E-dbq jackson warbank
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This document provides guidance on using a CSI-R model for teaching economic content through document-based questions. It involves having students investigate evidence to answer a question about Andrew Jackson declaring war on the Bank of the United States. Students are to analyze documents on this topic and write a DBQ essay. The document provides an overview of Jackson and his presidency, and presents four primary sources for students to examine on the issue. It also includes exercises to help students develop a thesis and outline to structure their essay response.
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Ebq1
This document provides guidance for teaching students about Andrew Jackson's decision to declare war on the Bank of the United States through a document-based question. It outlines the content to be taught, which is Jackson's presidency and the Bank of the United States. It also lists the relevant literacy standard. The document then describes having students investigate the issue by analyzing documents to find evidence to answer the provided question. Finally, it discusses having students report what they've learned through a DBQ essay.
10 summer rdg hum 11
Students taking Humanities 11 are assigned two required summer reading assignments. For the history portion, students must read Founding Brothers by Joseph Ellis and write a paragraph analysis for each of seven quotes from the book. For the English portion, students must choose one of four novels to read and then write a three-page paper analyzing the protagonist and their world. Both assignments are due on the first day of school in August and will count as major grades.
Centerpiece Of A Nation
Students will use primary images as a model for creating their own "display" of states and choosing a "centerpiece" that defines our nation today. This lesson can accompany the distance learning broadcast, Primarily George.
Ppt alexie
This document provides a summary and rationale for teaching the young adult novel The Absolutely True Diary of a Part-Time Indian in a high school classroom. It summarizes the plot, which follows an Native American boy named Arnold who decides to leave his reservation high school to attend an all-white high school, facing challenges from both communities. The document analyzes themes in the book like issues of race, class, gender, and coping mechanisms. It argues the book will help students connect their own experiences to the text and learn to overcome social pressures and stereotypes.
"I Have A Dream"
The document provides background and discussion questions about Dr. Martin Luther King Jr.'s iconic "I Have a Dream" speech. It prompts students to reflect on how key terms and ideas from the speech relate to civil rights and equality. Students are then asked to write a letter to Dr. King explaining how they think society would be different if the Civil Rights Movement had not occurred. Additional sources are provided for students to learn more about Dr. King and his other speeches.
George Washington's Trunk
Students will learn about the many roles that Washington engaged in throughout his life and create their own “George Washington’s trunk” of objects that reflect these activities
Bill of Rights Activities
This document provides an agenda and list of resources for teaching students about the Bill of Rights. The agenda includes lessons to help students understand why and how the Bill of Rights was created. It lists activities that incorporate texts, interactives, movie clips and primary sources. All materials are available on the Stavros Center website. The document also provides several links to external websites that contain additional educational materials about the Bill of Rights, including lessons, explanations of individual rights, histories of the amendments and movie clips related to the amendments.
Westward expansion Pinellas version
The document discusses several key decisions and events related to United States westward expansion between 1803-1854, including the Louisiana Purchase, Lewis and Clark Expedition, Northwest Ordinance, War of 1812, Missouri Compromise, Texas annexation, Oregon Treaty, Mexican-American War, California Gold Rush, Compromise of 1850, Kansas-Nebraska Act, and Gadsden Purchase. Each of these events and decisions had consequences that impacted the economic, political and social development of the United States.
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Ebq1
This document provides guidance for teaching students about Andrew Jackson's decision to declare war on the Bank of the United States through a document-based question. It outlines the content to be taught, which is Jackson's presidency and the Bank of the United States. It also lists the relevant literacy standard. The document then describes having students investigate the issue by analyzing documents to find evidence to answer the provided question. Finally, it discusses having students report what they've learned through a DBQ essay.
10 summer rdg hum 11
Students taking Humanities 11 are assigned two required summer reading assignments. For the history portion, students must read Founding Brothers by Joseph Ellis and write a paragraph analysis for each of seven quotes from the book. For the English portion, students must choose one of four novels to read and then write a three-page paper analyzing the protagonist and their world. Both assignments are due on the first day of school in August and will count as major grades.
Centerpiece Of A Nation
Students will use primary images as a model for creating their own "display" of states and choosing a "centerpiece" that defines our nation today. This lesson can accompany the distance learning broadcast, Primarily George.
Ppt alexie
This document provides a summary and rationale for teaching the young adult novel The Absolutely True Diary of a Part-Time Indian in a high school classroom. It summarizes the plot, which follows an Native American boy named Arnold who decides to leave his reservation high school to attend an all-white high school, facing challenges from both communities. The document analyzes themes in the book like issues of race, class, gender, and coping mechanisms. It argues the book will help students connect their own experiences to the text and learn to overcome social pressures and stereotypes.
"I Have A Dream"
The document provides background and discussion questions about Dr. Martin Luther King Jr.'s iconic "I Have a Dream" speech. It prompts students to reflect on how key terms and ideas from the speech relate to civil rights and equality. Students are then asked to write a letter to Dr. King explaining how they think society would be different if the Civil Rights Movement had not occurred. Additional sources are provided for students to learn more about Dr. King and his other speeches.
George Washington's Trunk
Students will learn about the many roles that Washington engaged in throughout his life and create their own “George Washington’s trunk” of objects that reflect these activities
Bill of Rights Activities
This document provides an agenda and list of resources for teaching students about the Bill of Rights. The agenda includes lessons to help students understand why and how the Bill of Rights was created. It lists activities that incorporate texts, interactives, movie clips and primary sources. All materials are available on the Stavros Center website. The document also provides several links to external websites that contain additional educational materials about the Bill of Rights, including lessons, explanations of individual rights, histories of the amendments and movie clips related to the amendments.
Westward expansion Pinellas version
The document discusses several key decisions and events related to United States westward expansion between 1803-1854, including the Louisiana Purchase, Lewis and Clark Expedition, Northwest Ordinance, War of 1812, Missouri Compromise, Texas annexation, Oregon Treaty, Mexican-American War, California Gold Rush, Compromise of 1850, Kansas-Nebraska Act, and Gadsden Purchase. Each of these events and decisions had consequences that impacted the economic, political and social development of the United States.
Ebq1
This document provides guidance and materials for teaching a lesson on Andrew Jackson's decision to declare war on the Bank of the United States. It outlines the content being taught, which is whether Jackson was right to declare war on the Bank. It lists the relevant literacy standard and identifies investigation and reporting as strategies. The document provides an overview of Jackson and his beliefs. It then presents four primary source documents and instructs students to develop a thesis weighing whether Jackson was right and to outline the arguments they will examine to support their thesis.
The American Revolution by Scott Deal
This is an excerpt from a student-designed multi-touch iBook. A fully functional version is available free at iTunes http://bit.ly/1vsa2uJ
The Man Who Made The Presidency
Students will analyze George Washington’s role in defining the presidency and learn how his legacy continues to impact the office today.
Question 1 The theory of nullification is based on the principle.docx
Question 1
The theory of nullification is based on the principle that:
a majority of states may declare a law null and void.
the Supreme Court may declare legislation unconstitutional.
the U.S. Congress may declare a state law unconstitutional.
individual states may declare federal law null and void.
Question 2
Gibbons v. Ogden and Charles River Bridge v. Warren Bridge both centered on what issue?
