Explain the author’s main argument and how the author draws on historical evidence to advance that argument. What do you think is an important limitation of this secondary source? How does the history found in the secondary source seem to connect to a broader idea, theme, debate, or issue in history?

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Scholarly secondary source.

• Your paper should briefly introduce your paper’s topic or question and provide a statement. In a
paper of this size, your introduction and thesis statement should appear on the first page, in the paper’s first
paragraph.

• Your paper should show that you reasoned through the evidence in a fair-minded way. In other words you
should state (paraphrase) what your evidence says and not what you wish it said or you think it should say.
You need to state the evidence fairly, even if you think it wrong or offensive.

• Your paper should use evidence to answer the historical question. You need to explain how the evidence
answers the question. The easiest way to figure this is to think through your evidence and argument using
one or more of the key concepts for this course.

• Your paper should develop and organize your thoughts clearly and logically. Use paragraphs and topic
sentences. Outlining is a necessary, but not required, step in writing a well-organized paper. Paragraph
organization and the use of topic sentences is essential.

• Your paper should draw a conclusion that addresses the paper’s chief topic or question and that states your
answer to the question or your contribution to the topic.

Format:
• Submission to Blackboard Learn: uploaded Word document
• Typewritten, double-spaced
• Length – Times New Roman, 12 pt., 500-750 minimum
• Citation – Chicago (Turabian), MLA, or parenthetical page citation

Prompt:
The source for this assignment is a scholarly secondary source. A scholarly source includes footnotes or endnotes
and is authored by an expert in the field. In your essay, explain the author’s main argument and how the author
draws on historical evidence to advance that argument. What do you think is an important limitation of this
secondary source? How does the history found in the secondary source seem to connect to a broader idea, theme,
debate, or issue in history? Support your explanation and evaluation with specific evidence from the scholarly work
under examination.

According to what you heard in class and the arguments presented in the articles, were the Founding Fathers Democratic Reformers?

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Were the Founding Fathers Democratic Reformers?

This is for my United States History I. According to what you heard in class and the arguments presented in the articles, were the Founding Fathers Democratic Reformers?

The essay should include: a creative, exciting title, an engaging opening sentence, a strong introduction that summarizes the arguments of the authors, choose a side on the issue and states several reasons in support several body paragraphs, each of which explain one of these reasons, and, a clear conclusion that agrees with your introduction and reiterates your statement.

The essay must be no less than THREE and no more than FOUR pages long; 12 point font Cambria; double-spaced with one-inch margins—no other lengths or formats will be accepted. CHANGE DEFAULTS IF NECESSARY. The only source to be used for this assignment is the reading posted on Canvas.

What were three main causes or sources of this new integration of Eurasia? What were three important consequences or effects? What made these causes or sources and consequences or effects so important?

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The great classical cultures of Eurasia

Write an essay that answers the following question.

The great classical cultures of Eurasia created separate identities but each of these cultures also contained important elements that other peoples adopted. In the classical and post-classical periods (600 BCE to 1450 CE), the peoples and cultures of this vast area had consistent and enduring interactions. What were three main causes or sources of this new integration of Eurasia? What were three important consequences or effects? What made these causes or sources and consequences or effects so important?

When you discuss the important consequences or effects of developments you identify or what we can learn from parallel worlds, do not extend your discussion beyond the year 1450. For instance, do not discuss their significance for life today. The shape of the current world is beyond the scope of this class. The Final Exam in HIS 233 tests your mastery of course content and this course ends around the year 1450, so your discussion of important consequences or “take-aways” needs to end around that year as well. The nearly 570 years since 1450 (which is the time period covered by HIS 234) have had more impact on the nature of the modern world in any case.

You can only use sources from the book, Human Journey: A Concise Introduction to World History Volume 1, 2nd Edition By: Reilly, Kevin.

Describe the event from in an ‘official’ or ‘neutral’ way. Describe the event from each group’s perspective. Explain how the perspectives are different and why. Comment on the significance of perspective in understanding history.

