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The document provides instructions for writing a paper on the origins and impacts of the Haitian Revolution. It lists five points to discuss: 1) how the French Revolution and Enlightenment ideas contributed to the Haitian Revolution, 2) the different goals of the main groups in Haiti, 3) what contributed to the revolution's success, 4) how it impacted the rest of the Americas, and 5) some of its legacies in Haiti today. Students are directed to watch a film and review a timeline on Haiti's history, explore an online exhibition, and incorporate a quote from a scholarly journal article in their paper. The paper must be 2-3 pages, follow APA style, and cite all sources
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![HIS 104 Week 2 Haitian Revolution
For more classes visit
www.snaptutorial.com
Haitian Revolution. Write a paper discussing the origins and impacts of
Haitian Revolution, explaining all of the following points:
1. How did the French Revolution and the ideas of the Enlightenment
contributed to the Haitian Revolution.
2. What were different goals of the five main groups in Haiti: wealthy
whites, poor whites, mulattos,
maroons (escaped slaves encampments), and enslaved people?
3. What contributed to the success of the revolution?
4. How did the Haitian Revolution impact the rest of the America?
5. What are some of the legacies of the Haitian Revolution in Haiti
today?
In order to gain a better understanding of the Haitian Revolution, watch
the following film and review the following timeline:
1. Koval, M., & Asté, P. (Producers). (2009). Égalité for all: Toussaint
Louverture and the Haitian revolution [Video]. Retrieved from the Films
On Demand database.
2. Shen, K. (2008, December 9). History of Haiti 1492-1805
[Timeline]. Retrieved from
http://library.brown.edu/haitihistory/index.html
To undertake the research for this assignment, review the following
online exhibition, and read the following scholarly source:
1. (n.d.). The other revolution: Haiti, 1789 – 1804 [Online exhibition].
Retrieved from
http://www.brown.edu/Facilities/John_Carter_Brown_Library/haitian/in
dex.html#](https://image.slidesharecdn.com/his104week2haitianrevolution-170712065629/85/HIS-104-help-Successful-Learning-Snaptutorial-1-320.jpg)
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His 104 Massive Success / snaptutorial.com
Haitian Revolution. Write a paper discussing the origins and impacts of Haitian Revolution, explaining all of the following points:
1. How did the French Revolution and the ideas of the Enlightenment contributed to the Haitian Revolution.
2. What were different goals of the five main groups in Haiti: wealthy whites, poor whites, mulattos,
Amusing chapters 3 and 4
Postman argues that print media created a rational public discourse in America for several reasons. [1] Print allowed for long-form speeches and debates that required comprehension of complex ideas. [2] Religious texts encouraged rational theological analysis and reinterpretation of scripture. [3] Lawyers used print to create an ordered, rational system of law. [4] Early advertisements appealed to understanding with long textual arguments rather than emotions. However, Postman concedes that advertisements later incorporated images and slogans to stimulate passions over rational thought. Overall, Postman asserts that print culture fostered conceptual, deductive thinking and objectivity more so than newer electronic media.
His 104 Success Begins / snaptutorial.com
Haitian Revolution. Write a paper discussing the origins and impacts of Haitian Revolution, explaining all of the following points:
1. How did the French Revolution and the ideas of the Enlightenment contributed to the Haitian Revolution.
2. What were different goals of the five main groups in Haiti: wealthy whites, poor whites, mulattos,
The American Revolution-TS 654
This document provides instructions for a lesson on the American Revolution. Students will complete a DO NOW activity about what the American Revolution means to them. They will then learn about major events, works, and people of the American Revolution through a webquest using specified websites. Students will research and conduct an interview with one of the historical figures discussed. The project will take one week to complete and have daily checkups. A rubric is provided to evaluate students' work.
You are to use a topic for the question you chose.WORD REQUIRE.docx
You are to use a topic for the question you chose.
WORD REQUIREMENT IS 300 Words
1. Jean Jacque Rousseau was a Frenchman who wrote the Rights of Man. After viewing the film on the French Revolution, how much of the Rights of Man were followed, especially during the Reign of Terror? Give examples.
2. This week, we read about liberalism and conservatism, two terms that are by no means new to use today. Per your readings discuss the premise of liberalism. Has this ideology changed over time? Can we see elements of this in today’s society? Examples.
3. Per your readings this week, discuss the views of conservatism. Has this ideology changed over time? Do we see some elements of this in today’s society? Examples.
4. Doyle discusses the reasons for the French Revolution. In your mind, which do you believe is the most important and why. Examples.
5. Discuss the issues that led to the American Revolution. Example.
6. Prior to its revolution, Haiti was one of the wealthiest colonies in the world. The French reaped those rewards. So what happened? Why a revolution? Why a violent revolution? Give examples.
7. Discuss Polverel’s interpretation of the French giving Haitian slave emancipation and discuss what he hoped to accomplish. Examples.
8. Agriculture Revolution had a great impact on European society, it has many great accomplishments but there were a few downfalls. Discuss these downfalls. Examples.
9. There was a change in Dynasties in China, the Manchu’s came to power. Discuss the organization of the Manchu Dynasty. Was this effective? Examples.
10. Discuss the foreign relations of the Chinese Empire with its European counter parts. Discuss whether or not this experience was positive or negative. Give examples.
11. Discuss the most important issue that was the foundation for the 1848 Revolutions. Examples.
.
Introduction Your introduction should include the following· .docx
Introduction
Your introduction should include the following:
· Background information on the topic of your essay. This includes introducing key figures or concepts, as well as providing dates and locations to place your topic in an historical context. Do not assume that your reader knows the topic or the sources that you are using. Always fully introduce your sources, historical figures, and topics.
· A thesis statement. A thesis statement is the argument that you will be proving in your paper. For example, do not make general statements such as, "Phillip II and Henry IV had many similarities and differences." A thesis is a very focused argument. A better thesis statement would be, "Henry IV and Phillip II both faced challenges to the stability of their kingdoms that developed from religious conflicts. While Henry IV was primarily concerned with domestic unrest, Phillip II faced these challenges in outlying regions of his kingdom." You can see that one is much more focused and specific in the points that it will prove in your essay. The following link provides some great information and demonstrates how to create a thesis statement:
https://owl.english.purdue.edu/owl/resource/545/01/
1. Body of Paper:
The body of your essay should include the following:
· Historical analysis. Do not simply provide a timeline of events or a list of facts. An historical essays analyzes these events and facts to create a strong argument that proves your thesis.
