Category: History

Please use the information in the essay I attached to create a presentation . The essay is about the history of frisco Texas. Let me know if you have any questions

I will attach down below the steps thank you!
I’m going to attach the links from the textbook that needs to be used for the 1950s and the 2001 only

30. The Recent Past

26. The Affluent Society

these are the links to the textbook that need to be used to do the essay!
I also attached one of the primary sources that needs to be used as well.

Rosa Parks on Life in Montgomery, Alabama (1956-1958)

Explain what type of documentation is usually included in the records of a museum object. Also, explain how museums are expressing the documentation process in their collections management policy.

Read Cervantes’ “The Little Gipsy Girl” before our discussion on April 24th. Submit a one-page response describing the main themes of the text by Friday, April 26th.

you will analyze primary sources – which are documents or artifacts generated by the events, people, and actions associated with historical phenomena – that emerge as close to the actual timeline of the historical phenomena as possible. The specific goal of this assignment is to analyze the social, political, and economic motives that influenced people’s responses to the notion of “freedom” during the age of the mass immigration and urbanization of the late 19th and early 20th centuries.
https://www.americanyawp.com/reader/18-industrial-america/jacob-riis-how-the-other-half-lives-1890/ 

William Graham Sumner on Social Darwinism (ca.1880s)

Helen Hunt Jackson on a Century of Dishonor (1881)

Andrew Carnegie’s Gospel of Wealth (June 1889)

Rose Cohen on the World Beyond her Immigrant Neighborhood (ca.1897/1918)

Rudyard Kipling, “The White Man’s Burden” (1899)

First, read these short documents with an eye toward how different groups/people approached the issues of immigration, American opportunities, race, and gender between 1880-1910.
Then, write a short essay that addresses the following issues:
According to American dogma, what was life supposed to be like for “all” Americans, regardless of race or ethnicity?
Using examples gleaned from these sources, what was life for ethnic minorities and immigrants really like in the US? How did their lived experiences during this period impact the rest of their lives?
Do you see examples of American racism and xenophobia at work in some of these sources? Provide examples if so.
Do you recognize any modern trends regarding how native-born Americans treat immigrants and ethnic minorities? Any parallels with modern concepts of xenophobia?
The minimum expectations are 3 full pages, double-spaced, Times New Roman 12-point font. Your margins should be 1”. Structure your essay so that you have an introduction with a clear thesis statement that makes an argument, 3-4 specific examples from the readings, and a short conclusion. All cited material needs to come from the documents (William Graham Sumner). NO OTHER SOURCES MAY BE USED.

Historical Background: In the late 19th century, European leaders believed that by creating a balance of power they could prevent a large-scale war from happening. The idea was that if the major powers of Europe – countries like England, France, Russia, and Germany – were balanced in strength, no one country could dominate the rest. War could be avoided. Countries began to ally themselves with each other, which would eventually spell disaster as Austrian Archduke Franz Ferdinand was assassinated by Serbian nationalists, which sparked a war between Russia and Germany.
______________________________________________
-Effective analysis and interpretation of important relationships implicit in the writing 
task; conclusions are supported with accurate factual information|
-Extensive use of social studies vocabulary in the response used correctly (from within and 
extends beyond the provided documents)
-The writing is exceptionally well-organized and ideas are coherently presented. There are virtually no errors in grammar, punctuation, and spelling. The thesis statement is clear, specific, and fully conveys the argument or point of view. The essay has a clear introduction, body, and conclusion, with seamless transitions between ideas.

Examine these documents adds to, expands upon or changes the concept of the social contract/compact as articulated in those ealier documents that you will utilize for the comparative essay.