States' rights
Monopolies
Western expansion
The Bank of the United States
Question 3
Which city probably benefited the most from the Erie Canal?
New York
Philadelphia
Albany
Buffalo
Question 4
Those who accused John Quincy Adams of a "corrupt bargain" maintained that he:
had lied to the Congressional election panel.
accepted bribes during his presidency.
unethically worked with Clay to secure the presidency.
bribed Congressmen during his presidency.
3 points
Question 5
The Nullification Crises was ended by the Tariff Act of 1833. Who was the author of this piece of legislation?
Andrew Jackson
Henry Clay
Martin Van Buren
John C. Calhoun
Question 6
Vice president Martin Van Buren won the election of 1836 due to:
the publically accepted belief that the Whig party had caused the Panic of 1837.
the failure of the Whig party to unite behind one single candidate.
the growing unpopularity of Jackson.
his stance on Indian removal.
Question 7
Between 1800 and 1860, the nature of the middle class family changed because of the decline in the:
size of farms.
rate of births.
number of abortions.
average family income.
Question 8
The best known novels of James Fenimore Cooper centered on the theme of:
industrialization.
abolition.
western expansion.
religion.
Question 9
Which of the following statements is FALSE concerning the Second Great Awakening?
Businessmen used its ideals to encourage worker responsibility.
It had its greatest success initially in New England.
It stressed salvation attained through personal faith.
It was more democratic and energetic than earlier religious practices.
Question 10
Who resigned as vice president and gave up his presidential aspirations because he was a proponent of the "Nullification Doctrine"?
John C. Calhoun
Martin Van Buren
Andrew Jackson
John Quincy Adams
Question 11
Match the following items:
This was a name by which the Cherokees, Chickasaws, Choctaws, Creeks, and Seminoles were known.
Read Answer Items for Question 11
This was the first railroad. It opened in 1830 with 13 miles of track.
Read Answer Items for Question 11
A philosophy that encouraged men to reach for self-reliance.
Read Answer Items for Question 11
A type of publication that began in New York City in 1833 and fostered a distinct urban culture.
Read Answer Items for Question 11
The painter who founded the Hudson River School of American Painting.
Read Answer Items for Question 11
Answer
A.
The Five Civilized Tribes
B.
Penny Papers
C.
Charles Finney
D.
The Sec ...
Washington's Newburgh Address
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
Using Political Cartoons To Understand Historical Events
This lesson uses political cartoons from Mount Vernon to teach students about major issues during George Washington's presidency, including his title, the Jay Treaty, and the national bank. Students will analyze cartoons focusing on these topics, write captions, and create exhibit labels to develop understanding. The goal is for students to use political cartoons as historical sources and to critically examine different perspectives on events during Washington's administration.
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
Jackson's presidency
The document provides questions about Andrew Jackson's presidency and Jacksonian democracy, including about the "corrupt bargain" that led to John Quincy Adams' election in 1824 and Jackson's victory over Adams in 1828. It also discusses Jackson's opposition to the Second Bank of the United States and the resulting Panic of 1837 after the bank's demise. The effects of the Indian Removal Act, which led to the forced relocation of Native Americans and the tragic Trail of Tears, are also addressed.
The History of ReconstructionBackground Many Americans like.docx
The document provides background on the Reconstruction period in American history after the Civil War. It notes that African Americans enjoyed significant political influence and rights from 1867 to 1875 during Reconstruction, more than before or after, which challenges the common American narrative of continual progress toward greater equality. The document outlines primary sources on Reconstruction to assist with analyzing whether the goals of Radical Reconstruction were feasible, if drastic societal transformation can occur through government action, and if a more gradual approach may have been more successful or had different costs.
Notebook #1 RubricGrading ScaleEach Entry is worth 6 point.docx
Notebook #1 Rubric
Grading Scale
Each Entry is worth 6 points
Content = 6 points (Answers entry; Accurate content) = 6 points
Lesson 1 Entries
Entry
Points Earned
Comments
Entry #1
/6 points
Entry #2
/6 points
Entry #3
/6 points
Entry#4
/6 points
Entry #5
/6 points
Entry#6
/6 points
Total Points
/36 points
Lesson 2 Entries
Entry #1
/6 points
Entry #2
/6 points
Entry #3
/6 points
Entry#4
/6 points
Entry #5
/6 points
Total Points
/30 points
Lesson 3 Entries
Entry #1
/6 points
Entry #2
/6 points
Entry #3
/6 points
Entry#4
/6 points
Entry #5
/6 points
Entry #6
/6 points
Total Points
/36 points
Total Points Earned:
/100 points
TopicNotebookEuropean ColonizationLesson 1 Notebook Entry # 1 of 6
Examine the advertisement above and read "Comparing Primary Sources" on page 39 of your textbook. Then answer the following questions.
How was Jamestown portrayed to prospective settlers? What words and image were used to make it appear to be an attractive opportunity?
Describe the reality of Jamestown in detail.
Why do you think the English promoted an image of Jamestown that was different from the reality?Growth of the American ColoniesLesson 1 Notebook Entry # 2 of 6
Imagine that you are an African captured and sent on the Middle Passage.
Describe what happens to you from the time you are taken until you arrive in America.
When you arrive, you meet another slave who has been in America for many years. You ask what your life will now be like. What does he tell you?The Road to IndependenceLesson 1 Notebook Entry # 3 of 6
Given the actions of the British, widespread revolutionary propaganda and the words of Thomas Paine, why would so many colonists still not be willing to call for a new and independent nation? Give at least three reasons and list supporting examples.The Creation of a NationLesson 1 Notebook Entry # 4 of 6
The framers of the Constitution had to make many compromises to complete the document. Describe two of these compromises. For each:
Outline the positions of the two or more sides in disagreement.
Discuss whether you think the compromise reached was a fair one and why.Expanding and Defending the New NationLesson 1 Notebook Entry # 5 of 6
How many free states were there in 1821? How many slave states were there?
Which type of state would be in the majority in the territories that would presumably become states?
Find Washington D.C. Was it within slave or free land?
List the problems that you think the U.S. would need to address in the years after the Missouri Compromise.
If the Missouri Compromise Line held, would both free and slave states be happy? Why or why not?Political, Economic and Social ChangesLesson 1 Notebook Entry # 6 of 6
What arguments did the abolitionists use against slavery? What were the arguments of those who defended slavery? Outline each argument's main points and explain whether each argument was economically-, socially- or morally-based.
Lesson 2
TopicNotebookAmerica M.
Andrew Jackson
The document discusses key events during Andrew Jackson's presidency from 1828 to 1836. Some of the major controversies included the national bank, states' rights issues like nullification, and the tariff. Jackson opposed the national bank and vetoed the renewal of its charter. This led to a battle over states' rights when South Carolina declared tariffs "null and void" leading to the Nullification Crisis. Jackson believed in separating church and state and refused requests to issue religious proclamations as President.
AlRabah1Rashed AlRabahSusana MarceloEnglish 113A12 Novembe.docx
AlRabah1
Rashed AlRabah
Susana Marcelo
English 113A
12 November, 2014
AlRabah2
ANNOTATED BIBLIOGRAPHY ON NICARAGUAN CIVIL WAR
Anderson, Thomas P. Politics in Central America: Guatemala, El Salvador, Honduras, and Nicaragua. New York: Praeger, 1988.