· The most relevant and important information that you will use to prove your argument. Stay focused on the most important information and try to avoid including random facts that, while interesting, might not connect to, or be relevant to, your argument.
· Historical details and examples. These are the building-blocks of your argument. You should include relevant dates, events, people, and examples to prove your thesis.
· Sources. Your writing should include references to your sources and properly formatted footnotes or in-text citations. Avoid using lengthy quotes to insert historical information the majority of your writing should be your own, not quotes. General historical information can be related in your own words. Reserve direct quotes for examples that prove your point or to briefly relate the ideas of a source. Find a way to transition between your own writing and the quote to fluidly connect the statements.
2. Conclusion
Your conclusion of your essay should do the following:
· Draw together the points that you have raised in the essay.
· Connect your points to a larger revelation about the topic that proves your thesis.
· Avoid using overly general statements or making connections to our current time, unless the essay instructions specifically ask you to make this connection. For example, if you are writing an essay on women regents in Ancient Egypt, you would not end your essay with the statements, “Women have played major political roles throughout time. The position of female regents in .
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
· During the Revolutionary and Early Republic era, how were the pe
Here are some comments on the students' discussions:
For Paul Chang's discussion:
Great analysis of the Nacirema rituals and how they differ from typical Western practices of caring for one's health. You make a good point about how portraying the rituals as religious makes them more acceptable within their culture, even if an outsider may view them as irrational. I also agree with your assessment of some of the biased language used in the original article - it's important to consider the cultural context in which it was written. Nice job breaking down the key aspects of the Nacirema rituals.
For Daniel Rivas' discussion:
Good point about what differentiates a ritual from other repeated actions - the incorporation of
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His 104 Massive Success / snaptutorial.com
Haitian Revolution. Write a paper discussing the origins and impacts of Haitian Revolution, explaining all of the following points:
1. How did the French Revolution and the ideas of the Enlightenment contributed to the Haitian Revolution.
2. What were different goals of the five main groups in Haiti: wealthy whites, poor whites, mulattos,
Amusing chapters 3 and 4
Postman argues that print media created a rational public discourse in America for several reasons. [1] Print allowed for long-form speeches and debates that required comprehension of complex ideas. [2] Religious texts encouraged rational theological analysis and reinterpretation of scripture. [3] Lawyers used print to create an ordered, rational system of law. [4] Early advertisements appealed to understanding with long textual arguments rather than emotions. However, Postman concedes that advertisements later incorporated images and slogans to stimulate passions over rational thought. Overall, Postman asserts that print culture fostered conceptual, deductive thinking and objectivity more so than newer electronic media.
His 104 Success Begins / snaptutorial.com
Haitian Revolution. Write a paper discussing the origins and impacts of Haitian Revolution, explaining all of the following points:
1. How did the French Revolution and the ideas of the Enlightenment contributed to the Haitian Revolution.
2. What were different goals of the five main groups in Haiti: wealthy whites, poor whites, mulattos,
The American Revolution-TS 654
This document provides instructions for a lesson on the American Revolution. Students will complete a DO NOW activity about what the American Revolution means to them. They will then learn about major events, works, and people of the American Revolution through a webquest using specified websites. Students will research and conduct an interview with one of the historical figures discussed. The project will take one week to complete and have daily checkups. A rubric is provided to evaluate students' work.
You are to use a topic for the question you chose.WORD REQUIRE.docx
You are to use a topic for the question you chose.
WORD REQUIREMENT IS 300 Words
1. Jean Jacque Rousseau was a Frenchman who wrote the Rights of Man. After viewing the film on the French Revolution, how much of the Rights of Man were followed, especially during the Reign of Terror? Give examples.
2. This week, we read about liberalism and conservatism, two terms that are by no means new to use today. Per your readings discuss the premise of liberalism. Has this ideology changed over time? Can we see elements of this in today’s society? Examples.
3. Per your readings this week, discuss the views of conservatism. Has this ideology changed over time? Do we see some elements of this in today’s society? Examples.
4. Doyle discusses the reasons for the French Revolution. In your mind, which do you believe is the most important and why. Examples.
5. Discuss the issues that led to the American Revolution. Example.
6. Prior to its revolution, Haiti was one of the wealthiest colonies in the world. The French reaped those rewards. So what happened? Why a revolution? Why a violent revolution? Give examples.
7. Discuss Polverel’s interpretation of the French giving Haitian slave emancipation and discuss what he hoped to accomplish. Examples.
8. Agriculture Revolution had a great impact on European society, it has many great accomplishments but there were a few downfalls. Discuss these downfalls. Examples.
9. There was a change in Dynasties in China, the Manchu’s came to power. Discuss the organization of the Manchu Dynasty. Was this effective? Examples.
10. Discuss the foreign relations of the Chinese Empire with its European counter parts. Discuss whether or not this experience was positive or negative. Give examples.
11. Discuss the most important issue that was the foundation for the 1848 Revolutions. Examples.
.
Introduction Your introduction should include the following· .docx
Introduction
Your introduction should include the following:
· Background information on the topic of your essay. This includes introducing key figures or concepts, as well as providing dates and locations to place your topic in an historical context. Do not assume that your reader knows the topic or the sources that you are using. Always fully introduce your sources, historical figures, and topics.
· A thesis statement. A thesis statement is the argument that you will be proving in your paper. For example, do not make general statements such as, "Phillip II and Henry IV had many similarities and differences." A thesis is a very focused argument. A better thesis statement would be, "Henry IV and Phillip II both faced challenges to the stability of their kingdoms that developed from religious conflicts. While Henry IV was primarily concerned with domestic unrest, Phillip II faced these challenges in outlying regions of his kingdom." You can see that one is much more focused and specific in the points that it will prove in your essay. The following link provides some great information and demonstrates how to create a thesis statement:
https://owl.english.purdue.edu/owl/resource/545/01/
1. Body of Paper:
The body of your essay should include the following:
· Historical analysis. Do not simply provide a timeline of events or a list of facts. An historical essays analyzes these events and facts to create a strong argument that proves your thesis.
· The most relevant and important information that you will use to prove your argument. Stay focused on the most important information and try to avoid including random facts that, while interesting, might not connect to, or be relevant to, your argument.
