Category: History

respond to it in a five-to-seven (5-7) page
essay. 8-10 citations. Your response should include a formal thesis statement and cited evidence (using
Chicago-style footnotes, as outlined in the Guide to Written Assignments) from Captain Cook’s
Journal as well as any other course readings identified in the chosen prompt; no additional
outside sources, please. You must address all aspects of the prompt in your response to receive
full credit.

Your research proposal serves an “advance draft”/planning document that will get you started toward completing your final research paper due Week Eight. For planning purposes, read the assignment instructions for the final Research Paper; to include realizing that your final paper should be between ten and twelve pages (body length, not shorter or longer; which does NOT include your title page [required] and your bibliography [also required]). Key elements to develop in your proposal include: a focused thesis statement; draft structure including issues or lines of support that you intend to research, and a working bibliography, properly formatted, per Chicago style, of seven to ten scholarly resources.
This writing assignment comprises 36% of all course points (DUE NLT 11:55 p.m., Sunday of WEEK #8).
Write an 8-12 page research paper (page count applies to body text; not to include charts, tables or graphics, if added) on a major theme or series of influential events that shaped or defined the rise and/or decline of the Ottoman Empire.  
Your research paper must include a formal title page, page numbering, proper citations, according to Chicago Manual of Style/Turabian formatting, and a formal bibliography page. For formatting assistance, please use the short guide to the Chicago Manual of Style available at the APUS online library: APUS ePress.  Citations from online articles are permitted ONLY from scholarly websites or primary documents available via reputable archives or the APUS Online Library. 
The body of your paper should feature a strong introduction with a clear thesis statement, well-developed supporting arguments that are linked by proper transitions and supported by at least SEVEN scholarly sources, and a conclusion paragraph that ties back to the introduction and summarizes support for your stated thesis. Substantial research (in addition to assigned course readings) is necessary. Your research paper must reflect your own original thoughts. Also, you MUST receive instructor’s permission, in advance, to include any information “recycled” or previously developed as part of ANY of your previously submitted academic writing assignments. 
For the standard grading criteria (“Rubric”), please review the APUS upper division-Level Paper Grading Rubric, attached.
Deduction penalties for all papers received can include, but are not limited to “unexcused” late papers (10% for every 6 hours late); papers too short (25% for every half page short); or papers too long (20% for every half page too long).
Please remember, substantial research, in addition to assigned course readings, is required. This is a heavy load for eight weeks. You need to start on your research paper in Week One of class. Your research paper must reflect your own original thoughts. Your paper will be checked for originality using “Turnitin” software and graded based on originality or creative thinking, and quality of research, writing, and formatting. 

– Assignment 5: Read: Immanuel Kant, “What is Enlightenment?” 1784
http://www.fordham.edu/halsall/mod/kant-whatis.html
-prompt: How does Kant’s essay illustrate the ideas and goals of the Enlightenment described in my lecture on this topic? Use two brief quotes from the text to support your answer

The 1960s was a turbulent decade in American history, fraught with conflicts over issues from Civil Rights to the war in Vietnam. The Mexican American Civil Rights Movement, one of the least studied social movements of the 1960s, encompassed a broad cross section of issues—from restoration of land grants, to farm workers rights, to enhanced education, to voting and political rights. The video documentary Chicano! History of the Mexican American Civil Rights Movement, a four-part documentary series, corrects this oversight. Ground-breaking for the material it covers, the series is one of the few to address the history of Mexican Americans in general and that of the Chicano Movement in particular; it is an indispensable resource for scholars and students.
https://www.chicano.ucla.edu/files/news/The%20Walkout%20-%20How%20a%20Student%20Movement%20in%201968%20Changed%20School%20Forever_022618.pdf