Anderson, Thomas P in his article states that, the time Sacasa came from deport in Mexican country and, with support of Mexicans, he did establish an adversary freethinking regime on east coast of Nicaragua's. This period civil war cropped among freethinking rebels ruled by General Moncada in the year 1868-1945 and the rule lead by Diaz, who made a request and acknowledged armed forces support from the US. He goes on to say that in 1927, United States wars-hips came and landed some two thousand material and Marines. Annoyed at the United State populace’s intrusion in their dealings, Sandino connected the conflict, appealing in revolutionary proceedings in opposition to the white foreigners (gringos). Conrad, Robert Edgar (Ed.). Sandino: The Testimony of a Nicaraguan Patriot, 1921-1934. Princeton, New Jersey:Princeton University Press, 1990.
This article by Edgar talks about the time when the aggression resumed, though, at the time previous subordinate leader Sacasa came from expel to declare his civil rights to the government. He states that it was on year 1927 April, when the US permitted Stimson Henry to arbitrate the civil war. It was once in the said state, Stimson started dialogue with Díaz the President also with influential’s from individual opinionated parties. His dialogue with the General Moncada, the head of the freethinking rebels, led to a diplomatic answer of the catastrophe. In adding up, an unbiased armed forces force might be time-honored under US control. Bermann, Karl. Under the Big Stick: Nicaragua and the United States since 1848. Boston: South End Press, 1986.
This journal indicates that subsequent to US army went out of Nicaragua in 1933 on January, the Sacasa regime and the state sentinel motionless were endangered by EDSN Sandino's. Factual to his guarantee to discontinue hostility subsequent to US army had gone from the kingdom, Sandino decided to deliberations concerning Sacasa. Still in 1934 Feb, these discussions begin. Throughout their dialogues, Sacasa presented Sandino a universal official pardon as sound as safeguards and terra firma for him and his revolutionary services. On the other hand, he, who regarded the general sentinel as unauthorized since of its holds to the US forces, pleaded on the guard's disbands. Blachman, Morris J. ,William LeoGrande, and Kenneth E. Sharpe (Eds.). Confronting Revolution: Security Through Diplomacy in Central America. New York: Pantheon, 1986.
Morris in his article stated that a revolutionary freethinking set under the control of Sandino César Augusto as well did not agree to mark the Negro Espino Pact. ON the same time unlawful young man of a rich property-owner and a servant, he had been missing from his dad's residence in the .
Your final exam paper will require you to answer 2 essay questions (.docx
Your final exam paper will require you to answer 2 essay questions (each question between 5 to 6 pages), a total of 10 to 12 pages for both questions.
You will be graded on the following:
1) COMPOSITION:
grammar, syntax, spelling, organization
2) CONTENT:
information & data
3) CREATIVITY:
originality of approach and ideas
4) CRITICAL ANALYSIS:
sociological imagination
5) CITATION:
sources; references of each textbook, each film clip, email discussions/articles, class lectures/discussion, bibliography/works cited -page.
In order to provide a critical analysis, in addition to sourcing your required readings, film clips, lectures, & class discussion posts, your paper should enliven your "historical and legal imagination" and incorporate the lectures and readings fully and extensively.
When developing essays, please answer and address the questions in the assignment prompt, constructing a cogent, coherent essay supported with logic, reason & empirical evidence.
Please note that these are two separate essays!!!!
Your final exam paper will require you to answer 2 separate essay questions (each question between 5 to 6 pages), a total of 10 to 12 pages for both questions. Please upload in one document *but* make sure you indicate where one essay ends and the second one starts!
1. Hall vs. People of California (1854)
2. 1852 Foreign Miner's Tax
3. 1882 Chinese Exclusion Act
4. Yick Wo vs. Hopkins 1886
5. 1908 Gentleman's Agreement
6. Ozawa v. United States 1922
7. 1934 Tydings-McDuffy Act
8. Asiatic Barred Zone, 1917
9. Immigration Act of 1924
10. U.S. v. Bhagat Singh Thind (1923)
11. Korematsu v. United States, 1945
12. Executive Order 9066
13. Hirabayashi v. United States, 1943
14. Yasui v. United States, 1943
15. War Brides' Act of 1945
16. Cable Act of 1922
17. Roldan v. Los Angeles County, 1933
18. California Anti-Miscegenation Statue (1880's ~ 1948)
19. Walter-McCarren Act, 1952
20. Immigration Act of 1965
21. Amerasian Homecoming Act, 1980
22. Immigration Act of 1986
23. The Massie Case, 1932 (Honolulu, Hawaii)
24. The Myles Fukunaga Case, 1928 (Honolulu, Hawaii)
25. 1954 Brown v. Board of Education
26. 1982 Vincent Chin Case (Criminal Case, Civil Cases)
*********FINAL EXAM QUESTIONS:
1)
How have *race,* *the racialization process* and *the law* informed, affected, and defined the Asian American/Pacific Islander experiences and social identity in the United States? Explain how they have contributed to the racialization process of Asian Pacific Islander Americans and impacted their experiences and social positionality in the United States. Provide a sociohistorical context and explain their significant role in defining what it means to be an "Asian American" and more importantly, "American." Incorporate at least 3 laws or legal cases
(from the list provided)
to give examples.
2)
Select and discuss
3 landmark legal cases (from the list above)
that involve Asian Pacific Ameri.
Your final exam paper will require you to answer 2 essay questions (.docx
Your final exam paper will require you to answer 2 essay questions (each question between 5 to 6 pages), a total of 10 to 12 pages for both questions.
You will be graded on the following:
1) COMPOSITION:
grammar, syntax, spelling, organization
2) CONTENT:
information & data
3) CREATIVITY:
originality of approach and ideas
4) CRITICAL ANALYSIS:
sociological imagination
5) CITATION:
sources; references of each textbook, each film clip, email discussions/articles, class lectures/discussion, bibliography/works cited -page.
In order to provide a critical analysis, in addition to sourcing your required readings, film clips, lectures, & class discussion posts, your paper should enliven your "historical and legal imagination" and incorporate the lectures and readings fully and extensively.
When developing essays, please answer and address the questions in the assignment prompt, constructing a cogent, coherent essay supported with logic, reason & empirical evidence.
Please note that these are two separate essays!!!!
Your final exam paper will require you to answer 2 separate essay questions (each question between 5 to 6 pages), a total of 10 to 12 pages for both questions. Please upload in one document *but* make sure you indicate where one essay ends and the second one starts!