· Historical details and examples. These are the building-blocks of your argument. You should include relevant dates, events, people, and examples to prove your thesis.
· Sources. Your writing should include references to your sources and properly formatted footnotes or in-text citations. Avoid using lengthy quotes to insert historical information the majority of your writing should be your own, not quotes. General historical information can be related in your own words. Reserve direct quotes for examples that prove your point or to briefly relate the ideas of a source. Find a way to transition between your own writing and the quote to fluidly connect the statements.
2. Conclusion
Your conclusion of your essay should do the following:
· Draw together the points that you have raised in the essay.
· Connect your points to a larger revelation about the topic that proves your thesis.
· Avoid using overly general statements or making connections to our current time, unless the essay instructions specifically ask you to make this connection. For example, if you are writing an essay on women regents in Ancient Egypt, you would not end your essay with the statements, “Women have played major political roles throughout time. The position of female regents in .
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
· During the Revolutionary and Early Republic era, how were the pe
Here are some comments on the students' discussions:
For Paul Chang's discussion:
Great analysis of the Nacirema rituals and how they differ from typical Western practices of caring for one's health. You make a good point about how portraying the rituals as religious makes them more acceptable within their culture, even if an outsider may view them as irrational. I also agree with your assessment of some of the biased language used in the original article - it's important to consider the cultural context in which it was written. Nice job breaking down the key aspects of the Nacirema rituals.
For Daniel Rivas' discussion:
Good point about what differentiates a ritual from other repeated actions - the incorporation of
This week we begin our most significant writing, emphasizing theme
This week we begin our most significant writing, emphasizing
themes
. We have been practicing so we can get to this point, doing more of what historians actually do.
As you know, historians do not memorize facts. They see trends throughout time, and use these trends to understand both the past and the present.
A historical theme is a trend, presented as an interpretive thesis, but supported by evidence from several different eras instead of just one or two.
A number of weeks throughout the semester, we have posted evidence from one particular time-frame or era on a Primary Sources Board, but our writing this week must include evidence from multiple eras.
Yes - the work you do here may be considered as the outline for your final essay, so long as you are happy with your subject!
Themes are narrow enough to have a point of view, even though they are broad enough to cover several eras. They show a repeating trend, rather than progress over time.
One way to begin a theme is to focus on a topic area, such as fashion, sexuality, class differences, cloth-making technology, the role of philosophy, ways in which literature reflects society, sports, games, furniture design, domestic architecture, dancing, political conflict, holiday celebrations, religious texts, expressions of spirituality, mass communication - the possibilities are endless.
Format
For this assignment we start with a theme (in bold text), and use six sources in pairs with a topic sentence (in
italics
) that covers them both. The format will be like an essay, with no numbers or letters:
I. Historical theme
II.
Topic sentence that supports the theme
A. Primary source #1 with explanation
B. Primary source #2 with explanation
III.
Topic sentence that supports the theme
A. Primary source #3 with explanation
B. Primary source #4 with explanation
IV.
Topic sentence that supports the theme
A. Primary source #1 with explanation
B. Primary source #2 with explanation
V. Brief conclusion
Avoid problems with themes
Here's a list of common problems to avoid for themes:
• The progressive theme problem.
The theme features advancement or improvement over time, when it needs to focus on a repeating trend.
•
The "throughout history" problem.
The theme should not use phrases like "throughout history" or "across the ages".
•
The "and" problem.
The theme should not try to cover more bases by using "and", unless everything in it is proven in every paragraph.
• The "or" problem.
The theme should not contain "or", which encourages paragraphs that focus on only part of the theme.
•
The so broad it's obvious problem.
This is similar to the big, factual thesis problem.
Writing assignment instructions (70 points):
Create an outline with a theme and three topic sentences, each supported by two fully-cited primary sources from various Primary Sources Boards, with a brief explanation of how each source supports the topic.
Al ...
COMPLETE GUIDE ON WRITING AN EXPLORATORY ESSAY ON GLOBALIZATION AND MINORITY ...
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02.01 Revolutionary Ideas Assessment Assessment .docx
02.01 Revolutionary Ideas: Assessment
Assessment
© The Granger Collection / Universal
Images Group / Image Quest 2012
Thomas Paine wrote the pamphlet Common Sense to convince American colonists to support
the idea of independence. You should now understand the relationship between political
principles and the Declaration of Independence. Use the information you learned in the lesson
to create your own modern day Common Sense pamphlet that explains how the Declaration
of Independence upholds the principles of popular sovereignty, social contract, and natural
and individual rights.
Steps
1. Use this Pamphlet Template or a Web 2.0 tool to create your six-panel pamphlet.
2. There are many 21st century tools available for creating and submitting your work
in the online environment. For more information on the tools your school uses,
contact your teacher or visit the Web 2.0 tools area of your course.
3. The first panel should be the title panel. Include your name, date, instructor, and a title for
the pamphlet.
4. On the second panel, write a one-paragraph overview of the Declaration of
Independence. Be sure to describe its purpose and how the document is structured.
5. On panels three, four, and five, you will explain the principles of popular sovereignty,
social contract, and natural and individual rights. Each panel should include a well-written
paragraph that explains how the Declaration of Independence reflects a principle. Use at
least one quote from the Declaration of Independence that illustrates the principle, for
each of these panels (three quotes total). For example, if you chose to focus on the
principle of popular sovereignty for panel three in your pamphlet, then that panel will
include a quote from the Declaration of Independence that illustrates the principle of
popular sovereignty and one well-written paragraph that explains how the Declaration of
Independence reflects the principle of popular sovereignty.
6. On the final panel, write one paragraph to explain whether or not you think the
Declaration of Independence upholds the political principles Americans value. To guide
your evaluation, consider these questions. Does the Declaration of Independence reflect
all the important principles you learned about in the lesson? Did the writers of the
Declaration of ...
Road to Revolution Unit Overview
This unit asks students to analyze the events leading up to the American Revolution by completing several missions. Students will describe the relationship between England and its American colonies before 1754, explain how the French and Indian War changed this relationship, and identify arguments of patriots and loyalists. The document provides learning targets and directs students to additional online resources for practice materials, study guides, and games to help demonstrate their understanding of the events that led to the American Revolution.
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HST 165 Week 1 Journal Entries (2 Paper)
India Writing Papers (A Cou. Online assignment writing service.
