Category: History

Analyze Historical Trends Across A Time Period
This outcome focuses on the idea of historical trends across a time period whereas the former objective emphasized themes within a time period.  When looking within a time period, we looked at what was happening within one civilization at a certain point in time; all of the civilizations made contributions that lasted beyond their own time period and helped future generations.  These contributions helped define the Classical Period for each of the civilizations discussed.  During the Post-Classical Period, we will study trends across civilizations because there will be more periods of interaction between these civilizations in terms of trade and cultural exchanges than ever before.  Now instead of thinking about what is happening in just one region at one time, you should start thinking about what is happening across multiple regions and how that ultimately allows for exchange of ideas and trade.
What Is The Post-Classical Period?
The post-classical era (500 C.E. to 1500 C.E.) is period of readjustment for many civilizations.  While it marks the end of the classical civilizations, some elements will remain.  For example, the Christian Church in Europe remains strong even after the fall of the Roman Empire.  The early centuries of the post-classical period are characterized by internal power struggles, external invasions, or a combination of the two while the later part of this time period is characterized by societies trying to restore political and social order.  As societies attempt to reorganize and stabilize, there is a re-emergence of regional trade and beginning of trade connections with other civilizations.  Religion plays a big role in the exchange of ideas as Christianity, Islam and Buddhism push beyond their places of origins and enter into new realms.  In some places, we are still living with some of the social, economic and cultural legacies of the post-classical period.  As we go through each of the post-classical civilizations, think about some of these larger themes and consider what is happening at the same time in other places.  For example, if you are reading about China think about what is happening in Western Europe at the same time.  This gives you a broader perspective and allows you to compare things chronologically.  Remember nothing occurred in a vacuum. 
Comparison time line of the post-classical period by region.
Reading Assignments
Be sure to look at the milestone activity to help you know the topics on which to focus.
Be sure to look at the milestone activity to help you know the topics on which to focus.
Copy link to go to the textbook:  https://drive.google.com/file/d/1Cl-j_uZXukqonk6rE5-Mqc8-2G_sLPc9/view?usp=sharing
Chapter 7 The Rise and Spread of Islam 
Ch. 8 The Development of Russia 
Ch. 9 The Mongol Empire 
Ch. 10 Chinese Dynasties 
Videos That Reinforce The Reading Assignments
The Dark ages-https://youtu.be/QV7CanyzhZg
The Mongols-https://youtu.be/szxPar0BcMo and https://youtu.be/etmRI2_9Q_A
Islam- https://youtu.be/TpcbfxtdoI8

What do I want you to do? 
Choose one of the following civilizations to make an annotated timeline: Byzantine Empire, Islamic Empire, Russia, Medieval Europe, Mongol Empire and Chinese Dynasties/Empires.
In your annotated timeline, you will cover the following topics: Religion, Politics/War, Social Structure and Trade.  When you do not have exact dates, then use decades or centuries and the topic as your heading.  Then explain the who, what, where, when, why and how of the topic.  
Be sure to use the readings that I have assigned for the civilization.  The assigned readings are in the reading assignment folder.
Write everything in your own words.  Do not use quotes as a substitute for your own words.  Be sure to include the source in parentheses at the end of the paragraph.  
Citations should look like Mclean, pg. # and/or video title and timestamp.
DO NOT USE OUTSIDE RESOURCES.
DO NOT USE OUTSIDE RESOURCES.
Why do I want you to do it? 
This learning outcome has focused on the historical themes during the post-classical period.  You will create a timeline for one of the post-classical periods list above.
How do I want you to do it? 
You need to make an annotated timeline.  You can do it the simple way or the table way.  If you have questions, email your competency facilitator.  Remember the timeline is an annotated one so you need to include an explanation for every date and it’s corresponding event.
Simple Way
Use Microsoft Word or Google Docs and type the following:
Date/Time Period — Event
Explanation of the Event goes under the date/time period and event
Table Way
In Microsoft Word or Google Docs, click the insert tab and put in a table.  You’ll only need two columns:  one for the date and one for the event and explanation.  Click here to learn how to insert a table.  Click here to learn how to add columns and rows to your table.
What to include in your submission
Your assignment submission should include:
Create 1 annotated timeline that reflects the development of one of the following civilizations:  Byzantine Empire, Islamic Empire, Russia, Medieval Europe, Mongol Empire and Chinese Dynasties/Empires.
You must use the sources provided.  Do not use outside sources or ChatGPT or an AI program.
Start the milestone with an introduction about the importance of the post-classical period for the civilization you choose.
Create an annotated timeline. Be sure each entry in your annotated timeline includes a date/time period, an event and then an explanation of the event.  The explanation should explain the who, what, where, why and how of the event, person or idea.  Why is it important?  
You should end each entry in the annotated timeline with a transition sentence that ties it to the next event and in the beginning of the next event you should have a sentence that continues explaining how the events connect and link to the larger event.  These are called transition sentences.  Click here to learn more about transition sentences.
You will need an introduction that includes a thesis and a conclusion that ties all of the events together and discusses how one event leads to the next.
You should write in complete sentences and use proper grammar and spelling.
Your annotated timelines together should have at least 400 words.
You need to cite the sources from the learning activities.  Include the page numbers from the textbook or the title of the videos and the time stamp or the title of any other articles used in the competency.  Do not use outside sources. 
Citations should look like Mclean, pg. # and/or video title and timestamp.
DO NOT USE OUTSIDE RESOURCES.

