Category: History

From this weeks reading from “The American Yawp” Volume I: Before 1877, you will compose 5 multiple choice questions per topic based on the information from the textbook American Yawp. Week 1 has three topics, thus, for this week students will write 15 questions total. From the readings: Colonization: Chapter 2: sections IV-V, and, Chapter 2: sections VI-VII
British N. America: Chapter 3: sections I, II, and, Chapter 3: Sections V-VI Causes for War: Chapter 4: Sections IV-VII and, Chapter 5: sections I-IV
Write one question per topic and end up with 5 multiple choice questions. Questions should be multiple choice with 4 possible answers, no more and no less, and those questions should be based only on the material in the chapters found in the textbook. As part of this, students must identify the correct answer by highlighting it and they must provide a citation, including the chapter, paragraph, and section where they found the information to write the question.
Your questions MUST reflect content from the entirety of each chapter, you should have no more than one question that asks about dates per topic, and your questions must be appropriately numbered. NO AI or plagarism from any outside sources, only use content from the resources provided

Read pages 270-271
2. Include background information (who, what, when, where and why) on the article’s purpose, and then respond to the below:
3. Was Jackson a “self-made man” or did American society reward “smart and aggressive young white” men?
4. In today’s society, do military victories result in an elevated status?

This assessment measures the following learning objective. Upon completion of Chapter #17, you will be able to:
Choose moments, events, objects, individuals, and/or stories from the module’s learning resources that validate a famous quote about American history AND defend your choices. NO OUTSIDE SOURCES.
PROMPT:
The quotation below comes from a talk author James Baldwin gave to schoolteachers in October 1963.
“I would try to make [students] know that just as American history is longer, larger, more various, more beautiful and more terrible than anything anyone has ever said about it, so is the world larger, more daring, more beautiful, and more terrible, but principally larger-and that it
belongs to [them].”
James Balwin, A Talk to Teachers, 1963
IN YOUR OWN WORDS, explain how Chapter #17’s learning resources have shown American history to be “longer, larger, more various, more beautiful, and more terrible” than perhaps you had realized.
Choose the moments, events, objects, individuals, and/or stories FROM CHAPTER #17’s learning resources that best validate James Baldwin’s quote for you. Make sure that your choices are focused on validating FOUR (4) of the five aspects of American history Baldwin mentions:
“longer” = What specific issue rooted in the time period studied IN CHAPTER #17’s learning resources remains an issue today? Does this issue show continuity or change between past (then) and present (now)? Explain & defend your choice.
“larger” = RESPOND to ‘A’ OR ‘B’:
What particular moment, event, object, individual, and/or story FROM CHAPTER #17’s learning resources demonstrates the global intersection between American history and the histories of other countries and/or continents? Significance? Explain & defend your choice.
What particular moment, event, object, individual, and/or story FROM CHAPTER #17’s learning resources demonstrates the broad range of possible historical topics that can be studied beyond just the usual subjects of wars, politics, famous/infamous persons? Significance? Explain & defend your choice.
“various” = What particular moment, event, object, individual, and/or story FROM CHAPTER #17’s learning resources demonstrates that American history has been various (i.e., diverse/multicultural/immigrants of varied backgrounds/changing demographics)? Significance? Explain & defend your choice.
“beautiful” = What particular moment, event, object, individual, and/or story FROM CHAPTER #17’s learning resources demonstrates that American history has been beautiful? Significance? Explain & defend your choice.
“terrible” = What particular moment, event, object, individual, and/or story FROM CHAPTER #17’s learning resources demonstrates that American history has been terrible? Significance? Explain & defend your choice.
Make sure that you defend your FOUR (4) choices. Write a paragraph for each explaining how it validates an aspect of American history from the list above for a total of FOUR (4) paragraphs (about 20 sentences minimum; one paragraph = 5 sentences minimum; one sentence = 1 complete thought). Explain why you chose these particular moments, events, objects, individuals, and/or stories FROM CHAPTER #17’s learning resources. Persuade us, your readers, that you made thoughtful, insightful, informed choices by being specific about how they validate FOUR (4) aspects of American history from Baldwin’s quote.
POSTS MUST PASS BOTH THE PLAGIARISM DETECTOR AND THE AI TEXT DETECTOR.