The document discusses the era of Reconstruction after the American Civil War from 1855-1877. It aimed to restore the devastated Southern states economically, grant equal rights and citizenship to freed Black Americans, and repair the Union. However, the South was left in ruins, without homes, functioning railroads/industry, or viable farms. Freed slaves struggled under sharecropping systems that kept them in perpetual debt on the same lands. Racial tensions also prevented full reconciliation between North and South.
Writing GuidelinesStep 1 -- SummarizingA summary is a short para.docx
Writing Guidelines
Step 1 -- Summarizing
A summary is a short paragraph telling what the
main idea
of a reading/lecture/video is about. These are some basic steps to follow in order to create a summary:
Read the text and underline or highlight the main idea and the main details.
Put the text aside and write down the main idea and details in a separate document/on a separate piece of paper.
DO NOT LOOK AT THE ORIGINAL DOCUMENT
!
Write your summary using your typed/handwritten notes.
Check your summary and the original article to be sure you have included only the most
important information
and that you have not
directly copied from the article.
Step 2 -- Interpretation
Keep in mind these guidelines for analysis of your document from the
Document Interpretation Tutorial
.
Questions to ask of any source..
Who is the author?
Who wrote or created this? Is there a single or multiple authors? An author's identity sometimes helps you answer the later questions.
What type of source is this?
Is it a photograph or a poem? A biography or a government document? This is a simple but crucial step because you must consider what you can expect to learn from the document.
What is the message of this source?
What is the author describing? What is happening in the text or image? What is the story?
Who is the intended audience?
Who is the author addressing? Was the source intended for private or public consumption? Identifying the audience will help you answer the next question.
Why was this source created?
Does the author have an agenda, a larger purpose? Is the author trying to persuade the audience? Is the document or source simply a compilation of facts, or does it include opinion, inference, or interpretation?
Is this source credible and accurate?
Historians must examine every source with a critical eye. What do you know about the author? Does the document make sense? Do the facts presented by the author or what you know about the time period support the thesis, statement, assertion, or story the author is conveying? Why should you trust, or distrust, this source?
How is this source valuable to me?
How does the source relate to other sources from the time period or along the same issue or theme? Does it support or contradict them? Does it repeat information from other sources or add new information? How relevant is the source to your topic of inquiry? Does it extensively cover your topic, or only marginally or not at all? Remember, you should explore enough sources to obtain a variety of viewpoints.
Document Interpretation 4: "Hamilton and Jefferson", & The Masters Class
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Overview
One of the most important skills a historian develops is the ability to evaluate historical documents. This evaluation concerns asking questions of the documents that allows a historian to have insight in a particular topic or period being investigated. This week's documents relate to the weekly module topic. This week's documents re.
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Response groups
This document outlines steps for teachers to implement small group discussions about controversial historical issues. It recommends forming heterogeneous groups to analyze primary sources and answer critical thinking questions from multiple perspectives. Teachers should prepare students, allow time for discussion, and facilitate a lively whole-class discussion where groups argue their points and consider other ideas. The goal is for students to empathize with different sides of an issue or event and understand the complexity of historical problems.
StatementWhen the United States entered into World War II, it.docx
Statement:
When the United States entered into World War II, it sent an estimated 16 million troops overseas. Among them were nearly half a million Latinos. On the eve of war, most Latinos lived in rural areas, had incomes that lagged behind national averages so that poverty was enduring, lived with entrenched segregation, suffered from housing discrimination, had inadequate access to health care, and held very little educational opportunities.
Yet despite these atrocities, Latinos would come to serve in every branch of the U.S. Armed Forces and participate in multiple campaigns. From the beach invasions in North Africa & Sicily to the storming of Normandy, France as part of D-Day; Latinos were there. From the island hopping campaigns in the Pacific against the Japanese Imperial Army to serving in defense related industries states-side or for the Women’s Army Auxiliary Corp; Latinos were, again, there.
Moreover, the Latino soldier has the distinction of achieving more decorations for bravery on the battlefield than any other ethno-racial group involved in this conflict; from Congressional Medals of Honor to Purple Hearts, and so on, and so on down the line.
At home, the Latino community also joined the war effort with unwavering commitment as they publicly displayed their patriotism by either purchasing liberty bonds, participating in Red Cross campaigns, or forming their own USOs (Senoritas USOs) for Latino service men who were typically barred from partaking in traditional USO activities
Worth mentioning are the contributions of Latinas to the war effort as they, by the thousands, worked in defense related industries filling in for absent spouses and sons gone off overseas. In these industries they worked as drivers of heavy machinery, as aircraft assembly line operatives, as medical personnel, as office workers, as translators, and in steel, railroad, and meat-packing plants.
Let it be known also, that it would be this generation who would come the lead the fight against discrimination throughout the U.S. The conflict overseas exposed Latinos to an international setting where men and women of different races and nationalities worked together for a common cause. It also created a new awareness of race and racism throughout the world. As such, Latinos became receptive to a more liberal and open society and returned home questioning the racial order and subordination of their own communities. In other words, they were deeply affected by continued discrimination as the country was still unwilling to extend full democratic rights to them. The end result was that the war would amplify an already entrenched civil rights movement that tried to deal with the gap between the doctrine of democracy the US advocated abroad and the racial prejudices against Latinos it continued to maintain at home
It is clear then, that Latinos and Latinas were very much committed to the war effort both overseas and states-sides and are absolutely dese.
HST 165 RANK Introduction Education--hst165rank.com
This document provides materials for all assignments in HST 165 American History. It includes 2 papers or presentations for each weekly assignment, covering topics like the Reconstruction era, immigration, Progressivism, American imperialism, World War I, the 1920s, the Great Depression, World War II, and Truman's decision to drop the atomic bomb. For each assignment, it provides detailed prompts and guidelines for students to complete papers, presentations, reflections, or other written works analyzing important events and issues in US history from 1865 to 1945.
HST 165 RANK Education Planning--hst165rank.com
This document provides materials for all assignments in the course HST 165. It includes 2 papers or presentations for each weekly assignment, covering topics like Reconstruction, immigration, progressivism, imperialism, World War I, the Great Depression, and World War II. For each assignment, it provides detailed prompts and instructions for students to complete papers, presentations, journal entries, or other written works analyzing important historical events and developments from the periods covered in the course.
