Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your event? What was your thought process when you were searching for sources? How did you make choices?

/in /by

The Women Suffrage Movement

Overview: Throughout Modules Three and Four, you have continued to work on your Project 1: Writing Plan assignment, which you will formally submit for completion at the end of Module Four of the course. This progress check assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making and to ensure you are on the right track for your later submission.

Prompt: Module Three: Communicating Historical Ideas has considered how historians communicate their message to a specific audience. Return to your submission for Progress Check 2 and identify an audience that would be interested in your event and research question and describe how and why you would tailor your message to that audience. You will also describe primary and secondary sources you could use to research your historical event. Specifically, in this assignment, you will submit the following elements of your Project 1: Writing Plan for review by your instructor:

In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 2) in the webtext, you completed the following element:

I. Describe the historical event that you selected. Why is this event significant?

II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your event? What was your thought process when you were searching for sources? How did you make choices?

III. Describe at least two primary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: How do these sources relate to your secondary sources? What do they add to your understanding of the event? What makes them appropriate and relevant for investigating your event?

IV. Based on your review of primary and secondary sources, develop a research question related to the historical event you selected. In other words, what would you like to know more about? Create a thesis statement based on your research question. This will help you address these two critical elements later on:

V. Identify an audience that would be interested in your historical event and research question. For example, who would benefit most from hearing your message?

VI. Describe how and why you can tailor your message to your audience, providing specific examples. For example, will your audience understand historical terminology and principles associated with your event, or will you need to explain these? How will you communicate effectively with your audience?

Note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 1 Guidelines and Rubric. You will need to add finishing touches to this progress check submission to prepare your final writing plan for submission in Module Four.

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?

/in /by

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?

Using our primary source readings and specific historical examples, explain the various challenges that faced the people of the (primarily) British colonies in North America as they struggled to define themselves, considered independence, declared and fought for independence from Great Britain, and then set about creating a set of national civic institutions and processes to match their evolving civic values.

/in /by

Midterm- challenges that faced the people of the (primarily) British colonies in North America as they struggled to define themselves

Instructions:
The exam consists of one essay. It’s cumulative, which means it covers all course material through the week of the exam.

The essay answer should be 800 words or longer. In the essay, you will be expected to refer significantly to the primary source readings assigned for the class (i.e., the original documents from the eras we’ve studied.

NOTE: The textbook, Module/Unit slides, documentaries/films, and any modern summaries/explanation pieces do NOT count as primary sources, but you are welcome to use them).

The exam covers all reading/viewing assignments through this week.

You should limit your time on the exam to an hour and thirty minutes or less, all in one sitting. This is honor system-enforced! If you have been cleared to take extra time by me/DSPS, you are of course welcome to use that time if you need it.

Make sure that your answers are well-organized, address all aspects of the prompts, and exhibit good grammar and spelling. Perfection is not expected, as this is a timed test, but do make an effort to create essays that are legible and easy to read. Please use a readable font and double-space!

You may use your course textbook, the primary source texts/your study questions, and class lectures to help you with the test (basically, anything I’ve assigned to you or provided). You may not use any other sources. You may not use Google or Google image search or any similar tool to help you with the exam.

You may not work with other students on this exam. There is to be NO exam-related interaction of any kind with others at any time during the time that the exam is active.

Prompt:
Nation-building is complicated business, and the United States broke new ground in establishing an independent democratic republic back in the later 18th century. Using our primary source readings and specific historical examples, explain the various challenges that faced the people of the (primarily) British colonies in North America as they struggled to define themselves, considered independence, declared and fought for independence from Great Britain, and then set about creating a set of national civic institutions and processes to match their evolving civic values.

Don’t forget to address native people and people of color, as well as European emigres of multiple nationalities, to the Americas. You can use non-English colonies as examples, but remember that you are going to be focusing the majority of your discussion on the primary source documents assigned.

Use at LEAST four primary source readings in your answer (the textbook doesn’t count as a primary source). Remember to significantly analyze these sources in your own words.

Highlight and discuss at least three (3) concepts or episodes from Herland which link to real-world aspects of early 20th century Progressivism. Be sure to carefully cite examples from Herland and any outside sources used, using footnotes.

/in /by

The Progressivism of Herland

Carefully read Herland by Charotte Perkins Gilman. Then, in a 3-5 page essay answer the following questions:
Charolotte Perkins Gilman’s Herland is one of many noteworthy utopian fiction works written during the Progressive Era of the early 20th century. As such, Herland portrays and builds upon several Progressive and feminist ideals from that era. Highlight and discuss at least three (3) concepts or episodes from Herland which link to real-world aspects of early 20th century Progressivism. Be sure to carefully cite examples from Herland and any outside sources used, using footnotes.

Your completed essay should be set in Times New Roman 12 pt, double-spaced, with 1-inch margins. This assignment is worth up to 100 points and is due before 11:59 p.m. on THURSDAY, JULY 14.