Directions:
Watch the documentary
Write a summary and reflection (all in one)
Research and include images with captions within your Word Document.
Apply key terms and definitions to describe the prejudice and discrimination both Chicana and Chicano Youth experienced while advocating equitable education.
Submit as a MS Word file.
Reply to at least two of your classmate’s post
Read:
The Walkout — How a Student Movement in 1968 Changed Schools Forever
Step 1
Watch the documentary
Write a short summary and reflection between 500 to 700 words (all in one)
What are the issues Mexican-American students presented nationwide which lead to their walkouts?
Identify five things you learned about the topic and documentary.
What did you like about this topic.
Apply key terms and definitions that explain the prejudice and discrimination associated to the assignment topic.
How is it relevant to the course; apply your critical thinking skills.
Deconstruct the content and/or context; make personal connection to the material and describe how you felt watching students advocate for their rights to an education.
What protest signs stood out to you, what did they say and explain why?
Submit as MS Word document file.
Step 2
Research and include 3 to 5 images of the Walkouts aka Blowouts within the same Word Document
You may also take screenshots of the documentary and includes those images
Write a caption for each image; 1 to 2 sentences, describing each image.
Step 3
After you share your paper, you will be able to view your classmates’ summary and reflection paper along with the images they included within their Word document.
Read classmates paper and study their images of the Walkouts/ Blowouts
Reply to at least two of your classmate’s posts.
Make sure your responses are constructive, appropriate, and relevant to this assignment.
Your responses should comply with our Course Netiquette Rules.
Make sure your posts are submitted throughout the discussion period and not all on the same day which limits your ability to fully engage in the whole class discussion
LIKE at least five or more of your classmates’ posts; it’s OK to Like and give everyone a Thumbs Up for sharing
Directions:
Watch the documentary
Write a summary and reflection (all in one)
Research and include images with captions within your Word Document.
Apply key terms and definitions to describe the prejudice and discrimination both Chicana and Chicano Youth experienced while advocating equitable education.
Submit as a MS Word file.
Reply to at least two of your classmate’s post
Read:
The Walkout — How a Student Movement in 1968 Changed Schools Forever
Step 1
Watch the documentary
Write a short summary and reflection between 500 to 700 words (all in one)
What are the issues Mexican-American students presented nationwide which lead to their walkouts?
Identify five things you learned about the topic and documentary.
What did you like about this topic.
Apply key terms and definitions that explain the prejudice and discrimination associated to the assignment topic.
How is it relevant to the course; apply your critical thinking skills.
Deconstruct the content and/or context; make personal connection to the material and describe how you felt watching students advocate for their rights to an education.
What protest signs stood out to you, what did they say and explain why?
Submit as MS Word document file.
Step 2
Research and include 3 to 5 images of the Walkouts aka Blowouts within the same Word Document
You may also take screenshots of the documentary and includes those images
Write a caption for each image; 1 to 2 sentences, describing each image.
Step 3
After you share your paper, you will be able to view your classmates’ summary and reflection paper along with the images they included within their Word document.
Read classmates paper and study their images of the Walkouts/ Blowouts
Reply to at least two of your classmate’s posts.
Make sure your responses are constructive, appropriate, and relevant to this assignment.
Your responses should comply with our Course Netiquette Rules.
Make sure your posts are submitted throughout the discussion period and not all on the same day which limits your ability to fully engage in the whole class discussion
LIKE at least five or more of your classmates’ posts; it’s OK to Like and give everyone a Thumbs Up for sharing

For your initial post, address the following:
Identify a book, movie, or television show about a person (famous or not) involved in a historical event. Describe what is interesting about their story. What did you learn about the time and place in history? 
What is something that clarified your knowledge or raised questions about your knowledge about the event and/or person? 
How do you decide what to believe about the event and/or person? 