HST 165 RANK Inspiring Innovation--hst165rank.com
This document provides materials for all assignments in the course HST 165. It includes 2 papers or presentations for each weekly assignment, covering topics like Reconstruction, immigration, progressivism, imperialism, World War I, the Great Depression, and World War II. For each assignment, it provides detailed prompts and instructions for students to complete papers, presentations, journal entries, or other written works analyzing important historical events and developments from the periods covered in the course.
colonial culture History homework help.docx
This document provides instructions for a history homework assignment on colonial culture. Students are asked to discuss how their chosen topic, such as westward expansion, slavery, or women's suffrage, impacted and changed the US. They must describe (a) conditions before the topic, (b) the process of change, and (c) results of the change. Students should use at least 4 primary documents from an attached reading and cite all sources. The essay should be 4 pages and discuss the historical significance of the topic in present-day society.
Topic selection and question sheet
The document outlines the first step in the Big6 research process - selecting a topic and identifying needed information. It provides an example where the topic chosen is protests in the 1960s. Categories for this topic are identified as the setting, participants, events for protest, and places of protest. Questions are then generated for each category to guide future research, such as who participated in 1960s protests and what events were protesters trying to change. Space is also provided to write categories and questions for additional topics.
EDSU 531 WebQuest
This document provides instructions for a group webquest activity on the key events leading up to the American Revolutionary War. Students will work in groups to research information on important events using provided links. They will then create a newsletter reporting on these events from the perspective of loyalists or revolutionaries. Groups will present their newsletter to the class. The document outlines the tasks, process, resources, and rubric for evaluation.
Assignment DetailsIn 1908, playwright Israel Zangwill referred to .docx
Assignment Details
In 1908, playwright Israel Zangwill referred to America as a
melting pot
. Zangwill’s concept of the United States as a country where people of all cultures and nations are free to come and contribute to a common American culture remains a popular concept—even more than a century after its introduction.
More recently, the concept of the American mosaic asserts that American society consist not of melting pot in which people and cultures mix together to form a larger American culture, but as a mosaic in which ethnic groups come to the United States and coexist with other groups but maintain significant cultural and social distinctions among themselves.
Post a discussion that explores these themes by demonstrating how various cultures and ethnicities have contributed to modern American history and culture. Select 1 ethnic group, and include the following in your discussion:
Part 1
Explain a specific contribution that this group made to American society or culture.
Part 2
Evaluate the concepts of the melting pot and the American mosaic.
Which concept more accurately reflects the experiences of the ethnic group you chose? Support your assertion.
____________________________________________________________________________________
Choose one (1) Native American tribe residing within the continental United States (Lower 48 states) at the time of first European contact. Research various aspects of the chosen tribe’s culture or history. Make sure ample historical records exist for the chosen tribe. Some tribes are not well-documented in the existing historical record.
Topics that
need
to be researched include but are not limited to:
Describing what is known of the tribe’s pre-Columbian history, including settlement dates and any known cultural details.
Describing the cultural and religious beliefs of the chosen tribe.
Describing the tribe’s history after contact, including major events and armed conflicts that may have been important to the history of the tribe in the present day.
Explaining the history of at least one historical figure of the chosen tribe and events surrounding that individual’s life
.
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.
HUM 2590 – 20th21st Century Humanities .docx
HUM 2590 – 20
th
/21
st
Century Humanities
Instruction Sheet for Major Essay Assignment
DUE NO LATER THAN WEDNESDAY, MARCH 19
TH
LATE PASSES DO NOT PERTAIN!!!
Instructions: Choose one of the two choices provided below to write your paper assignment.
Your paper should:
Have a title (no cover page necessary)
Essay Format: Contain five paragraphs (introduction, 3 supporting paragraphs, and
conclusion)
Have a minimum of 8 sentences in each body paragraph
Be word-processed, double-spaced, size 12 font (hand written papers will not be
accepted), to be handed in as a hard copy
Include a word count of 1,250 - 1,500 words at the top corner of the first page of your
paper, along with your name, date and course title
Grading Rubric (located on page 3) must be attached to final copy of your paper
assignment
THIS IS NOT A RESEARCH PAPER!!!!!
1. Compare and Contrast: Choose two titled works of art (visual art, literature/poetry,
architecture, philosophy/religion, and either or performing arts) discussed in our course from
the 20
th
century that detail the change in the medium influenced by one of historical contexts
discussed in our course on Modernism, the Freudian Revolution, World War(s)/Revolution,
Depression, Existentialism, Ethnic/Racial Identity or Globalization. Define three distinct
similarities and either or contrasts between these two works and reflect on how they each
represent the time period from which they emerged. As you write your essay in which you
address each of these comparisons, refer specifically to key points in our readings,
films, and discussions to help you formulate and justify your arguments. You may use
any of the course material uploaded on Blackboard to help develop a more in depth
discussion on the two works of art you have chosen. Use the three comparisons and
either or contrasts to help organize the content of your essay (Argument1 =
Comparison/ Contrast1, Argument2 = Comparison/ Contrast2, and Argument3 =
Comparison/ Contrast3). In your conclusion address how these two specific works of art
are important to the culture of the 20
th
/21
st
century. THIS IS NOT A RESEARCH PAPER!!!
2. Social Realism: Choose one titled piece of social realism modern art that is in your
textbook. Really try to find something that evokes thought and either or feeling,
whether positive or negative. Thoroughly discuss your piece: Be specific and use
descriptive language through applying all of the steps of the art critiquing process;
Describe, Analyze, Interpret, and Judge. You must address the following questions in
depth while you are critiquing your chosen piece of .
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
More Related Content
Similar to HIS 104 help Successful Learning/Snaptutorial
This week we begin our most significant writing, emphasizing theme
This week we begin our most significant writing, emphasizing
themes
. We have been practicing so we can get to this point, doing more of what historians actually do.
As you know, historians do not memorize facts. They see trends throughout time, and use these trends to understand both the past and the present.
A historical theme is a trend, presented as an interpretive thesis, but supported by evidence from several different eras instead of just one or two.
A number of weeks throughout the semester, we have posted evidence from one particular time-frame or era on a Primary Sources Board, but our writing this week must include evidence from multiple eras.
Yes - the work you do here may be considered as the outline for your final essay, so long as you are happy with your subject!
Themes are narrow enough to have a point of view, even though they are broad enough to cover several eras. They show a repeating trend, rather than progress over time.