Who is Ronald Takaki, what is his background, and what appears to be his motivation for producing his classical work, A Different Mirror, A History of Multiculturalism in America?

/in /by

Introduction to Ethnic Studies

In no fewer than 5-6 complete sentences using quotes and references from the text and or film clips to support your views. Make sure to incorporate into your scholarly conversation a few key terms from this chapter. Discuss the following question/topic:

1. Who is Ronald Takaki, what is his background, and what appears to be his motivation for producing his classical work, A Different Mirror, A History of Multiculturalism in America?

 

Explain the meaning and origin of the name of the period; explain the significance of the beginning and ending (i.e., bookend) dates (years) of the period. Identify a couple/few of the main themes/motifs that characterize the period in general.

/in /by

THE GILDED AGE (1865-1898)

theme/motif 1: political, social, and economic corruption

theme/motif 2: westward social expansion

DEFINE = Explain the meaning and origin of the name of the period; explain the significance of the beginning and ending (i.e., bookend) dates (years) of the period.

CHARACTERIZE = Identify a couple/few of the main themes/motifs that characterize the period in general.

EXEMPLIFY = Present numerous specific examples (i.e., events, people, etc.) that are representative of the main themes/motifs of the period. Briefly explain how each example is representative of a given theme/motif.

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.

/in /by

Gentlemen’s History

Points to Examine

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?

Choose one character from the book other than Joe and George Smith. Identify the character and briefly describe their story in the book. Then, consider what is ‘under the surface’ of their story. What other historical issues and events are illuminated by the character’s story in the book.

/in /by

The Great War Project

Part 1: Initial Reflection (5 marks)

Read the again book in its entirety and write a reflection. To help guide your writing, reflect on something that stood out to you in the book, something the book made you think or wonder about, and how the book made you feel. After this reading, what is your overall impression of the book? (150-200 words

 

Part 2: Character Study. What’s beyond their story? (10 marks)

Choose one character from the book other than Joe and George Smith. Identify the character and briefly describe their story in the book. Then, consider what is ‘under the surface’ of their story. What other historical issues and events are illuminated by the character’s story in the book. (200-300 words)

 

Part 3: Write a Letter (20 marks)

Use informed creativity to write a letter home from the perspective of one of the soldiers the World War I Graphic Novel by Cowsill and Sharma

In Cowsill and Shamas’ The War to End all Wars: World War One, 1914-1918, we get soldiers’ views of the war as the events and battles unfold. For the first part of the The Great War Project you are going to write a letter home from the perspective of one of the soldiers. This will involve using your informed creativity. Choose from one of the following soldiers:

  • George Smith
  • Joseph (Joe) Smith
  • Khudadad Khan

*Be sure to indicate what page from the book you are using for the context of the letter

You need to state your soldier’s name, rank, regiment, age, and hometown at the top of the letter along with the date and place where the letter was written. Also, indicate which page in the graphic novel inspired your letter. A quality letter should reflect the soldier’s personality and experiences.

You can write and structure the letter as you wish, but you will need to address three topics in some detail.

  • The letter must detail the soldier’s impressions and capture the sights, sounds, and smells around him and use language from the times. Look closely at what’s happening around the solider. Look at the proximity to other men, machinery, weapons. What do you think it was like to be experiencing life at that very moment?

 

  • The letter must have the soldier ask about life back at home and make detailed references to the actual town or city (streets, buildings, geography). You can do this by reminiscing and/or asking about the current situation. This will take some research. For the Smith brothers, you can choose any town or city in England. Khudaddad Khan was from a village called Dab in the Punjab province in India. Look up the town or city. It has undoubtedly changed over the past 100+ years, but what would likely be the same? Some reading into the town’s history can also help.

 

  • *Be careful not to be too critical of the army or say too much about any plans as letters had to pass through army censors.

Remember, that the soldier’s regiment should conform with the soldier’s hometown.

The letter should be 300-400 words in length. You are welcome to write it by hand if you like or use any font you wish. There will be no extra marks for using old or cooked/burned paper. Keep your focus on the content.

What are the arguments for the United States providing a haven for refugees? What are the arguments against the United States providing a haven for refugees? Do you think America should provide a safe refuge for immigrants in danger in their home countries (refugees)? Why or why not?

/in /by

Immigration

What are the arguments for the United States providing a haven for refugees? What are the arguments against the United States providing a haven for refugees? Do you think America should provide a safe refuge for immigrants in danger in their home countries (refugees)? Why or why not?

What was “Manifest Destiny”? How did the policies of James K. Polk, 1845- 1849, realize the dreams of American expansionists in those years? What were the consequences of the Mexican-American War? Discuss the sectional crisis of 1850. What were the elements of the compromise reached by the north and the south that year?

/in /by

Manifest Destiny

What was “Manifest Destiny”? How did the policies of James K. Polk, 1845- 1849, realize the dreams of American expansionists in those years? What were the consequences of the Mexican-American War? Discuss the sectional crisis of 1850. What were the elements of the compromise reached by the north and the south that year?