After completing 7.2 by reading Chapter 7, “Thought,” briefly respond to the following questions (75 words minimum each question). 2 pts. each.
Name three early Islamic theological groups and their main beliefs.
Describe how pre-Islamic ideas influenced Islamic thought.
How has the concept of an Islamic caliphate influenced Muslim political thought historically and in modern times?
What were some of the issues in Muslim societies that were addressed by fundamentalist movements?
How did recent thinkers and reformers respond to Western colonialism and domination? Provide a couple of specific examples.
You may submit your assignment in text (preferable) or as a Word.

Write about the impacts of the montgomery bus boycott. And why it was so important to history and civil rights today

MUST BE REWRITTEN ACCORDING TO PROFESSOR COMMENTS BELOW:
.1. Look at #2 on the syllabus’ last page (FW handout). Watch the video where I go over the syllabus’ last two pages (EW & FW handout). Do NOT use headers or division markers in writing essays. 2. Also, do NOT ever waste sentence space on what should ONLY be in parentheses: (a) ANY reference to the text (author, italicized title, edition, chapters, chapter titles, pages, etc.); nor (b) ANY dates of reigns, specific examples, dynasties, etc. These should ONLY be in parentheses. See the Citing Sources handout and WATCH the video accompanying that handout. 3. Paragraphing Every Discussion post Module, and all Sample Thesis Statements handouts and their accompanying videos, discusses paragraphing. For every chapter, there will ONLY be either ONE body paragraph (on each chapter’s TWO specific examples of the ONE theme), OR there will be TWO body paragraphs (ONE for each specific example, in chronological order. THUS, for the TWO chapters, there will either be TWO body paragraphs (one for each chapter’s TWO specific examples), or FOUR body paragraphs (one on each specific example, in chronological order by chapter). 4. Body paragraph topic sentences MUST be stronger! Use the Writing Checklists handout. Each body paragraph in a short essay must begin with a 1-sentence topic sentence which outlines what the paragraph analyzes, and thus includes: (a) the ONE theme; (b) the specific time period(s) and place(s) — which are NOT dates; (c) the specific example(s); and (d) possibly the parenthetical date(s) of each example IF the parenthetical date is not ALREADY given in the thesis statement. This is written on the Writing Checklists handout. So use the handout! 5. Get rid of your current first and fourth paragraphs. ONLY have TWO paragraphs: one on EACH chapter’s TWO specific examples, in chronological order by chapter. 6. PROBLEM You are putting in information from sources that are NOT part of our allowable sources in this class. Please look on the Citing Sources handout. Written on it are the ONLY two sources allowed in this class: (a) the textbook and (b) my Canvas videos. That is IT! Please rewrite ONLY using those two sources. NOTHING else, especially off the internet, including AI! 7. You are not citing sources correctly. EVERY body paragraph sentence, EXCEPT the topic sentences, MUST end with a parenthetical source citation, or you are plagiarizing, as NONE of the research is your original work. Use the Citing Sources handout, and watch the accompanying video. See me for more help. This is a simple skill you can and must master! 8. PROBLEM: I’m not sure what your ONE chosen theme is. Is it writing? Or is it power and hierarchy? See my comment #4, above.