One way to begin a theme is to focus on a topic area, such as fashion, sexuality, class differences, cloth-making technology, the role of philosophy, ways in which literature reflects society, sports, games, furniture design, domestic architecture, dancing, political conflict, holiday celebrations, religious texts, expressions of spirituality, mass communication - the possibilities are endless.
Format
For this assignment we start with a theme (in bold text), and use six sources in pairs with a topic sentence (in
italics
) that covers them both. The format will be like an essay, with no numbers or letters:
I. Historical theme
II.
Topic sentence that supports the theme
A. Primary source #1 with explanation
B. Primary source #2 with explanation
III.
Topic sentence that supports the theme
A. Primary source #3 with explanation
B. Primary source #4 with explanation
IV.
Topic sentence that supports the theme
A. Primary source #1 with explanation
B. Primary source #2 with explanation
V. Brief conclusion
Avoid problems with themes
Here's a list of common problems to avoid for themes:
• The progressive theme problem.
The theme features advancement or improvement over time, when it needs to focus on a repeating trend.
•
The "throughout history" problem.
The theme should not use phrases like "throughout history" or "across the ages".
•
The "and" problem.
The theme should not try to cover more bases by using "and", unless everything in it is proven in every paragraph.
• The "or" problem.
The theme should not contain "or", which encourages paragraphs that focus on only part of the theme.
•
The so broad it's obvious problem.
This is similar to the big, factual thesis problem.
Writing assignment instructions (70 points):
Create an outline with a theme and three topic sentences, each supported by two fully-cited primary sources from various Primary Sources Boards, with a brief explanation of how each source supports the topic.
Al ...
COMPLETE GUIDE ON WRITING AN EXPLORATORY ESSAY ON GLOBALIZATION AND MINORITY ...
Follow the rules and suggestions in this full guide in writing an exploratory essay on globalization and minority American communities.
02.01 Revolutionary Ideas Assessment Assessment .docx
02.01 Revolutionary Ideas: Assessment
Assessment
© The Granger Collection / Universal
Images Group / Image Quest 2012
Thomas Paine wrote the pamphlet Common Sense to convince American colonists to support
the idea of independence. You should now understand the relationship between political
principles and the Declaration of Independence. Use the information you learned in the lesson
to create your own modern day Common Sense pamphlet that explains how the Declaration
of Independence upholds the principles of popular sovereignty, social contract, and natural
and individual rights.
Steps
1. Use this Pamphlet Template or a Web 2.0 tool to create your six-panel pamphlet.
2. There are many 21st century tools available for creating and submitting your work
in the online environment. For more information on the tools your school uses,
contact your teacher or visit the Web 2.0 tools area of your course.
3. The first panel should be the title panel. Include your name, date, instructor, and a title for
the pamphlet.
4. On the second panel, write a one-paragraph overview of the Declaration of
Independence. Be sure to describe its purpose and how the document is structured.
5. On panels three, four, and five, you will explain the principles of popular sovereignty,
social contract, and natural and individual rights. Each panel should include a well-written
paragraph that explains how the Declaration of Independence reflects a principle. Use at
least one quote from the Declaration of Independence that illustrates the principle, for
each of these panels (three quotes total). For example, if you chose to focus on the
principle of popular sovereignty for panel three in your pamphlet, then that panel will
include a quote from the Declaration of Independence that illustrates the principle of
popular sovereignty and one well-written paragraph that explains how the Declaration of
Independence reflects the principle of popular sovereignty.
6. On the final panel, write one paragraph to explain whether or not you think the
Declaration of Independence upholds the political principles Americans value. To guide
your evaluation, consider these questions. Does the Declaration of Independence reflect
all the important principles you learned about in the lesson? Did the writers of the
Declaration of ...
Road to Revolution Unit Overview
This unit asks students to analyze the events leading up to the American Revolution by completing several missions. Students will describe the relationship between England and its American colonies before 1754, explain how the French and Indian War changed this relationship, and identify arguments of patriots and loyalists. The document provides learning targets and directs students to additional online resources for practice materials, study guides, and games to help demonstrate their understanding of the events that led to the American Revolution.
HST 165 Enhance teaching - snaptutorial.com
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1 Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
HST 165 Effective Communication/tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1 Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
India Writing Papers (A Cou. Online assignment writing service.
The document discusses the era of Reconstruction after the American Civil War from 1855-1877. It aimed to restore the devastated Southern states economically, grant equal rights and citizenship to freed Black Americans, and repair the Union. However, the South was left in ruins, without homes, functioning railroads/industry, or viable farms. Freed slaves struggled under sharecropping systems that kept them in perpetual debt on the same lands. Racial tensions also prevented full reconciliation between North and South.
Writing GuidelinesStep 1 -- SummarizingA summary is a short para.docx
Writing Guidelines
Step 1 -- Summarizing
A summary is a short paragraph telling what the
main idea
of a reading/lecture/video is about. These are some basic steps to follow in order to create a summary:
Read the text and underline or highlight the main idea and the main details.
Put the text aside and write down the main idea and details in a separate document/on a separate piece of paper.
DO NOT LOOK AT THE ORIGINAL DOCUMENT
!
Write your summary using your typed/handwritten notes.
Check your summary and the original article to be sure you have included only the most
important information
and that you have not
directly copied from the article.
Step 2 -- Interpretation
Keep in mind these guidelines for analysis of your document from the
Document Interpretation Tutorial
.
Questions to ask of any source..
Who is the author?
Who wrote or created this? Is there a single or multiple authors? An author's identity sometimes helps you answer the later questions.
What type of source is this?
Is it a photograph or a poem? A biography or a government document? This is a simple but crucial step because you must consider what you can expect to learn from the document.
What is the message of this source?
What is the author describing? What is happening in the text or image? What is the story?
Who is the intended audience?
Who is the author addressing? Was the source intended for private or public consumption? Identifying the audience will help you answer the next question.
Why was this source created?
Does the author have an agenda, a larger purpose? Is the author trying to persuade the audience? Is the document or source simply a compilation of facts, or does it include opinion, inference, or interpretation?
Is this source credible and accurate?
Historians must examine every source with a critical eye. What do you know about the author? Does the document make sense? Do the facts presented by the author or what you know about the time period support the thesis, statement, assertion, or story the author is conveying? Why should you trust, or distrust, this source?
How is this source valuable to me?