1. Hall vs. People of California (1854)
2. 1852 Foreign Miner's Tax
3. 1882 Chinese Exclusion Act
4. Yick Wo vs. Hopkins 1886
5. 1908 Gentleman's Agreement
6. Ozawa v. United States 1922
7. 1934 Tydings-McDuffy Act
8. Asiatic Barred Zone, 1917
9. Immigration Act of 1924
10. U.S. v. Bhagat Singh Thind (1923)
11. Korematsu v. United States, 1945
12. Executive Order 9066
13. Hirabayashi v. United States, 1943
14. Yasui v. United States, 1943
15. War Brides' Act of 1945
16. Cable Act of 1922
17. Roldan v. Los Angeles County, 1933
18. California Anti-Miscegenation Statue (1880's ~ 1948)
19. Walter-McCarren Act, 1952
20. Immigration Act of 1965
21. Amerasian Homecoming Act, 1980
22. Immigration Act of 1986
23. The Massie Case, 1932 (Honolulu, Hawaii)
24. The Myles Fukunaga Case, 1928 (Honolulu, Hawaii)
25. 1954 Brown v. Board of Education
26. 1982 Vincent Chin Case (Criminal Case, Civil Cases)
*********FINAL EXAM QUESTIONS:
1)
How have *race,* *the racialization process* and *the law* informed, affected, and defined the Asian American/Pacific Islander experiences and social identity in the United States? Explain how they have contributed to the racialization process of Asian Pacific Islander Americans and impacted their experiences and social positionality in the United States. Provide a sociohistorical context and explain their significant role in defining what it means to be an "Asian American" and more importantly, "American." Incorporate at least 3 laws or legal cases
(from the list provided)
to give examples.
2)
Select and discuss
3 landmark legal cases (from the list above)
that involve Asian Pacific Ameri.
IntroductionIn this paper complete all the required activities a.docx
Introduction
In this paper complete all the required activities and answer the reflection questions. This assignment will help extend your understanding of the unit topics and concepts to applications in everyday life. Please respond to all of the questions in paragraph form with the question numbers labeled. You should incorporate concepts from the readings into your answers and cite the readings as needed. The paper should be 2-3 pages and submitted via Canvas by Sunday 11:59 pm CT.
Directions
Question 1
Watch the clip linked below that describes race as a social constructed category. Why is a color-blind approach to racial inequality not effective? Describe examples of how racial inequality is reproduced by social institutions. Why Color Blindness Will NOT End Racism | Decoded | MTV News (Links to an external site.)
Question 2
The racial gap in wealth is a good example of intersectionality in social problems.
· Explain how homeownership and neighborhood segregation is an example of the connection between wealth and racial inequalities.
· How have policies and histories impacted the current racial gap in wealth?
· To inform your response watch the following film clip, research the history and current state of segregation and home value in your city (or nearest major city), and examine the graph below.
Video Clip:
Race the House we Live In (Links to an external site.)
Reasearch:
The Washington Post: America is more diverse than ever- but still segregated (Links to an external site.)
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check” assignment.
The “9” grade is for those submissions that show you have not done (all) the reading or not done it thoroughly.
These assignments are mainly for you to a) keep you on track and b) give you a record of your ideas about the readings.
Length: 2+ pages Style: Informal, Formal, Academic, Whatever Works For You Citation: Mention the authors, use quotations marks, and, if it’s helpful for you, refer to pages.
The Problem of Biculturalism: Japanese American Identity and Festival before World War
II
Author(s): Lon Kurashige
Source: The Journal of American History, Vol. 86, No. 4 (Mar., 2000), pp. 1632-1654
Published by: Oxford University Press on behalf of Organization of American Historians
Stable ...
Mary Klann HIST 110 – Fall 2019 September 20, 2019 .docx
Mary Klann
HIST 110 – Fall 2019
September 20, 2019
Andrew Carnegie’s Gospel of Wealth
The United States saw vast industrial development in the late nineteenth and early
twentieth centuries. During this era, known as the “Gilded Age,” manufacturing industries such
as steel, machinery, chemicals, and packaged foods grew, transforming the nation from a country
of farmers into an industrial society. (Module 5 Lecture Slides) Ordinary Americans experienced
drastic changes in their everyday lives. In addition to increasing access to technological
innovations like typewriters, telephones, and refrigeration, the workplace became more
mechanized and routinized. (Module 5 Lecture Slides) However, although Americans all over
the country felt these changes, not everyone profited from them. The Gilded Age was an age of
sweeping economic development but also extreme inequality. Leaders of newly consolidated
corporations worked to improve efficiency, cut costs, and grow profits. By the 1890s, steel
magnate Andrew Carnegie and other businessmen like J.D. Rockefeller and J.P. Morgan had
accumulated vast amounts of wealth, fortunes that are “still among the largest the nation has ever
seen.” (American Yawp, Ch 16, Part III) Carnegie and other “captains of industry” were part of
an elite class of Americans which not only controlled the majority of the nation’s wealth, but
shaped American understandings of “high” culture. (Module 5 Lecture Slides) Carnegie justified
the societal and economic inequality that his own business practices exacerbated by asserting
that millionaires like himself were beneficial for American society: they were “the bees that
make the most honey, and contribute most to the hive even after they have gorged themselves
full.” (Module 5 Lecture Slides)
Commented [MCK1]: Make sure you include your name
somewhere in the document.
Commented [MCK2]: Use the title of the primary source
for the title of your paper.
Commented [MCK3]: Citations can be in this simple
format. When in doubt, cite your information.
Commented [MCK4]: Use direct quotes from secondary
sources like the American Yawp textbook sparingly. Only use
them when you are sure there is no better way to state this
information.
Commented [MCK5]: The historical context you highlight
should be relevant to your specific source. What
background information is necessary to establish before you
can get into more detailed analysis of your source?
In his essay, “Wealth,” published in the North American Review in 1889, Carnegie
argued that inequality itself was a marker of advanced civilization. It was better, he reasoned, to
have “great irregularity” between the wealth of laborers and the upper echelons of society than to
have “universal squalor.” (Carnegie, Ch 16) Carnegie maintained that despite this “irregularity,”
all Americans were better off in 1889 than they had been in the past. With industrialization ca.
The Sixties
The document summarizes key events and developments in the US during the 1960s. It discusses JFK's New Frontier program, the economic prosperity and political assassinations of the early 1960s. It then outlines the escalation of the Vietnam War, rise of radical social movements and counterculture, and LBJ's Great Society programs. The summary concludes by noting the polarization over the Vietnam War and Nixon's election in 1968.
The Sixties
The document summarizes key events and developments in the US during the 1960s. It discusses JFK's New Frontier program, the economic prosperity and political assassinations of the early 1960s. It then outlines the escalation of the Vietnam War, rise of radical social movements and counterculture, and LBJ's Great Society programs. The summary concludes by noting the polarization over the Vietnam War and Nixon's election in 1968.
1895 Http.docx
Booker T. Washington and W.E.B. DuBois were two prominent black leaders in the early 20th century who advocated different approaches for advancing civil rights. The document instructs the reader to write a 300-400 word editorial from the perspective of a supporter of the time, such as a black sharecropper or domestic worker, arguing in favor of either Washington or DuBois. It provides links to primary source documents from each leader and asks the reader to directly quote from each while comparing their philosophies and stating at least two reasons for supporting one over the other. The editorial is to be submitted to one of three black newspapers from that era in order to demonstrate an understanding of the ideological differences between Washington and
Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
Touchstone 1: Case Study Close Reading
ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions:
Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed?
Meaning: What is the author’s main idea? What is the text generally about?
Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument?
Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)?
This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems.
Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit.