No matter the format, the project must:
1. Present an Argument
(10 points): The ESSAY will be about what coastal technologies and practices the Europeans got from the indigenous people- primarily in New England but not strictly- from the 1600s-1900s 
Your
project should have an overarching idea or takeaway. In this case, your
argument will probably be an answer to a question you have about the past (no
need to stick with the same question you started with—think about what question
your sources allow you to answer.)
2. Share Basic Information
(20 points):
Explain
in depth details of the topic you’ve studied: who/what/when/why/where/how? What
context surrounded this topic?
3. Engage with Primary Sources
(20 points):
Your
project should draw on at least 4 primary sources created at the time the
history was happening or by someone who was there. In previous weeks, you’ll
have found these sources using our Research Guide and analyzed them for Project
Dues. Your project should reflect this work you’ve done—present and explain
sources or pieces of them to your audience, or use information you learned from
the sources.
4. Engage with a
Secondary Source (5 points):
Your
project should draw on at least one secondary source created by a scholar who
used primary sources to make an argument about the past. A previous Project Due
uses our Research Guide to lead you through the process of finding and reading
a reputable secondary source (History.com and most sites you’d find with a
simple google search do not count.)
5. Cite Your Information
(10 points):
Every
quotation, idea, or piece of information that came from somewhere other than
your own brain should be credited (this goes for primary and secondary sources,
as well as any additional google research that shaped your project.)
*If
you write an essay, blog post, historical fiction, or any other chunk of
writing, please use footnotes (InsertàFootnotes)
to show where you got each piece of information. Timelines can include
citations at the end of each caption. If your project format makes these kinds
of citations awkward, please talk to me, or submit a bibliography listing the
places you found information that you used, along with 1-2 sentences about what
you learned from each.
Please
use Chicago style citations to explain where you learned things included in
your project. (On the right-hand side of the page, find the description that
most closely matches your source, click on it and follow the directions for
either “Note” or “Bibliographic Entry,” depending on what kind of project you
are working on. 
6. Show Depth of Thought
(15 points):
This
project asks you to learn and think about something that happened that you
weren’t there for, using scraps of evidence as clues to the past. Forget
anything you learned about History being a process of memorization and reciting
“facts.” No matter what kind of project you create, there’s creativity in this
process. Let yourself wonder and follow your curiosity. Try to practice
historical empathy, imagining how it felt to live through this moment. If you
open yourself up to what you’re learning and let it touch you, your final
project will come across as interesting and complex, rather than feeling stale
or simple.
7. Catch Typos and
Errors (10 points):
Editing is a crucial step that you should be
sure to always make time for. I don’t expect perfection, but you should make an
effort to catch mistakes. 
Find any other primary and secondary sources that can help support the essay but the ones below also need to be in it.  Need to have at least 4 primary and 1 secondary source
Must use primary:
https://babel.hathitrust.org/cgi/pt?id=mdp.39015006869104&seq=1
https://www.google.com/books/edition/Travels_Through_North_and_South_Ca
rolina/WrJgAAAAcAAJ?hl=en&gbpv=1
Secondary:
https://www.google.com/books/edition/Science_and_Technology_in_Colonial_Ameri/fp
LDEAAAQBAJ?hl=en&gbpv=1

Jan Gross encourages us to think deeply about the categories of perpetrators, bystanders, and victims as we study the Holocaust. In your essay, explain what we learn about these categories in Neighbors and compare these insights to other material assigned in the course (see options for combinations below). In your discussion, you should also explain what our course material says about how the roles of perpetrators, bystanders, and victims have shaped the memory and history of specific events related to the Holocaust.
1-Jan Gross, Neighbors 
2- excerpt from Christopher Browning, Ordinary Men Jan Gross, Neighbors 
3-Peter Fritzsche, “Babi Yar, but not Auschwitz: What Did Germans Know about the Final Solution?

This exercise tests your understanding of the lectures in Unit 5: The Cold War during the Truman and Eisenhower Eras. Answer one of the questions below in the form of an essay that is three to five double-spaced typed pages. Your essay should use specific examples from the lectures as evidence for the claims you assert in your essay. The more examples you have from the lectures the stronger your essay. 
When writing your essay, keep in mind that historians are concerned with change over time and causality. Reread Ramón Veloso’s chapter on Historical Causality from the unit on “What is History” for instruction on how historians try to understand and explain the past. 
What events and decisions during World War II contributed to the rise of the Cold War?
How did the United States combat communism during the Truman and Eisenhower administrations? 
What was containment? How did the Truman and Eisenhower administrations implement it? How successful was the implementation of containment? Discuss both the supporters and critics of the policy.