What similarities and differences exist between settler colonialism and colonization, and how has US history sought to remove and invalidate American Indian and Native Hawaiian claims of sovereignty?

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3. Settler Colonialism and Colonization

In this week, we examined the origins of the United States in terms of colonization, settler colonialism and the erasure of American Indian and Native Hawaiian claims to sovereignty . Citing at least two of the supplementary materials, please answer the following questions in a few paragraphs:

What similarities and differences exist between settler colonialism and colonization, and how has US history sought to remove and invalidate American Indian and Native Hawaiian claims of sovereignty?
How does settler colonialism relate to racial microaggressions? Explain using specific examples.

What were some of the arguments for and against the decision? How have historians differed on their interpretation of the decision? How might the culture of the U.S. have affected the decision to drop the bomb? What eventually influenced Truman’s decision?

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Analysis of President Truman’s Decision to Drop the Atomic Bomb

Investigate the reasons President Truman decided to drop the atomic bomb on Japan. Consider the culture at that time and the following questions as you write your paper:
What were some of the arguments for and against the decision?
How have historians differed on their interpretation of the decision?
How might the culture of the U.S. have affected the decision to drop the bomb?
What eventually influenced Truman’s decision?
For the content of the paper you should:
Discuss and reference concepts taken from the course reading material and relevant research.
Include a title page, an introduction with a thesis statement, a body, a conclusion, and a reference page.

Where in the newspaper does it appear? What does its placement tell you about the article? Are there aspects of the physical layout, placement, or presentation of the article that shape how you view it? Are there other qualities of this source (i.e., language, etc… ) that mark it as a newspaper article?

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Primary Source Analysis

This assignment asks you to analyze an issue from one path breaking publications: The Native Voice. These publications give voice to the political prerogatives and interests of First Nations and Prairie Metis, respectively. On Bright space, you will find digitized copies (or links to the digital copies) of select issues of these publications from the 1950s, and 1970s. The article to analyze is: “Do Not Want to be Second-Class Citizens,” The Native Voice Vol. 4, no. 9 (September 1950), pp. 3. Native Voice

Answer the questions below. Although those questions will ask you to focus on a particular article, you will also be prompted to read through the issue as a whole in order to get a more complete sense of the publication, its aims, and the broader context for the article in question.

QUESTIONS

Part 1. begin by identifying the article you have selected, then answer the following questions. Unless otherwise noted, your responses to the questions in this section should be about 1-2 sentences in length.

a) Who wrote the article?

b) When was it created?

c) Where in the newspaper does it appear? What does its placement tell you about the article? Are there aspects of the physical layout, placement, or presentation of the article that shape how you view it? Are there other qualities of this source (i.e., language, etc… ) that mark it as a newspaper article?

d) What is the article about? Please summarize the article’s contents (in about a paragraph).

Part 2. answer the following questions. Your responses should be about 1-2 paragraphs in length.

a) What do you know about the newspaper in which it appeared?

b) Who is the intended audience (and how do you know)? How might the audience shape the message in the article?

c) Does the author take a position on the central issue discussed in the article? What clues in the text provide evidence of the author’s position?

d) Identify and explain two (2) moments in the article that you think reveal something important about the time period in which it was produced.

e) In what ways do the two moments noted in question 2(d) correspond with what you know about the time and place described in the article? In what ways do they differ?

f) For historians, primary sources such as this can inspire further research and generate answers to historical questions. Identify a research question that is raised by this source. (Put another way, based on your reading of this source, are there issues that you would like to know more about?) Could this source (and others like it) help you to answer that question?

ensure that your responses pay attention to the basic rules of grammar and style and ensure that your final product is free of any typos or other mistakes. If you quote directly from the sources or other parts of the course, please include parenthetical (i.e., in-text) citations. You need not create a separate bibliography for this assignment.

Would you mind highlighting major points (particularly discussing how it broadens your understanding of her life/activism and contributions to the civil rights and women’s rights movements).

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This Paper will examine the life and activism of Gloria Richardson

 

The people and events that influenced Richardson’s Activism.

The Activism of Gloria Richardson to, and during the Cambridge Movement.

Richardsons Influences on the Civil Rights and Women’s Rights Movements.

Would you mind highlighting major points (particularly discussing how it broadens your understanding of her life/activism and contributions to the civil rights and women’s rights movements)

So all storylines should be the subject of her.

Leave the outline way it is written; that is the way professors showed me he wants it.

The Annotated Bibliography should include Chicago Style References and One paragraph on each source and what it entails.

The Annotated Bibliography and 8-page paper are to be written in Chicago Style 12-point font, 1’inch margins. must include footnote and/endnotes

 

How did patterns of class and gender roles change in eighteenth-century North America?

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Patterns of class and gender roles

How did patterns of class and gender roles change in eighteenth-century North America?

Identify and discuss the main argument of the book. What sources does the author use to support her argument? – Be specific

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Manifest Destinies by Laura E. Gomez

-Introduction (150 words)
Summary of the book
Identify and discuss the main argument
-Organization of the book (150 words)
Chronological, Thematic, other? – Discuss the significance
What sources does the author use to support her argument? – Be specific
-Assessment/interrogation (200 words)
Can be specific idea/circumstance/chapter
-Assessment/interrogation (200 words)
Can be specific idea/circumstance/chapter
-Assessment/interrogation (200 words)
Can be specific idea/circumstance/chapter
-Conclusion (150 words)
Contribution to the Topic
Was the argument persuasive

Why did Alexander Kerensky and the leaders of the March Revolution decide to continue Russia’s involvement in Word War I? How did this effect the future of their government?