Please read all of the pages (23 pages) in the pdf provided in the files below.
The pdf is Robert J. Lieber and Ruth E. Weisberg, “Globalization, Culture, and Identities in Crisis, International Journal of Politics, Culture, and Society, Vol. 16, No. 2 (Winter, 2002), pp. 273-296.
Once finished reading, please choose a slide from the Powerpoint provided in the files below. 
Write 300-500 word essay responding to both of the following prompts:
A) Use the slide you chose from the Powerpoint and discuss how it relates to Leiber and Weisberg’s portrayal of the American primacy in determining identity on a global scale?
B) How does this relate to your own view of Globalization?
In responding to the prompts please quote the pdf article at least twice and provide footnotes with the quotes.
Article Citation for Footnote: Lieber, R.J., Weisberg, R.E. Globalization, Culture, and Identities in Crisis. International Journal of Politics, Culture, and Society 16, 273–296 (2002). https://doi.org/10.1023/A:1020581114701 

The year is 3576. You are an archaeologist exploring the post-apocalyptic islandic wastes of St. Caroline. Your knowledge of early 21st century history tells you that St. Caroline was not always an island and it was not always a wasteland. Before the apocalypse of 2030, St. Caroline used to be part of a civilization called the United States of America. Specifically, St. Caroline is near the historical area in the United States once known as North and South Carolina. While exploring the island, you uncover an artifact that does not resemble anything you have ever seen before. Your assignment is to “read” one (1) of the artifacts you have found and elicit the object’s meaning – that is, to tell your readers what the object tells you about the people who made and used the artifact. You will begin by choosing one (1) of the following eight objects pictured below. You are to assume you have no previous knowledge of the artifact [if an object is something with which you are familiar, please choose a different one – it is imperative for this exercise to be disoriented]. In fact, correct identification of the object will have no impact on your grade. That is not the intent of the assignment. Therefore, using Google’s photo identifier will not benefit you.
After careful examination of the object write an essay on what the object can tell us about the society that produced it. The object is mysterious, but you have managed to determine its size, shape, composition, and place of origin – this data may help your analysis. What is the object used for? What systems of knowledge, technology, and transportation are necessary to produce (from raw materials) and use such an object? How many people were involved in producing the artifact? Is the object useful by itself? What does the object say about the values/priorities of the society that made the object?
Object 1: Object 2:
Height: 1 ¼ in. (3.2 cm) Height: 10 in. (25.4 cm)
Length: 2 3/8 in. (6 cm) Length: 10 in. (25.4 cm)
Depth / width: ½ in. (1.3 cm) Depth / width: 10 in. (25.4 cm)
Weight: 0.4 oz (11.3 grams) Weight: 7.3 lbs. (3,343 grams)
Composition: Bronze Composition: Wood. Metal.
Origin: Middle East Origin: South Pacific
Object 3: Object 4:
Height: 7 7/8 in. (20 cm) Height: 2 ¾ in. (7 cm)
Length: 3 1/8 in. (8 cm) Length: 5 1/8 in. (13 cm)
Depth / width: 3 1/8 (8 cm) Depth / width: approx. 2 in. (5 cm)
Weight: 22 lbs. (10,048 g) Weight: approx. 1 lb. (453.6 g)
Composition: Metal Composition: Aluminum, brass, rubber
Origin: Eastern Asia Origin: Central Europe Object 5: Object 6:
Height: approx. 4 in. (10 cm) Height: 3 ¼ in. (8.3 cm)
Length: approx. 1 ½ in. (4 cm) Length: 2 7/8 in (7.2 cm)
Depth / width: approx. 1 in. (2.5 cm) Depth / width: 3 ½ in. (9 cm)
Weight: 8 oz. (225 g) Weight: 0.5 oz. (14.25 g)
Composition: Iron or steel Composition: Limestone
Origin: Northern Europe Origin: Central Africa
Object 7: Object 8:
Height: approx. 5 ¼ in. (13.5 cm) Height: approx. 7 in. (17.75 cm)
Length: approx. 4 1/8 in. (10.5 cm) Length: approx. 11 in. (28 cm)
Depth / width: approx. 3 in. (7.5 cm) Depth / width: approx. 4 in. (10.2 cm)
Weight: 12 ¼ oz. (350 g) Weight: 1 lb. 4 oz. (567 g)
Composition: Aluminum Composition: Steel
Origin: Eastern Europe Origin: South America
Expectations:
⦁ Please address these questions in a well-organized, thesis-driven essay of 1,000 words. Do not exceed 1,250 words. You must specify the name of the object (e.g., “Object 3”) of which artifact you have “read.”
⦁ You are not expected to do original research for this paper. Rather you are to “read” the artifact you chose carefully and provide an interpretation that squares with what you’ve learned from class lectures, and assigned readings. No other sources should be used for this assignment. There will be a one-letter grade penalty for using sources other than those provided in class. You are expected to

pls pay attention to the instruction.  Bios of 10 Important Women
Students will be required to complete bios of 10 important women contributing to American society to the Civil  War [****born before 1830]. The bios should be no more than 8 sentences for each woman.  Bios must be in essay form—no listing of information!!!!!   You must include some of the following information about the topic:
birthday and birthplace 
education 
family data 
important events in her life 
important influences in her life 
historical contributions that she made or is making 
awards or achievements 
books, publications… by her 
other data you deem important to note about her
you must use at least three sources for each bio; the sources should be listed after each of the 10 bios.

