the weakest support for your argument, or even opposes your argument?
-How will you use this evidence to make an argument about your issue?

Step 5. Synthesis

How does Dr. Parenti’s examination of “Gentlemen’s History” shed light on socio-political realities in our own day? Drawing upon your text, how has “Gentlemen’s History” been used by current ideological, economic and political elites to preserve unequal and exploitive socio-political and socio-economic arrangements through history, and how do they continue doing so today? How do these elites resort to “Gentlemen’s History” to discredit, undermine, or otherwise neutralize opposing arguments and interpretations?

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Gentlemen’s History

1. Examine the term “Gentlemen’s History”: How has “Gentlemen’s History” affected our understanding of the key events surrounding, and our conceptions of the career of Julius Caesar, and about his allies, and his adversaries? In this vein, examine Dr.Parenti’s own treatment of Cicero as an example illustrating all aspects of Gentlemen’s History he examines.

2. How does Dr. Parenti’s examination of “Gentlemen’s History” shed light on socio-political realities in our own day? Drawing upon your text, how has “Gentlemen’s History” been used by current ideological, economic and political elites to preserve unequal and exploitive socio-political and socio-economic arrangements through history, and how do they continue doing so today? How do these elites resort to “Gentlemen’s History” to discredit, undermine, or otherwise neutralize opposing arguments and interpretations?