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Comparative Analysis

Purpose
Understand the complexities of history by comparing the experiences of two different groups involved in the same historical event.
Examples:
• Student protestors and military members involved in the clash in Tiananmen Square, China
• Jewish settlers and Palestinian people in Israel
• South Koreans and Americans in South Korea or South and North Koreans

Assignment
Choose an historical event after WWII. It can be one covered in class or one of your choosing.
*note your topic should not be the same as the topic for your major essay.
1. Describe the event from in an ‘official’ or ‘neutral’ way.
2. Describe the event from each group’s perspective.
3. Explain how the perspectives are different and why.
4. Comment on the significance of perspective in understanding history.

In what ways did European colonialism and/or imperialism shape the world as we know it today? What effects did colonialism and imperialism have on the non-European nations and peoples who were the targets of colonization and imperialism?

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World history final paper

Prompt #1:
​Thomas Carlyle wrote in 1840: “Universal History, the history of what man has accomplished in this world, is at bottom the History of the Great Men who have worked here. They were the leaders of men, these great ones; the…creators, of whatsoever the general mass of men contrived to do or to attain; all things that we see standing accomplished in the world are…the result, the practical realization and embodiment, of Thoughts that dwelt in the Great Men.” This has come to be known as the “Great Man” theory of history—the idea that all historical change has occurred because of the actions of “great” individuals. More recently, many historians have focused less on individuals and more on groups, movements, or social classes to explain why things change.
This course covers a series of massive, far-reaching changes in the world as we developed from the medieval period to our present-day, modern society. What do you think is the primary cause or “driver” of change? Great individuals, as Carlyle suggests? If so, which individuals do you think have been most effective at causing change, and which character traits, abilities, or other factors do you think make certain individuals so effective? Or, do you think that change is more often accomplished by groups (social classes, political movements, religious organizations, or even armies)? If so, which groups do you think have been most successful at changing the world, and why?

Prompt #2:
​Consider the terms colonialism and imperialism. This description by the Stanford Encyclopedia of Philosophy may be helpful: “Colonialism is a practice of domination, which involves the subjugation of one people to another. One of the difficulties in defining colonialism is that it is hard to distinguish it from imperialism…Like colonialism, imperialism also involves political and economic control over a dependent territory. The etymology of the two terms, however, provides some clues about how they differ. The term colony comes from the Latin word colonus, meaning farmer. This root reminds us that the practice of colonialism usually involved the transfer of population to a new territory, where the arrivals lived as permanent settlers while maintaining political allegiance to their country of origin. Imperialism, on the other hand, comes from the Latin term imperium, meaning to command. Thus, the term imperialism draws attention to the way that one country exercises power over another, whether through settlement, sovereignty, or indirect mechanisms of control.” Peoples who were never actually colonized could still be affected by the power dynamics of imperialism—consider the case of China in the 19th century. Consider also that imperialism could be political, economic, or even cultural. In what ways did European colonialism and/or imperialism shape the world as we know it today? What effects did colonialism and imperialism have on the non-European nations and peoples who were the targets (some might say “victims”) of colonization and imperialism?

Do you think we have too high an expectation for our presidents? Why do we expect our presidents to do so much? Have we ever had a president who has successfully met the public’s expectations? Or does it take time out of office for the public’s opinion of the president’s performance to change?

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Paraphrase from J. David Barber:

The president is the first political office children recognize. The president helps people make sense of politics. Congress is a tangle of committees; the bureaucracy is a maze of agencies. The president is one man trying to do a job – a picture much more understandable to the mass of people who find themselves in the same boat. Furthermore, he is the top man. He ought to know what is going on and set it right. So when the economy goes sour, or war drags on, or domestic violence erupts, the president is available to take the blame. Then when things go right, it seems the president must have had a hand in it. Indeed, the flow of political life is marked off by Presidents: the “Eisenhower Era,” the “Kennedy Years.”

We do seem to expect a lot from our presidents. Why is that? We elect them and give them a report card after their first 100 days in office. The expectation that they should be able to fix the economy or solve an international crisis in just a few days seems to be something dreamt up from a Hollywood screenplay. Do you think we have too high an expectation for our presidents? Why do we expect our presidents to do so much? Do the journalists share the blame? Do the presidents themselves? When they run for the office they make sweeping promises that fail to consider the constrictions of the office, but then every candidate for every office does that – even the local dog catcher. Where does Congress or the Courts fit into the public perception of the presidents’ power? Do different presidents’ have different powers? Furthermore, when we consider our expectations of the office, are we imagining a president living in an older era? If we factor in the new globally connected and socially connected world, must we re-evaluate our expectations as to whether presidents can accomplish their agendas? Is there anything that can be done to make a president more successful in achieving his promises?