watch a documentary, televised political debate or movie related to a topic in our class . some examples include a live parliamentary debate in the house or senate via C-Span. PBS documentary Zero Tolerance’’ free on PBS), or the Abortion divide

In a post of 3-4 paragraphs, respond to the same prompt as the entry post, below, but using what you’ve learned in the unit to show what you’ve learned and how your thinking has evolved (note that those are not the same things). Please:
Clearly express what you consider the most important takeaways from this unit and why.
Demonstrate this with evidence from the unit, either readings or lectures, but do not use any outside sources or include information not contained in the unit.
Cite all evidence parenthetically, with lectures cited with my name and the lecture number, for example (Woolley, Lecture 1.1a) and the textbook with the page number like this (Pollard et al., 617).
Include a clear argument in your first few sentences (your thesis), and begin each paragraph with a clear topics sentence from which the content of that paragraph follows.
Follow all syllabus guidelines on academic dishonest exactly, especially regarding the use of AI-generated text.
Finally, please also respond to the post from the class that you believe is the best (besides your own) with an explanation as to WHY you chose that one.
Prompt
“In what transformative ways did the Industrial Revolution changes the lives of ordinary people in industrializing countries like England the United States? What influence, if any, do you see from the Industrial Revolution on Europeans’ expansion into Africa and Asia and the westward expansion of the United States, and how did this impact colonized peoples?” When answering this question, keep in mind that:
Technological sophistication was not a cause of the Industrial Revolution but a product of it–maybe consider why and the relationship between technology and the market.
As historians, we need to be as specific as possible about which people we are referring to. Be sure to differentiate between classes of people–say, capitalists and workers–and also different ethnic groups.
The book used for this course is this Elizabeth Pollard et al., Worlds Together, Worlds Apart, concise 3rd ed., volume
2 (New York: W.W. Norton & Company, 2021)
This is the link for the lectures viedo #17-#20 https://www.youtube.com/watch?v=SHnqNhJL5ak&list=PLs6HHd0kzPpPl20YWG1PLawS7iOq7CLD8&index=17

In a 5-7 doubled spaced, reserech paper, describe and analyze the majior social economic, and polticial forces which contributed to the rise of the civil rights movement of the 1950s and 1960s. Paper must include significant individuals and groups, as well as events and laws which related to the achivemnts and setback of the movemnt.Must be MLA format both in text and in seprated work cited page which doesnt count towards the 5-7 pages. must have 6 SOURCES, 3 of which must be PRIMARY (WRITTEN OR CREATED DURING THE TIME FRAM IN WHICH STUDYING) seprating PRIMARY AND SECONDARY sources with HORIZONTIAL LINE in WORKS CITED PAGE. 

Write  notes, minimum of 450 words total, Must be sent through safe assign.
Read pages 309-361 and 367-405 and 411-44 and summaries into OWN WORDS ( chapter notes) 
The weekly notes should be
written in your own words. The notes will be checked by safe assign, a point
will be deducted for every percent over a 20% matching rate. Copying and pasting from
the text or any other source will not be allowed. 
The Americas
Discuss the development and the
political/social structures of the Aztec, Maya, and Inca Empires through 1500
A.D./C.E.
Ancient Africa
Discuss the evolution of the ancient
Nilotic African kingdoms.
Discuss the development of the
medieval African monarchies, the social and political structures of these
societies, and their main cultural contributions.
Empires of Faith
Explain how and why the political
focus of the Roman Empire shifted eastward during Late Antiquity
Explain the evolution of the Byzantine
Empire in Late Antiquity
Discuss how Aksum and Himyar
participated in cultural and economic exchange with other societies
Analyze the way Arab tribes interacted
with the Roman Empire and Sasanian Persia
Rise of Islam and the Caliphates
Discuss the evolution and spread of
Islam (beginning with the career of Mohammed) and the major political, social,
scientific, and cultural contributions of the Islamic world through 1453.