This assignment involves diving deep into history through historic research and exploration of points of conflict (and potential civic engagement) at specific times in Michigan’s past. You will see how local actions have broader consequences and through your research demonstrate an understanding of how a person’s background and demographics affects and shapes how they interact with others and society. By looking at points of conflict or times of competing visions in history, you will be able to see how individuals used their voice to engage in the public realm to advocate for their own interests or for the interests of others. You will analyze how civic engagement was used to effect change or how it wasn’t used (and maybe could have been). 
To summarize, you will analyze four historical events where you look at the diverse people who were involved, their competing interests, their visions for the future, how they became civically engaged (or did not and could have been), and what can be learned from the events. 
To have this deep historical research journey, you will:
Research four (4) historical events (see the historical events list for the exact events you should be researching) and write at least 1000-word reports on each event (see rest of directions for details). 
Write a final response paper of at least 750 words (see directions for details). 
Cite the paper with footnotes (no in-text citations). All writing should be collegiate in style, plagiarism free (with proper citations of footnotes), grammatically correct, and spelling-error free. Upload your work in Microsoft Office Word (.doc or .docx)—other file formats are not accepted.
The Project Overall (see descriptions below)
Project Intro (250 words)
Four event reports (each report must be at least 1000 words, not including footnotes)
Final Response Paper (750 words)
Your project will be divided up into different due dates. See the schedule in the syllabus or the assignment dropbox area for details.
Project Introduction (at least 250 words)
Briefly describe your thoughts on the importance of civic engagement (what a person can do as a citizen to make change in their communities). To do so, consider addressing these question: In what ways do you think people are able to make change? What role does history play in the education of people and their engagement in the community? How useful is history in creating civically minded individuals? Is it important for citizens to understand the past? 
List the four events chosen from the List of Historic Events document (found in D2L)
List any sources found so far
Four Event Reports
Research four (4) historical events from the approved “List of Historical Events” on eLearning and analyze the event for site/date listed. You must choose your four events from the “List of Historical Events” I created on our D2L site so they meet the outcomes for this course.
Write a report of a minimum of 1000 words for eachof the four events. Each report should analyze what happened, discuss who was involved, analyze civic engagement for each event, discuss the historical context of the event, and examine why it was important.
Each report should answer the following questions (make sure everything is factual):
What happened? Think critically about this. Give a full accounting of the event. Did local actions have bigger consequences? What conflict existed? Was one group trying to change something? If so, what kind of change were they attempting to achieve? 
Who was involved? Analyze the characters involved. For instance, think about how their identity might have affected their experiences. 
What were conditions like at the time? What else was going on at that time in US/world history that may have played a role in this subject? (this is historical context of the event). Historical events are often a product of their time so it’s important to look at what is going on more globally, in this case the rest of the nation. You may have to research the broader subject in order to find quality academic research so placing your work in historical context is an important step.
Did civic engagement occur? If not, was it because a marginalized group was silenced in some way by those more powerful? Throughout history, people have—through individual or collective action—worked to make a difference in their civic life. They’ve sought to make a change in their community. We can look throughout our state’s past and see times where people have joined together on issues of public concern, like slavery, prohibition of alcohol, voting rights, etc., to make a difference. Sometimes, in our past, there have been points of conflict where diverse groups competed and the choices made had a negative consequence for others in society. Sometimes, civic engagement wasn’t used, and certain groups suffered as a result. If possible, hypothesize what would have happened if civic engagement had been used.
Explain how your events are important. Why was this event important then? Why is important now? To understand importance, it might help to remember that the past is a series of choices and consequences; different choices would have meant different consequences. 
Each report should have the name and date of the event bold printed at the start of the report. You should start new reports on a new page.
Each report should be typed in Times New Roman font, 12-point font, 1.5 or double-spaced, using Microsoft Word (it will also need to be uploaded in Microsoft Word–.doc or .docx).
All writing should be collegiate in style, plagiarism free (with proper citations of footnotes), grammatically correct, and spelling-error free.
Each report should have a bibliography (in alphabetical order) of the sources you analyzed for that report. You must have at least three secondary sources for each event and at least one academic article (from Jstor, Michigan Historical Review, or Michigan History magazine) or one academic book. Put your bibliography at the end of each report. See below for more details. 