Have we ever had a president who has successfully met the public’s expectations? Or does it take time out of office for the public’s opinion of the president’s performance to change? For example, people are re-evaluating the presidency of George H.W. Bush. The public and historians are concluding that the Bush I Administration was one of the better administrations in recent history.

What history is live in these media? What assumptions are these media grounded on? Who do these narratives serve? What work are these narratives trying to do/what is their “goal” (if they have one)? What (or who) is missing/silenced from this story?

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Critically response

Written Assignments: You will write 2 critical responses (1-2 pages, 12-point font, double spaced) based on the assigned texts, films, and our class conversation. In each of these essays, pair a film we have watched in class with a text we have discussed, and to use these materials to assert an original position. You will also be asked to incorporate outside source(s) that critically engage with the subject matter—these can be scholarly works such as books or peer-reviewed articles, or other media such as films, songs, or artwork.

Questions you can ask of your materials might include: What history is live in these media? What assumptions are these media grounded on? Who do these narratives serve? What work are these narratives trying to do/what is their “goal” (if they have one)? What (or who) is missing/silenced from this story? Do not simply summarize the reading or describe the plot of the film.. I’ll attached two-three readings from my class you will have to choose two among those and the third one have to be any other source that can go with the topic.

Given that each civilization existed hundreds (or more) years apart from each other, what do similarities tell of cultural commonalities; what do differences tell of cultural differences between the three civilizations? Is there any evidence to suggest that each civilization had similar beliefs of moral behaviors?

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Ancient Law Codes

You must write a paper about all three of these law codes, in which you subject the readings to critical thought and analysis, including your conclusions from that analysis. You must compare, contrast, and critically analyses EACH of the three readings. Your analysis should include the following points (iun no particular order):

a.) What does each reading tell you about the culture, concerns and cultural beliefs of the civilization which created each law code?

b.) Given that each civilization existed hundreds (or more) years apart from each other, what do similarities tell of cultural commonalities; what do differences tell of cultural differences between the three civilizations?

C.) Is there any evidence to suggest that each civilization had similar beliefs of moral behaviors?

d.) What do the types of punishments given in each law code tell of how each civilization viewed that status of humans and the value of human life?

e.) Discuss the meaning of differences between economic and physical punishments.

What is the premise of the film? What are the goals of the film makers? What do they hope to learn? What do the people they interview know about the Amistad? What is their understanding of the impact of the slave trade in their lives? What about Colonization?

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Films analysis

Ghosts of Amistad by Tony Buba is based on Marcus Rediker’s The Amistad Rebellion: An Atlantic Odyssey of Slavery and Freedom (Penguin, 2012). It chronicles a journey to Sierra Leone in 2013 to visit the home villages of the rebels who captured the slave schooner Amistad, to interview elders about local memory of the incident, and to search for the long-lost ruins of Lomboko, the slave trading factory where their cruel transatlantic voyage began. The filmmakers rely on the knowledge of villagers, fishermen, and truck drivers to recover a lost history from below in the struggle against slavery, and to explore the African origins of the heroes of the Amistad incident.

Possible Questions to consider:

1. What is the premise of the film? What are the goals of the film makers? What do they hope to learn?

2. How do the locals receive the film makers? How are they able to make connections along their journey?

3. What do the people they interview know about the Amistad? What is their understanding of the impact of the slave trade in their lives? What about Colonization?

4. How does this film and the Amistad provide connections between slavery, Africa, and African culture?

How does the new bride prepare for her life as an officer’s wife at Fort Tejon? How does she describe conditions at Fort Tejon during her time there? How does Tillie see those already living in California, including Native Californians?

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Army Bride Goes West

Read Jane Apostol’s An “Army Bride Goes West” about Matilda McKee, the bride of a military officer stationed in California in the 1860s. Answer the following questions in a typed, double-spaced document. Each response should be numbered to reflect the question answered and about a paragraph in length.
How does the new bride prepare for her life as an officer’s wife at Fort Tejon?
How does she describe conditions at Fort Tejon during her time there?
How does Tillie see those already living in California, including Native Californians?