Touchstone 1 Template
A. Directions
Select a case study from the list below:
Topic
Case Study Article
Agriculture and Social Change
Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries
Civil Rights and WWII
The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad
Civil Rights and Women
Title IX and the Gender Binary: Trajectories of Equality
Media and Communications
The American Military and the Press: From Vietnam to Iraq
Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template.
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Origin and context
❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic?
❒ Have you identified the events being discussed?
2. Meaning
❒ Have you identified the author’s main idea?
❒ Have you described what the text is generally about?
3. Argument
❒ Have you identified the author’s point of view? Are they trying to convince the reader of something?
❒ Have you identified the evidence used to support the argument?
4. Skills
❒ Have you explained ways in which agility or problem solving skills are being used?
To Prepare.
Toys: Sustainability superheroes
The document discusses various ways that toys can be created from trash or designed to be more sustainable. It includes examples of organizations that turn trash into toys, as well as challenges and activities for engineering toys out of trash or designing toy packaging to be more sustainable. Sections provide guidelines for taking apart old toys, sorting and categorizing toys, describing their physical properties and how they move, what makes a good toy, and how to advertise and package toys in environmentally friendly ways.
Fake news polk
This document provides information about fake news and fact checking resources. It includes links to websites like FactCheck.org and Politifact that can help verify the accuracy of news claims. The document also discusses how fake news can impact stock prices and outlines the editing process at the Tampa Bay Times to check facts in news stories. Key questions are presented to help analyze the credibility of sources and identify what information may be missing from news reports.
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Similar to E-dbq jackson warbank
Ebq1
This document provides guidance and materials for teaching a lesson on Andrew Jackson's decision to declare war on the Bank of the United States. It outlines the content being taught, which is whether Jackson was right to declare war on the Bank. It lists the relevant literacy standard and identifies investigation and reporting as strategies. The document provides an overview of Jackson and his beliefs. It then presents four primary source documents and instructs students to develop a thesis weighing whether Jackson was right and to outline the arguments they will examine to support their thesis.
The American Revolution by Scott Deal
This is an excerpt from a student-designed multi-touch iBook. A fully functional version is available free at iTunes http://bit.ly/1vsa2uJ
The Man Who Made The Presidency
Students will analyze George Washington’s role in defining the presidency and learn how his legacy continues to impact the office today.
Question 1 The theory of nullification is based on the principle.docx
Question 1
The theory of nullification is based on the principle that:
a majority of states may declare a law null and void.
the Supreme Court may declare legislation unconstitutional.
the U.S. Congress may declare a state law unconstitutional.
individual states may declare federal law null and void.
Question 2
Gibbons v. Ogden and Charles River Bridge v. Warren Bridge both centered on what issue?
States' rights
Monopolies
Western expansion
The Bank of the United States
Question 3
Which city probably benefited the most from the Erie Canal?
New York
Philadelphia
Albany
Buffalo
Question 4
Those who accused John Quincy Adams of a "corrupt bargain" maintained that he:
had lied to the Congressional election panel.
accepted bribes during his presidency.
unethically worked with Clay to secure the presidency.
bribed Congressmen during his presidency.
3 points
Question 5
The Nullification Crises was ended by the Tariff Act of 1833. Who was the author of this piece of legislation?
Andrew Jackson
Henry Clay
Martin Van Buren
John C. Calhoun
Question 6
Vice president Martin Van Buren won the election of 1836 due to:
the publically accepted belief that the Whig party had caused the Panic of 1837.
the failure of the Whig party to unite behind one single candidate.
the growing unpopularity of Jackson.
his stance on Indian removal.
Question 7
Between 1800 and 1860, the nature of the middle class family changed because of the decline in the:
size of farms.
rate of births.
number of abortions.
average family income.
Question 8
The best known novels of James Fenimore Cooper centered on the theme of:
industrialization.
abolition.
western expansion.
religion.
Question 9
Which of the following statements is FALSE concerning the Second Great Awakening?
Businessmen used its ideals to encourage worker responsibility.
It had its greatest success initially in New England.
It stressed salvation attained through personal faith.
It was more democratic and energetic than earlier religious practices.
Question 10
Who resigned as vice president and gave up his presidential aspirations because he was a proponent of the "Nullification Doctrine"?
John C. Calhoun
Martin Van Buren
Andrew Jackson
John Quincy Adams
Question 11
Match the following items:
This was a name by which the Cherokees, Chickasaws, Choctaws, Creeks, and Seminoles were known.
Read Answer Items for Question 11
This was the first railroad. It opened in 1830 with 13 miles of track.
Read Answer Items for Question 11
A philosophy that encouraged men to reach for self-reliance.
Read Answer Items for Question 11
A type of publication that began in New York City in 1833 and fostered a distinct urban culture.
Read Answer Items for Question 11
The painter who founded the Hudson River School of American Painting.
Read Answer Items for Question 11
Answer
A.
The Five Civilized Tribes
B.
Penny Papers
C.
Charles Finney
D.
The Sec ...
Washington's Newburgh Address
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
Using Political Cartoons To Understand Historical Events
This lesson uses political cartoons from Mount Vernon to teach students about major issues during George Washington's presidency, including his title, the Jay Treaty, and the national bank. Students will analyze cartoons focusing on these topics, write captions, and create exhibit labels to develop understanding. The goal is for students to use political cartoons as historical sources and to critically examine different perspectives on events during Washington's administration.
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
Jackson's presidency
The document provides questions about Andrew Jackson's presidency and Jacksonian democracy, including about the "corrupt bargain" that led to John Quincy Adams' election in 1824 and Jackson's victory over Adams in 1828. It also discusses Jackson's opposition to the Second Bank of the United States and the resulting Panic of 1837 after the bank's demise. The effects of the Indian Removal Act, which led to the forced relocation of Native Americans and the tragic Trail of Tears, are also addressed.
The History of ReconstructionBackground Many Americans like.docx
The document provides background on the Reconstruction period in American history after the Civil War. It notes that African Americans enjoyed significant political influence and rights from 1867 to 1875 during Reconstruction, more than before or after, which challenges the common American narrative of continual progress toward greater equality. The document outlines primary sources on Reconstruction to assist with analyzing whether the goals of Radical Reconstruction were feasible, if drastic societal transformation can occur through government action, and if a more gradual approach may have been more successful or had different costs.
Notebook #1 RubricGrading ScaleEach Entry is worth 6 point.docx
Notebook #1 Rubric
Grading Scale
Each Entry is worth 6 points
Content = 6 points (Answers entry; Accurate content) = 6 points
Lesson 1 Entries
Entry
Points Earned
Comments
Entry #1
/6 points
Entry #2
/6 points
Entry #3
/6 points
Entry#4
/6 points
Entry #5
/6 points
Entry#6
/6 points
Total Points
/36 points
Lesson 2 Entries
Entry #1
/6 points
Entry #2
/6 points
Entry #3
/6 points
Entry#4
/6 points
Entry #5
/6 points
Total Points
/30 points
Lesson 3 Entries
Entry #1
/6 points
Entry #2
/6 points
Entry #3
/6 points
Entry#4
/6 points
Entry #5
/6 points
Entry #6
/6 points
Total Points
/36 points
Total Points Earned:
/100 points
TopicNotebookEuropean ColonizationLesson 1 Notebook Entry # 1 of 6
Examine the advertisement above and read "Comparing Primary Sources" on page 39 of your textbook. Then answer the following questions.