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Involvement in Word War I

Answer these questions in as much detail as possible.

1. Why did Alexander Kerensky and the leaders of the March Revolution decide to continue Russia’s involvement in Word War I? How did this effect the future of their government?

2. Identify and explain three advantages enjoyed by the Bolsheviks which allowed them to defeat White forces in the civil war.

3. Identify and explain three factors which were common to the leaders of colonial nationalist movements following World War I.

4. Explain the concept of satyagraha as used by Mohandas Gandhi against British rule in India. Provide at least one example of this technique and its effectiveness.

5. Identify and explain three reforms established by Mustafa Kemal in Turkey

What factor (or factors) allowed the Allies to achieve victory over Japan in WWII?

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WWII

What factor (or factors) allowed the Allies to achieve victory over Japan in WWII?

Identify some similarities between Plutarch’s image of Cleopatra and the other ancient or modern sources – both visual and literary – that you met in the unit. Do you think that this passage has influenced later depictions of Cleopatra?

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Reputations

The aim of this assignment is to test your understanding of some of the key terms, concepts and approaches that you encountered in the first half of Book 1: Reputations. It will help you to develop the skills needed to work with written texts and visual images from different cultures and periods. You have three options for this assignment. You should answer two of them:
Cleopatra
Mary, the mother of Jesus
Elizabeth I.
Each answer should be no more than 600 words. General guidance
You should start by reading through each option and deciding which two questions you are going to answer. Remember that this assignment provides you with an opportunity to apply what you have learned from each unit to an understanding of a particular text or image. Although you are not being tested on your referencing skills at this stage, you should try to acknowledge where you have made use of other people’s work (such as a chapter from the module book) in your answer. If you are unsure how to do this, check the section on referencing in the Assessment Guide (Section 4). At this stage in your studies, you are encouraged to have a go – you do not need to worry about getting this exactly right. If you have not already done so, listen to the audio recording ‘Starting assignments’ (which can be found on the Assessment page of the module website). This provides a brief overview of what to expect in TMAs 01–03.

Option 1 Cleopatra
Read the text below, which is an extract from Plutarch’s Lives. What can this text tell us about Cleopatra’s reputations?
Your answer should be no more than 600 words. She received a whole succession of letters from Antony and his friends summoning her to visit him, but she treated him with such disdain, that when she appeared it was as if in mockery of his orders. She came sailing up the river Cydnus in a barge with a poop of gold, its purple sails billowing in the wind, while her rowers caressed the water with oars of silver which dipped in time to the music of the flute, accompanied by pipes and lutes. Cleopatra herself reclined beneath a canopy of cloth of gold, dressed in the character of Venus, as we see her in
paintings, while on either side to complete the picture stood boys costumed as Cupids, who cooled her with their fans. Instead of a crew the barge was lined with the most beautiful of her waiting-women attired as Nereids and Graces, some at the rudders, others at the tackle of the sails, and all the while an indescribably rich perfume, exhaled from innumerable censers, was wafted from the vessel to the river-banks. Great multitudes accompanied this royal progress, some of them following the queen on both sides of the river from its very mouth, while others hurried down from the city of Tarsus to gaze at the sight. Gradually the crowds drifted away from the market-place, where Antony awaited the queen
enthroned on his tribunal, until at last he was left sitting quite alone.
Notes
‘Tarsus’: a city in the ancient region of Cilicia (Asia Minor), on the southern coast of modern-day Turkey. ‘Poop’: the raised deck at the rear of a sailing ship. ‘Nereids’: mythological sea nymphs, represented in Greek and Roman art as beautiful young women. ‘Graces’: mythological goddesses of beauty and charm.

Guidance for Option 1
Briefly describe the passage, with a particular focus on how Cleopatra is depicted in it. Make sure to include some brief contextual details for the passage, i.e. when and by whom it was written. You will need to think about these details
when considering what the text tells us about Cleopatra’s reputations. Note that you have already met Plutarch’s work in the module book, in Section 3.1 (‘Plutarch’s Cleopatra: the shameless seducer’). Try to identify some similarities between Plutarch’s image of Cleopatra and the other ancient or modern sources – both visual and literary – that you met in the unit. Do you think that this passage has influenced later depictions of Cleopatra? If so, how? It will also be helpful to consider whether there are any significant aspects of Cleopatra’s reputation, as studied in the module, which are not reflected in this passage.

Note that this passage also appears in the ‘Optional further study’ Section 7.2, so you may find it useful to read the comments and prompts there. Section 7.1 contains a link to an In Our Time BBC radio programme on Cleopatra, which you may also find useful.

What major political challenges faced the new nations of the Western Hemisphere in the nineteenth century, and how well did they deal with those problems?

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Module 3 Discussion

1.What major political challenges faced the new nations of the Western Hemisphere in the nineteenth century, and how well did they deal with those problems?

2.How did industrialization and economic growth affect the social and the natural environments of the Western Hemisphere countries?