This discussion question will focus on the Market Revolution and its impact on how Americans lived their lives. To get more context to analyze the accompanying documents (primary sources) you can refer to Chapter 9 in your textbook, Give Me Liberty! Vol. 1. Please do not cite the textbook in your response. Analyze the primary sources and choose 2-3 documents that address some or all the following questions, 
In what ways did the transportation, communication, and market revolutions change the everyday lives of Americans? Were there winners and losers in the outcome of the market revolution? On balance, was it a beneficial development? Were the South and the North opposite ends of this development or connected? Do you thing a “national market economy,” in which regions of the national specialized in certain goods for the trade with other regions, would link the nation together or pill it apart? 
Directions:
Write a 500-800 word analytical response that is supported by 2-3 documents. 
You are welcome to support or argue against a point brought by your fellow student using the textbook and/or documents (primary sources).
A response to your peers is not necessary to get full points. 
This is an academic discussion so you can agree or disagree with each other politely and with supporting sources provided in class. 
Citation Example:
In Document “Title” we can see…(3)  OR John Green argues in “title of essay” that….(6)
Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (Document 3).
Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).
Wordsworth extensively explored the role of emotion in the creative process (Document 6).

a well-written 4-page research paper (minimum) that
conducts the same exercise in written form. A combination of the two will be acceptable but needs
to be approved.
2. The project must include primary and secondary sources and possesses a workable thesis that shows
how/why your project has value and an American Studies approach. A brief essay may be necessary to
explain elements of the autoethnography video that will not work well in the video.
Process
1. Pick a foodway that is highly personal or interesting to you. It should have strong elements of cultural
heritage or folk tradition. This can be a food festival, a food-centered holiday or occasion, a restaurant
experience, agricultural tradition, a new and complicated recipe, a regional cuisine or product made
locally. There are many other potential project ideas or combinations.
2. Explore the foodway personally and academically. What is your exposure/history with the foodway?
How do you engage it? How historical is this tradition? Consider how elements of culture: region, race,
ethnicity, gender, class have influenced the passing on and variation of this tradition. What are the
cultural values associated with this foodway? What are the elements of this foodway: origins,
ingredients, process & production, consumption & enjoyment? What are the historical, societal,
economic, academic lenses and approaches towards this foodway?
3. Create a project plan: 1 phase will/may be a general essay that explores the elements of your research
that will not fit well into your autoethnography. 1 phase will be you digitally recording your planned
exploration of the foodway: the basic elements/ingredients used, the process used to produce, the
elements of distribution or consumption (whether mass or personal), etc…
4. Complete the research & choose your method of recording. Essays should be in Word format for easy
submission and editing.
Proposal Statement:
As someone who can tolerate and appreciate a higher level of spiciness, I am deeply intrigued by the vibrant culinary traditions of Cajun and Creole cuisine, particularly those rooted in the rich cultural tapestry of Louisiana. Cajun and Creole foodways offer a fascinating glimpse into the region’s complex history, blending French, Spanish, African, Native American, and Caribbean influences to create a unique heritage. Through this project, I aim to explore the multifaceted nature of Cajun and Creole cuisine, delving into its historical roots, cultural significance, and contemporary manifestations.
Research Question/Thesis Statement:
How has Cajun and Creole cuisine in Louisiana evolved over time, reflecting the diverse cultural influences and historical contexts of the region, and what are the broader implications of these foodways within American society? 
Might add how using certain meats and vegetables came to be for certain dishes like alligator over chicken and using okra to thicken vs using corn starch.
Project Idea/Plan:
1. Background Research: Begin by conducting an in-depth exploration of the historical, cultural, and culinary dimensions of Cajun and Creole cuisine. This will involve studying the migration patterns of the Acadians, Spanish settlers, and African slaves to Louisiana, as well as examining the impact of colonialism, slavery, and cultural exchange on food practices in the region.
2. Primary Sources: Engage with primary sources such as historic cookbooks, family recipes, oral histories, and archival materials to gain insight into the everyday foodways of Cajun and Creole communities. By examining firsthand accounts and personal narratives, I hope to uncover the lived experiences and cultural values embedded in Louisiana’s culinary traditions.
3. Autoethnography: Reflect on my own experiences and connections to Cajun and Creole cuisine, considering how my background and identity intersect with the foodways of Louisiana. Through personal narratives and observations, I hope to elucidate the ways in which food serves as a site of cultural expression, identity formation, and community building.
5. Research Paper: Synthesize my findings into a comprehensive research paper that analyzes the historical, cultural, and social dimensions of Cajun and Creole cuisine. By examining the intersections of race, ethnicity, class, and gender within Louisiana’s foodways, I aim to shed light on broader issues of identity, power, and representation in American society.
Potential Resources:
1. “The Taste of Louisiana: Cajun and Creole Cuisine from the Bayou Country” by Judith Bluysen
2. “Creole Feast: Fifteen Master Chefs of New Orleans Reveal Their Secrets” by Nathaniel Burton and Rudy Lombard
By undertaking this project, I hope to deepen my understanding of Cajun and Creole culture while also contributing to the broader scholarly discourse on food studies, American Studies, and cultural heritage. 