Cite the paper with footnotes (no in-text citations). See below for details.
Final response paper
Write a concluding report (minimum 750 words) after all four events have been analyzed that is a conclusion for the entire paper. The concluding report should:
Give your final thoughts on the events that played out. What do these events symbolize to you? 
How did your research advance your knowledge of Michigan history? Reflect upon the experience of researching and writing the Civic Engagement paper. 
Recap what you learned about civic engagement from this project. What issues did people encounter? What insights did you gain from studying the events? 
What are your thoughts on civic engagement? Now that you have specifically addressed how it was (or was not) used, discuss the practice as a whole.
Should we make a diligent effort to ensure history is taught formally and informally so that people are more aware of civic engagement throughout time?
Bibliography & Citations
Each event should be thoroughly researched and analyzed using academic sources. You should have at least three secondary sources (at least one must be an academic article or book) that analyze the larger historical topic represented for each event (please note that the academic sources are not for the specific events themselves they are for the broader historical subjects/context of the site). 
For each event, you are given an event and then a broader subject to help you know what to research. You are also provided with at least one keyword search for each event to help you start researching. To do academic research, you will largely use works written by scholars. 
You will likely want to use the Jstor database first since this resource is what historians around the nation use to get academic research. Secondly, I would use the Michigan Historical Review database. Thirdly, I would use Michigan History magazine database. The Delta library has made a research guide for Michigan history where you can find these databases (which have the types of articles I’m looking for) and books; there is also a link to this Civic Engagement Project. See this link:https://library.delta.edu/HIS237/projectoverview for access to Jstor, MHR, Michigan History, etc.
Provide a bibliography of all the research that you conducted at the end of each event. For the bibliographic information, the important thing is to give me as much information as possible for each entry (title of piece, author name, publication house or journal name, date of publication, etc.). All works consulted should be included. Historians use Chicago Manual of Style for notes and bibliographic entries. Link to CMS:https://www.chicagomanualofstyle.org/tools_citationguide.html
Any information that needs to be cited, should be cited in a footnote (no in-text citations). I have a video of how to do this on our site. Give full bibliographic information (see CMS for style) for each citation. Think of each citation and bibliographic entry as a map where you’re trying to give me enough information to find the source easily on my own. Make sure you are avoiding plagiarism at all costs. 
If there are primary source documents or other information that you think will enhance your paper, please include them in the bibliography. You should focus your research on secondary sources. 
You can use websites to better understand the events and those, too, should be listed in the bibliography.
Rubric
In general, I will look to see that all these expectations are met. If they are met at a basic level (e.g. minimum word count), then an average grade of C will be earned. Those who show heightened analysis and critical thinking will earn a grade above average. Failure to meet the writing, citation, or formatting expectations will lower the overall grade. Uploading the paper in a format that isn’t accepted (only Microsoft Word accepted) will result in a zero grade. 
I look to see the following: 
Researched four (4) historical events from the approved “List of Historical Events” on eLearning and analyzed the event for site/date listed.
Wrote a report of minimum 1000 words for each of the four events/subjects that corresponded to the four sites (minimum 4000 words total for this section). Each report analyzed what happened, discussed who was involved, analyzed civic engagement for each event, discussed the historical context of the event, and examinee why it was important. 
The project was factual.
Each report answered the following questions:
What happened? 
Who was involved? 
What was the historical context?
Did civic engagement occur? 
Why was this event important? 
For each of these questions, in order to earn an above average grade (A/B range), I will look to see that each addressed thoroughly and analytically. 
Each report had the name and date of the event bold printed at the start of the report. 
Each report was typed in Times New Roman font, 12-point font, 1.5 spaced, using Microsoft Word and uploaded to D2L in .doc or .docx format.
All writing was collegiate in style, plagiarism free (with proper citations of footnotes), grammatically correct, and spelling-error free.
Each report had a bibliography (in alphabetical order) of the sources you analyzed for that report with at least three sources for each event and at least one academic source. 
The project was cited with footnotes (no in-text citations). 

Briefly explain the forced removal of Cherokee Indians in the “Trail of Tears.” Why was it especially tragic?
Describe two different approaches to abolitionism in the antebellum era. Which do you think was most effective and why?
What was Minstrelsy and what role did it play in nineteenth century America? Why do you think the way people and groups are represented is important to understand racism and equality?
Explain Lincoln’s stance on race and slavery. Consider his participation in the Lincoln Douglas debates, what we learned in To Make Men Free, and his role in the Civil War?