How does the source relate to other sources from the time period or along the same issue or theme? Does it support or contradict them? Does it repeat information from other sources or add new information? How relevant is the source to your topic of inquiry? Does it extensively cover your topic, or only marginally or not at all? Remember, you should explore enough sources to obtain a variety of viewpoints.
Document Interpretation 4: "Hamilton and Jefferson", & The Masters Class
No unread replies.
2
2 replies.
Overview
One of the most important skills a historian develops is the ability to evaluate historical documents. This evaluation concerns asking questions of the documents that allows a historian to have insight in a particular topic or period being investigated. This week's documents relate to the weekly module topic. This week's documents re.
HST 165 RANK Redefined Education--hst165rank.com
FOR MORE CLASSES VISIT
www.hst165rank.com
This Tutorial contains 2 Papers/PPT for each Assignment (Only 1
Set for Week 5 World war II Paper/PPT)
HST 165 Week 1 Journal Entries (2 Paper)
Response groups
This document outlines steps for teachers to implement small group discussions about controversial historical issues. It recommends forming heterogeneous groups to analyze primary sources and answer critical thinking questions from multiple perspectives. Teachers should prepare students, allow time for discussion, and facilitate a lively whole-class discussion where groups argue their points and consider other ideas. The goal is for students to empathize with different sides of an issue or event and understand the complexity of historical problems.
StatementWhen the United States entered into World War II, it.docx
Statement:
When the United States entered into World War II, it sent an estimated 16 million troops overseas. Among them were nearly half a million Latinos. On the eve of war, most Latinos lived in rural areas, had incomes that lagged behind national averages so that poverty was enduring, lived with entrenched segregation, suffered from housing discrimination, had inadequate access to health care, and held very little educational opportunities.
Yet despite these atrocities, Latinos would come to serve in every branch of the U.S. Armed Forces and participate in multiple campaigns. From the beach invasions in North Africa & Sicily to the storming of Normandy, France as part of D-Day; Latinos were there. From the island hopping campaigns in the Pacific against the Japanese Imperial Army to serving in defense related industries states-side or for the Women’s Army Auxiliary Corp; Latinos were, again, there.
Moreover, the Latino soldier has the distinction of achieving more decorations for bravery on the battlefield than any other ethno-racial group involved in this conflict; from Congressional Medals of Honor to Purple Hearts, and so on, and so on down the line.
At home, the Latino community also joined the war effort with unwavering commitment as they publicly displayed their patriotism by either purchasing liberty bonds, participating in Red Cross campaigns, or forming their own USOs (Senoritas USOs) for Latino service men who were typically barred from partaking in traditional USO activities
Worth mentioning are the contributions of Latinas to the war effort as they, by the thousands, worked in defense related industries filling in for absent spouses and sons gone off overseas. In these industries they worked as drivers of heavy machinery, as aircraft assembly line operatives, as medical personnel, as office workers, as translators, and in steel, railroad, and meat-packing plants.
Let it be known also, that it would be this generation who would come the lead the fight against discrimination throughout the U.S. The conflict overseas exposed Latinos to an international setting where men and women of different races and nationalities worked together for a common cause. It also created a new awareness of race and racism throughout the world. As such, Latinos became receptive to a more liberal and open society and returned home questioning the racial order and subordination of their own communities. In other words, they were deeply affected by continued discrimination as the country was still unwilling to extend full democratic rights to them. The end result was that the war would amplify an already entrenched civil rights movement that tried to deal with the gap between the doctrine of democracy the US advocated abroad and the racial prejudices against Latinos it continued to maintain at home
It is clear then, that Latinos and Latinas were very much committed to the war effort both overseas and states-sides and are absolutely dese.
HST 165 RANK Introduction Education--hst165rank.com
This document provides materials for all assignments in HST 165 American History. It includes 2 papers or presentations for each weekly assignment, covering topics like the Reconstruction era, immigration, Progressivism, American imperialism, World War I, the 1920s, the Great Depression, World War II, and Truman's decision to drop the atomic bomb. For each assignment, it provides detailed prompts and guidelines for students to complete papers, presentations, reflections, or other written works analyzing important events and issues in US history from 1865 to 1945.
HST 165 RANK Education Planning--hst165rank.com
This document provides materials for all assignments in the course HST 165. It includes 2 papers or presentations for each weekly assignment, covering topics like Reconstruction, immigration, progressivism, imperialism, World War I, the Great Depression, and World War II. For each assignment, it provides detailed prompts and instructions for students to complete papers, presentations, journal entries, or other written works analyzing important historical events and developments from the periods covered in the course.
HST 165 RANK Inspiring Innovation--hst165rank.com
This document provides materials for all assignments in the course HST 165. It includes 2 papers or presentations for each weekly assignment, covering topics like Reconstruction, immigration, progressivism, imperialism, World War I, the Great Depression, and World War II. For each assignment, it provides detailed prompts and instructions for students to complete papers, presentations, journal entries, or other written works analyzing important historical events and developments from the periods covered in the course.
colonial culture History homework help.docx
This document provides instructions for a history homework assignment on colonial culture. Students are asked to discuss how their chosen topic, such as westward expansion, slavery, or women's suffrage, impacted and changed the US. They must describe (a) conditions before the topic, (b) the process of change, and (c) results of the change. Students should use at least 4 primary documents from an attached reading and cite all sources. The essay should be 4 pages and discuss the historical significance of the topic in present-day society.
Topic selection and question sheet
The document outlines the first step in the Big6 research process - selecting a topic and identifying needed information. It provides an example where the topic chosen is protests in the 1960s. Categories for this topic are identified as the setting, participants, events for protest, and places of protest. Questions are then generated for each category to guide future research, such as who participated in 1960s protests and what events were protesters trying to change. Space is also provided to write categories and questions for additional topics.
EDSU 531 WebQuest
This document provides instructions for a group webquest activity on the key events leading up to the American Revolutionary War. Students will work in groups to research information on important events using provided links. They will then create a newsletter reporting on these events from the perspective of loyalists or revolutionaries. Groups will present their newsletter to the class. The document outlines the tasks, process, resources, and rubric for evaluation.
Assignment DetailsIn 1908, playwright Israel Zangwill referred to .docx
Assignment Details
In 1908, playwright Israel Zangwill referred to America as a
melting pot
. Zangwill’s concept of the United States as a country where people of all cultures and nations are free to come and contribute to a common American culture remains a popular concept—even more than a century after its introduction.