Turning points are significant events in history that become catalysts for change. These
changes, for example, can inspire legislation and war, cause victory or defeat, and lead
to the evolution of national ideologies. Some turning points are more obvious than
others and are referenced often in the study of history, while others may not be. It is our
continued analysis of historical events that determine these significant moments and
how they have helped shape the culture of the United States. For your final
assessment, you will be identifying, describing, and analyzing a major turning point in
U.S. history between the years 1400 and 1865.
Instructions:
In your paper, you must include the following:
• Why you believe the turning point is in fact a significant moment in U.S. History.
• Describe the causes and events that led to the turning point.
• Analyze how the turning point changed the course of history in the United States.
• Evaluate the impact of the turning point on today’s society.
Requirements:
• Well-organized essay including a thesis statement, multiple body paragraphs, and a
conclusion beyond a component of the paper.
• 3-5 pages (not including title page and reference page)
• Use of 5 or more sources.
• Use of 2 primary source documents.
• APA citations used throughout paper and a completed APA reference list.
Be sure to read the criteria by which your work will be evaluated before you wri  

Requirements
1. Formal prose, the essay will be a minimum of six and a maximum of seven pages of text (not including
(title page or bibliography), double spaced, one-inch margins, twelve-point font, Times New Roman.
2. At least 7 scholarly sources. One must be a primary source (textual) and two sources must be scholarly
At least 7 scholarly sources. One must be a primary source (textual) and two sources must be scholarly journals. (for example: JSTOR/ProQuest)One must be a primary source (textual) and two sources must be scholarlyOne must be a primary source (textual) and two sources must be scholarly 7 scholarly sources. One must be a primary source (textual) and two sources must be scholarlyjournals (for example: JSTOR / ProQuest).
*Textbooks, book reviews and general encyclopedias are not scholarly, but specialized
encyclopedias (i.e. Catholic Encyclopedia or the Oxford Companion to Music) are acceptable.Catholic Encyclopedia or the Oxford Companion to Musi Catholic Encyclopedia or the Oxford Companion to Music) are acceptable.
3. Properly formatted footnotes and bibliography in the Chicago Manual of Style (also known as Turabian).
Properly formatted footnotes and bibliography in the Chicago Manual of Style (also known as the Turbian) Examples are located in the History Dept. Research Guide or PurdueOWL.
Sources:  http://www.jstor.org/stable/30036426 
http://www.jstor.org/stable/30036441
https://link-gale-com.proxy.hw.com/apps/doc/CX2876400033/GVRL?u=nort57071&sid=bookmark-GVRL&xid=d4671c90 
https://www.proquest.com/centralk12/docview/2418856885?accountid=6094&parentSessionId=TyoOtbb5yJvmYyF4%2BqE94l0RdUa81UbdZ5zJdOWH2H4%3D&sourcetype=Scholarly%20Journals

TASK 1READ the “World War II & Atomic Bomb” PowerPoint and assigned readings from The American Yawp before posting your response to the question. https://www.americanyawp.com/text/24-world-war-ii/
TASK 2Read the short article titled “The Interim Committee” about the decision to use atomic weapons against Japan.
TASK 3Post a 600-word response to the discussion question: Why did the United States use nuclear weapons at the end of World War II?
Paragraph One (200-300 words): Discuss the late phases of World War II by describing the following: the Manhattan Project, strategic bombing, and other US diplomatic and military efforts to force the surrender of Imperial Japan in 1945. Include a brief quotation from The American Yawp. As always, be sure to include an MLA-style parenthetical citation.
Paragraph Two (200-300 words): Assess whether or not the US was justified in using atomic weapons against Japan. Include two key facts or considerations that went into the final decision to drop Little Boy and Fat Man on Hiroshima and Nagasaki. Include a brief quotation from “Interim Committee” reading with a corresponding citation that reads: (Atomic Heritage Foundation).

NO AI please (they have system detectors)
The reflection today is simple. Well, not really. Should the electoral college be abolished? Why or why not?
There is substantial material in Chapter 12, a video clip, and a primer (instructor provided) on the electoral college. Please study all before writing your essay. The professor will be reading and looking for specific data and facts to bolster your position.
Length expected: 1 to 1 1/2 pages double spaced, 12 point font
Video to help:
https://mediaplayer.pearsoncmg.com/assets/_video.t…

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.