How was Jamestown portrayed to prospective settlers? What words and image were used to make it appear to be an attractive opportunity?
Describe the reality of Jamestown in detail.
Why do you think the English promoted an image of Jamestown that was different from the reality?Growth of the American ColoniesLesson 1 Notebook Entry # 2 of 6
Imagine that you are an African captured and sent on the Middle Passage.
Describe what happens to you from the time you are taken until you arrive in America.
When you arrive, you meet another slave who has been in America for many years. You ask what your life will now be like. What does he tell you?The Road to IndependenceLesson 1 Notebook Entry # 3 of 6
Given the actions of the British, widespread revolutionary propaganda and the words of Thomas Paine, why would so many colonists still not be willing to call for a new and independent nation? Give at least three reasons and list supporting examples.The Creation of a NationLesson 1 Notebook Entry # 4 of 6
The framers of the Constitution had to make many compromises to complete the document. Describe two of these compromises. For each:
Outline the positions of the two or more sides in disagreement.
Discuss whether you think the compromise reached was a fair one and why.Expanding and Defending the New NationLesson 1 Notebook Entry # 5 of 6
How many free states were there in 1821? How many slave states were there?
Which type of state would be in the majority in the territories that would presumably become states?
Find Washington D.C. Was it within slave or free land?
List the problems that you think the U.S. would need to address in the years after the Missouri Compromise.
If the Missouri Compromise Line held, would both free and slave states be happy? Why or why not?Political, Economic and Social ChangesLesson 1 Notebook Entry # 6 of 6
What arguments did the abolitionists use against slavery? What were the arguments of those who defended slavery? Outline each argument's main points and explain whether each argument was economically-, socially- or morally-based.
Lesson 2
TopicNotebookAmerica M.
Andrew Jackson
The document discusses key events during Andrew Jackson's presidency from 1828 to 1836. Some of the major controversies included the national bank, states' rights issues like nullification, and the tariff. Jackson opposed the national bank and vetoed the renewal of its charter. This led to a battle over states' rights when South Carolina declared tariffs "null and void" leading to the Nullification Crisis. Jackson believed in separating church and state and refused requests to issue religious proclamations as President.
AlRabah1Rashed AlRabahSusana MarceloEnglish 113A12 Novembe.docx
AlRabah1
Rashed AlRabah
Susana Marcelo
English 113A
12 November, 2014
AlRabah2
ANNOTATED BIBLIOGRAPHY ON NICARAGUAN CIVIL WAR
Anderson, Thomas P. Politics in Central America: Guatemala, El Salvador, Honduras, and Nicaragua. New York: Praeger, 1988.
Anderson, Thomas P in his article states that, the time Sacasa came from deport in Mexican country and, with support of Mexicans, he did establish an adversary freethinking regime on east coast of Nicaragua's. This period civil war cropped among freethinking rebels ruled by General Moncada in the year 1868-1945 and the rule lead by Diaz, who made a request and acknowledged armed forces support from the US. He goes on to say that in 1927, United States wars-hips came and landed some two thousand material and Marines. Annoyed at the United State populace’s intrusion in their dealings, Sandino connected the conflict, appealing in revolutionary proceedings in opposition to the white foreigners (gringos). Conrad, Robert Edgar (Ed.). Sandino: The Testimony of a Nicaraguan Patriot, 1921-1934. Princeton, New Jersey:Princeton University Press, 1990.
This article by Edgar talks about the time when the aggression resumed, though, at the time previous subordinate leader Sacasa came from expel to declare his civil rights to the government. He states that it was on year 1927 April, when the US permitted Stimson Henry to arbitrate the civil war. It was once in the said state, Stimson started dialogue with Díaz the President also with influential’s from individual opinionated parties. His dialogue with the General Moncada, the head of the freethinking rebels, led to a diplomatic answer of the catastrophe. In adding up, an unbiased armed forces force might be time-honored under US control. Bermann, Karl. Under the Big Stick: Nicaragua and the United States since 1848. Boston: South End Press, 1986.
This journal indicates that subsequent to US army went out of Nicaragua in 1933 on January, the Sacasa regime and the state sentinel motionless were endangered by EDSN Sandino's. Factual to his guarantee to discontinue hostility subsequent to US army had gone from the kingdom, Sandino decided to deliberations concerning Sacasa. Still in 1934 Feb, these discussions begin. Throughout their dialogues, Sacasa presented Sandino a universal official pardon as sound as safeguards and terra firma for him and his revolutionary services. On the other hand, he, who regarded the general sentinel as unauthorized since of its holds to the US forces, pleaded on the guard's disbands. Blachman, Morris J. ,William LeoGrande, and Kenneth E. Sharpe (Eds.). Confronting Revolution: Security Through Diplomacy in Central America. New York: Pantheon, 1986.
Morris in his article stated that a revolutionary freethinking set under the control of Sandino César Augusto as well did not agree to mark the Negro Espino Pact. ON the same time unlawful young man of a rich property-owner and a servant, he had been missing from his dad's residence in the .
Your final exam paper will require you to answer 2 essay questions (.docx
Your final exam paper will require you to answer 2 essay questions (each question between 5 to 6 pages), a total of 10 to 12 pages for both questions.
You will be graded on the following:
1) COMPOSITION:
grammar, syntax, spelling, organization
2) CONTENT:
information & data
3) CREATIVITY:
originality of approach and ideas
4) CRITICAL ANALYSIS:
sociological imagination
5) CITATION:
sources; references of each textbook, each film clip, email discussions/articles, class lectures/discussion, bibliography/works cited -page.
In order to provide a critical analysis, in addition to sourcing your required readings, film clips, lectures, & class discussion posts, your paper should enliven your "historical and legal imagination" and incorporate the lectures and readings fully and extensively.
When developing essays, please answer and address the questions in the assignment prompt, constructing a cogent, coherent essay supported with logic, reason & empirical evidence.
Please note that these are two separate essays!!!!
Your final exam paper will require you to answer 2 separate essay questions (each question between 5 to 6 pages), a total of 10 to 12 pages for both questions. Please upload in one document *but* make sure you indicate where one essay ends and the second one starts!
1. Hall vs. People of California (1854)
2. 1852 Foreign Miner's Tax
3. 1882 Chinese Exclusion Act
4. Yick Wo vs. Hopkins 1886
5. 1908 Gentleman's Agreement
6. Ozawa v. United States 1922
7. 1934 Tydings-McDuffy Act
8. Asiatic Barred Zone, 1917
9. Immigration Act of 1924
10. U.S. v. Bhagat Singh Thind (1923)
11. Korematsu v. United States, 1945
12. Executive Order 9066
13. Hirabayashi v. United States, 1943
14. Yasui v. United States, 1943
15. War Brides' Act of 1945
16. Cable Act of 1922
17. Roldan v. Los Angeles County, 1933
18. California Anti-Miscegenation Statue (1880's ~ 1948)
19. Walter-McCarren Act, 1952
20. Immigration Act of 1965
21. Amerasian Homecoming Act, 1980
22. Immigration Act of 1986
23. The Massie Case, 1932 (Honolulu, Hawaii)
24. The Myles Fukunaga Case, 1928 (Honolulu, Hawaii)
25. 1954 Brown v. Board of Education
26. 1982 Vincent Chin Case (Criminal Case, Civil Cases)
*********FINAL EXAM QUESTIONS:
1)
How have *race,* *the racialization process* and *the law* informed, affected, and defined the Asian American/Pacific Islander experiences and social identity in the United States? Explain how they have contributed to the racialization process of Asian Pacific Islander Americans and impacted their experiences and social positionality in the United States. Provide a sociohistorical context and explain their significant role in defining what it means to be an "Asian American" and more importantly, "American." Incorporate at least 3 laws or legal cases
(from the list provided)
to give examples.