More recently, the concept of the American mosaic asserts that American society consist not of melting pot in which people and cultures mix together to form a larger American culture, but as a mosaic in which ethnic groups come to the United States and coexist with other groups but maintain significant cultural and social distinctions among themselves.
Post a discussion that explores these themes by demonstrating how various cultures and ethnicities have contributed to modern American history and culture. Select 1 ethnic group, and include the following in your discussion:
Part 1
Explain a specific contribution that this group made to American society or culture.
Part 2
Evaluate the concepts of the melting pot and the American mosaic.
Which concept more accurately reflects the experiences of the ethnic group you chose? Support your assertion.
____________________________________________________________________________________
Choose one (1) Native American tribe residing within the continental United States (Lower 48 states) at the time of first European contact. Research various aspects of the chosen tribe’s culture or history. Make sure ample historical records exist for the chosen tribe. Some tribes are not well-documented in the existing historical record.
Topics that
need
to be researched include but are not limited to:
Describing what is known of the tribe’s pre-Columbian history, including settlement dates and any known cultural details.
Describing the cultural and religious beliefs of the chosen tribe.
Describing the tribe’s history after contact, including major events and armed conflicts that may have been important to the history of the tribe in the present day.
Explaining the history of at least one historical figure of the chosen tribe and events surrounding that individual’s life
.
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.
HUM 2590 – 20th21st Century Humanities .docx
HUM 2590 – 20
th
/21
st
Century Humanities
Instruction Sheet for Major Essay Assignment
DUE NO LATER THAN WEDNESDAY, MARCH 19
TH
LATE PASSES DO NOT PERTAIN!!!
Instructions: Choose one of the two choices provided below to write your paper assignment.
Your paper should:
Have a title (no cover page necessary)
Essay Format: Contain five paragraphs (introduction, 3 supporting paragraphs, and
conclusion)
Have a minimum of 8 sentences in each body paragraph
Be word-processed, double-spaced, size 12 font (hand written papers will not be
accepted), to be handed in as a hard copy
Include a word count of 1,250 - 1,500 words at the top corner of the first page of your
paper, along with your name, date and course title
Grading Rubric (located on page 3) must be attached to final copy of your paper
assignment
THIS IS NOT A RESEARCH PAPER!!!!!
1. Compare and Contrast: Choose two titled works of art (visual art, literature/poetry,
architecture, philosophy/religion, and either or performing arts) discussed in our course from
the 20
th
century that detail the change in the medium influenced by one of historical contexts
discussed in our course on Modernism, the Freudian Revolution, World War(s)/Revolution,
Depression, Existentialism, Ethnic/Racial Identity or Globalization. Define three distinct
similarities and either or contrasts between these two works and reflect on how they each
represent the time period from which they emerged. As you write your essay in which you
address each of these comparisons, refer specifically to key points in our readings,
films, and discussions to help you formulate and justify your arguments. You may use
any of the course material uploaded on Blackboard to help develop a more in depth
discussion on the two works of art you have chosen. Use the three comparisons and
either or contrasts to help organize the content of your essay (Argument1 =
Comparison/ Contrast1, Argument2 = Comparison/ Contrast2, and Argument3 =
Comparison/ Contrast3). In your conclusion address how these two specific works of art
are important to the culture of the 20
th
/21
st
century. THIS IS NOT A RESEARCH PAPER!!!
2. Social Realism: Choose one titled piece of social realism modern art that is in your
textbook. Really try to find something that evokes thought and either or feeling,
whether positive or negative. Thoroughly discuss your piece: Be specific and use
descriptive language through applying all of the steps of the art critiquing process;
Describe, Analyze, Interpret, and Judge. You must address the following questions in
depth while you are critiquing your chosen piece of .
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- 1. HIS 104 Week 2 Haitian Revolution For more classes visit www.snaptutorial.com Haitian Revolution. Write a paper discussing the origins and impacts of Haitian Revolution, explaining all of the following points: 1. How did the French Revolution and the ideas of the Enlightenment contributed to the Haitian Revolution. 2. What were different goals of the five main groups in Haiti: wealthy whites, poor whites, mulattos, maroons (escaped slaves encampments), and enslaved people? 3. What contributed to the success of the revolution? 4. How did the Haitian Revolution impact the rest of the America? 5. What are some of the legacies of the Haitian Revolution in Haiti today? In order to gain a better understanding of the Haitian Revolution, watch the following film and review the following timeline: 1. Koval, M., & Asté, P. (Producers). (2009). Égalité for all: Toussaint Louverture and the Haitian revolution [Video]. Retrieved from the Films On Demand database. 2. Shen, K. (2008, December 9). History of Haiti 1492-1805 [Timeline]. Retrieved from http://library.brown.edu/haitihistory/index.html To undertake the research for this assignment, review the following online exhibition, and read the following scholarly source: 1. (n.d.). The other revolution: Haiti, 1789 – 1804 [Online exhibition]. Retrieved from http://www.brown.edu/Facilities/John_Carter_Brown_Library/haitian/in dex.html#
- 2. 2. Knight, F. W. (2005). The Haitian Revolution and the notion of human rights. Journal of the Historical Society, 5(3), 391-416. doi:10.1111/j.1540-5923.2005.00136.x. Retrieved from the Academic Search Complete (EBSCOhost) database. The paper must: 1. Be two to three pages in length, not including title and reference page. 2. Be formatted according to APA style. 3. Contain at least one quote from “The Haitian Revolution and the Notion of Human Rights.” For information on how to do this, visit the Ashford Writing Center. 4. Contain one quote from a primary source from the online exhibition of the Haitian Revolution. 5. Cite sources in text and on the reference page. ========================================================== HIS 104 Week 3 Assignment Opium War For more classes visit www.snaptutorial.com Open Forum. This discussion forum is an opportunity for you to explore topics that interested you in the week, share your struggles and triumphs, and raise questions to topics with which you had trouble understanding and would like more clarity. Your initial post should describe your experiences as you went through this week’s materials and prompt further discussion. You should address the following: 1. What struck you as you explored the week’s materials? 2. What did you struggle with this week? 3. After going over the week’s materials, are there questions that you are wrestling with?
- 3. You are welcome to reference any of the required or supplementary materials, instructor guidance, student posts, or outside materials that you may have found, as well as anything in the text that was not covered in the discussions.