2)
Select and discuss
3 landmark legal cases (from the list above)
that involve Asian Pacific Ameri.
Your final exam paper will require you to answer 2 essay questions (.docx
Your final exam paper will require you to answer 2 essay questions (each question between 5 to 6 pages), a total of 10 to 12 pages for both questions.
You will be graded on the following:
1) COMPOSITION:
grammar, syntax, spelling, organization
2) CONTENT:
information & data
3) CREATIVITY:
originality of approach and ideas
4) CRITICAL ANALYSIS:
sociological imagination
5) CITATION:
sources; references of each textbook, each film clip, email discussions/articles, class lectures/discussion, bibliography/works cited -page.
In order to provide a critical analysis, in addition to sourcing your required readings, film clips, lectures, & class discussion posts, your paper should enliven your "historical and legal imagination" and incorporate the lectures and readings fully and extensively.
When developing essays, please answer and address the questions in the assignment prompt, constructing a cogent, coherent essay supported with logic, reason & empirical evidence.
Please note that these are two separate essays!!!!
Your final exam paper will require you to answer 2 separate essay questions (each question between 5 to 6 pages), a total of 10 to 12 pages for both questions. Please upload in one document *but* make sure you indicate where one essay ends and the second one starts!
1. Hall vs. People of California (1854)
2. 1852 Foreign Miner's Tax
3. 1882 Chinese Exclusion Act
4. Yick Wo vs. Hopkins 1886
5. 1908 Gentleman's Agreement
6. Ozawa v. United States 1922
7. 1934 Tydings-McDuffy Act
8. Asiatic Barred Zone, 1917
9. Immigration Act of 1924
10. U.S. v. Bhagat Singh Thind (1923)
11. Korematsu v. United States, 1945
12. Executive Order 9066
13. Hirabayashi v. United States, 1943
14. Yasui v. United States, 1943
15. War Brides' Act of 1945
16. Cable Act of 1922
17. Roldan v. Los Angeles County, 1933
18. California Anti-Miscegenation Statue (1880's ~ 1948)
19. Walter-McCarren Act, 1952
20. Immigration Act of 1965
21. Amerasian Homecoming Act, 1980
22. Immigration Act of 1986
23. The Massie Case, 1932 (Honolulu, Hawaii)
24. The Myles Fukunaga Case, 1928 (Honolulu, Hawaii)
25. 1954 Brown v. Board of Education
26. 1982 Vincent Chin Case (Criminal Case, Civil Cases)
*********FINAL EXAM QUESTIONS:
1)
How have *race,* *the racialization process* and *the law* informed, affected, and defined the Asian American/Pacific Islander experiences and social identity in the United States? Explain how they have contributed to the racialization process of Asian Pacific Islander Americans and impacted their experiences and social positionality in the United States. Provide a sociohistorical context and explain their significant role in defining what it means to be an "Asian American" and more importantly, "American." Incorporate at least 3 laws or legal cases
(from the list provided)
to give examples.
2)
Select and discuss
3 landmark legal cases (from the list above)
that involve Asian Pacific Ameri.
IntroductionIn this paper complete all the required activities a.docx
Introduction
In this paper complete all the required activities and answer the reflection questions. This assignment will help extend your understanding of the unit topics and concepts to applications in everyday life. Please respond to all of the questions in paragraph form with the question numbers labeled. You should incorporate concepts from the readings into your answers and cite the readings as needed. The paper should be 2-3 pages and submitted via Canvas by Sunday 11:59 pm CT.
Directions
Question 1
Watch the clip linked below that describes race as a social constructed category. Why is a color-blind approach to racial inequality not effective? Describe examples of how racial inequality is reproduced by social institutions. Why Color Blindness Will NOT End Racism | Decoded | MTV News (Links to an external site.)
Question 2
The racial gap in wealth is a good example of intersectionality in social problems.
· Explain how homeownership and neighborhood segregation is an example of the connection between wealth and racial inequalities.
· How have policies and histories impacted the current racial gap in wealth?
· To inform your response watch the following film clip, research the history and current state of segregation and home value in your city (or nearest major city), and examine the graph below.
Video Clip:
Race the House we Live In (Links to an external site.)
Reasearch:
The Washington Post: America is more diverse than ever- but still segregated (Links to an external site.)
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check” assignment.
The “9” grade is for those submissions that show you have not done (all) the reading or not done it thoroughly.
These assignments are mainly for you to a) keep you on track and b) give you a record of your ideas about the readings.
Length: 2+ pages Style: Informal, Formal, Academic, Whatever Works For You Citation: Mention the authors, use quotations marks, and, if it’s helpful for you, refer to pages.
The Problem of Biculturalism: Japanese American Identity and Festival before World War
II
Author(s): Lon Kurashige
Source: The Journal of American History, Vol. 86, No. 4 (Mar., 2000), pp. 1632-1654
Published by: Oxford University Press on behalf of Organization of American Historians
Stable ...
Mary Klann HIST 110 – Fall 2019 September 20, 2019 .docx
Mary Klann
HIST 110 – Fall 2019
September 20, 2019
Andrew Carnegie’s Gospel of Wealth
The United States saw vast industrial development in the late nineteenth and early
twentieth centuries. During this era, known as the “Gilded Age,” manufacturing industries such
as steel, machinery, chemicals, and packaged foods grew, transforming the nation from a country
of farmers into an industrial society. (Module 5 Lecture Slides) Ordinary Americans experienced
drastic changes in their everyday lives. In addition to increasing access to technological
innovations like typewriters, telephones, and refrigeration, the workplace became more
mechanized and routinized. (Module 5 Lecture Slides) However, although Americans all over
the country felt these changes, not everyone profited from them. The Gilded Age was an age of
sweeping economic development but also extreme inequality. Leaders of newly consolidated
corporations worked to improve efficiency, cut costs, and grow profits. By the 1890s, steel
magnate Andrew Carnegie and other businessmen like J.D. Rockefeller and J.P. Morgan had
accumulated vast amounts of wealth, fortunes that are “still among the largest the nation has ever
seen.” (American Yawp, Ch 16, Part III) Carnegie and other “captains of industry” were part of
an elite class of Americans which not only controlled the majority of the nation’s wealth, but
shaped American understandings of “high” culture. (Module 5 Lecture Slides) Carnegie justified
the societal and economic inequality that his own business practices exacerbated by asserting
that millionaires like himself were beneficial for American society: they were “the bees that
make the most honey, and contribute most to the hive even after they have gorged themselves
full.” (Module 5 Lecture Slides)
Commented [MCK1]: Make sure you include your name
somewhere in the document.
Commented [MCK2]: Use the title of the primary source
for the title of your paper.
Commented [MCK3]: Citations can be in this simple
format. When in doubt, cite your information.
Commented [MCK4]: Use direct quotes from secondary
sources like the American Yawp textbook sparingly. Only use
them when you are sure there is no better way to state this
information.
Commented [MCK5]: The historical context you highlight
should be relevant to your specific source. What
background information is necessary to establish before you
can get into more detailed analysis of your source?
In his essay, “Wealth,” published in the North American Review in 1889, Carnegie
argued that inequality itself was a marker of advanced civilization. It was better, he reasoned, to
have “great irregularity” between the wealth of laborers and the upper echelons of society than to
have “universal squalor.” (Carnegie, Ch 16) Carnegie maintained that despite this “irregularity,”
all Americans were better off in 1889 than they had been in the past. With industrialization ca.
The Sixties
The document summarizes key events and developments in the US during the 1960s. It discusses JFK's New Frontier program, the economic prosperity and political assassinations of the early 1960s. It then outlines the escalation of the Vietnam War, rise of radical social movements and counterculture, and LBJ's Great Society programs. The summary concludes by noting the polarization over the Vietnam War and Nixon's election in 1968.
The Sixties
The document summarizes key events and developments in the US during the 1960s. It discusses JFK's New Frontier program, the economic prosperity and political assassinations of the early 1960s. It then outlines the escalation of the Vietnam War, rise of radical social movements and counterculture, and LBJ's Great Society programs. The summary concludes by noting the polarization over the Vietnam War and Nixon's election in 1968.
1895 Http.docx
Booker T. Washington and W.E.B. DuBois were two prominent black leaders in the early 20th century who advocated different approaches for advancing civil rights. The document instructs the reader to write a 300-400 word editorial from the perspective of a supporter of the time, such as a black sharecropper or domestic worker, arguing in favor of either Washington or DuBois. It provides links to primary source documents from each leader and asks the reader to directly quote from each while comparing their philosophies and stating at least two reasons for supporting one over the other. The editorial is to be submitted to one of three black newspapers from that era in order to demonstrate an understanding of the ideological differences between Washington and
Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
Touchstone 1: Case Study Close Reading
ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions:
Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed?
Meaning: What is the author’s main idea? What is the text generally about?
Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument?
Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)?
This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems.
Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit.
Touchstone 1 Template
A. Directions
Select a case study from the list below:
Topic
Case Study Article
Agriculture and Social Change
Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries
Civil Rights and WWII
The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad
Civil Rights and Women
Title IX and the Gender Binary: Trajectories of Equality
Media and Communications
The American Military and the Press: From Vietnam to Iraq
Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template.
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Origin and context
❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic?
❒ Have you identified the events being discussed?
2. Meaning
❒ Have you identified the author’s main idea?
❒ Have you described what the text is generally about?
3. Argument
❒ Have you identified the author’s point of view? Are they trying to convince the reader of something?
❒ Have you identified the evidence used to support the argument?
4. Skills
❒ Have you explained ways in which agility or problem solving skills are being used?
To Prepare.
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- 2. CSI-R Model for Reading -> Writing Content: What content do you want to teach? The Age of Jackson: Was Andrew Jackson right to declare war on the Bank of the United States? Standards/Skills/Strategies: What literacy standards, skills, or strategies will you use help students learn the content. SS.8.A.4.16 – Identify key ideas and influences of Jacksonian democracy. Investigate: Immerse the students within a lesson where they investigate to find evidence to answer the question. Report: Show what you know (DBQ Essay.)
- 3. Pre-Organizing Using any clues from the EBQ question and the document titles on the cover page, guess the analytical categories and label the money bags or gold bocks.
- 4. The Age of Jackson: Was Andrew Jackson right to declare war on the Bank of the United States? Overview: “Old Hickory” Jackson’s belief in a strong presidency paralleled his own strong will. He received the nickname of Old Hickory during the War of 1812. Jackson’s belief in a strong presidency made him both loved and hated. He vetoed as many bills as the six previous presidents together. Jackson also believed in a strong Union.
- 5. Hook Exercise: Examine the political cartoon.
- 7. Document A Source: An 1833 lithograph entered by Endicott & Swett, New York
- 8. Document B Source: James D. Richardson, ed., A Compilation of the Messages and Papers of the Presidents, 1787-1897 (Washington, D.C., 1896), 2: pp. 576-591.
- 9. Document B- P. 2
- 10. Document B- P. 3
- 11. Document C Source: Set to Between Old Hickory and Bully Nick , : Unknown, 1834. Library of Congress: Prints & Photographs, Cartoon Prints, American
- 12. Document D Source: The Doctors puzzled or the Desperate case of Mother U.S. Bank, New York : Published and for sale wholesale and retail by Anthony Imbert at his Caricature Store, 1833.
- 13. Thesis Development On the scales above, write your thesis and weigh your options for your outline. Your thesis is always an opinion and answers the EBQ. The outline is created from your money bag/gold block organizer labels and lists the topic areas you will examine in order to support your thesis.
- 14. Response… Was Andrew Jackson right to declare war on the Bank of the United States? Which of your arguments has the most support? Have you weighed both arguments?
Editor's Notes
- Discussion Questions: 1. How does the image show the difficulty Jackson had politically? 2. What creature is used to represent the national bank? 3. Who do the heads of the creature represent? 4. Why do you think the cartoonist choose this monster to represent the bank? 5. What weapon is Andrew Jackson using to fight off the creature?
- Document Analysis Where is Calhoun, who is being addressed as "Cal," in the cartoon? What has happened to the Constitution and national unity in the cartoon? Who is resisting the nullification movement in the cartoon? How? What would happen, according to the cartoon, if the men reaching for the crown got to the step necessary to reach it? What results has the nullification movement had (or may have) on the country, according to the cartoonist?
- Document Analysis: From what you know of Andrew Jackson's political philosophy, what do you think is the main reason he dislikes this bank? How does Jackson include the relationship of the national government to the state governments and the power of the people in his veto message? Do you think the government needed a national bank in 1832? Why or why not?
- Document Analysis: From what you know of Andrew Jackson's political philosophy, what do you think is the main reason he dislikes this bank? How does Jackson include the relationship of the national government to the state governments and the power of the people in his veto message? Do you think the government needed a national bank in 1832? Why or why not?
- Document Analysis: From what you know of Andrew Jackson's political philosophy, what do you think is the main reason he dislikes this bank? How does Jackson include the relationship of the national government to the state governments and the power of the people in his veto message? Do you think the government needed a national bank in 1832? Why or why not?
- Document Analysis 1. Who are the opponents in this boxing match? 2. Martin Van Buren is supporting which opponent? 3. Mother bank is supporting which opponent? 4. What other key historical figures are noted in the image?
- What is the fundamental point of the Cartoon’s attack on the Bank of the United States and its supporters? What visual means does the cartoonist use to develop the cartoon’s point?
- Directions: Have student write a clear essay defending their argument for or against the war on the bank. Students should pull support for their argument from the documents (investigation).