Unit 3 lecture
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This is the Unit 2 lecture of a 3 Unit Blackboard Course I created in my Master's in Instructional Technology Program at Brandman University. This Course focuses on California history, primarily the Spanish Mission and Gold Rush eras. Units 2 and 3 are a 2-part series. The activities in Unit 2 are built on and finished in Unit 3.
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Sex, Gender, Culture, and a Great Event: The California Gold Rush
Author(s): Albert L. Hurtado
Source: Pacific Historical Review, Vol. 68, No. 1 (Feb., 1999), pp. 1-19
Published by: University of California Press
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Sex, Gender, Culture, and a Great
Event: The California Gold Rush
ALBERT L. HURTADO
The author is a member of the history department at the
University of Oklahoma. A version of this paper was his
presidential address to the Pacific Coast Branch, American
Historical Association, at its ninety-first annual meeting in
August 1998 in San Diego, California.
I was working on the galleys for my book, Intimate Fron-
tiers: Sex, Gender, and Culture in Early California, when I happened
to hear several historians on National Public Radio. They were
explaining why a new historical organization, The History So-
ciety, was needed. Among other things, they argued that the
proliferation of gender studies in history threatened to trivial-
ize the discipline. We should be thinking about big things, and
we should be seeking the "truth."I I suspect that there are many
historians who believe that sex and gender are trivial subjects.
Sex and gender are merely manifestations of biology that are
common to all humans. What have they to do with the big
things in history? How does knowledge of sex and gender help
us discover some of the truth about the past?
This essay addresses those questions. Surely t ...
Transfer It Please respond to the followingRate the three (3.docx
"Transfer It" Please respond to the following:
Rate the three (3) most important concepts that you learned in this course in order of importance (one [1] being the most important). Propose two (2) applications of this knowledge in your current or a future position.
Predict the most significant ethical issue that you believe HR professionals will face in the next ten (10) years. Provide a rationale for your response.
Chien 6
Szu-Meng Chien
004897616
Professor Long
History 146
September 7, 2016
Book Review: Daily Life during the California Gold Rush
Introduction:
In the book of “Daily Life during the California Gold Rush” wrote by Thomas Long, mainly discussed about that during the 1849 to 1855, many people are heading to California looking for gold and want to be wealthy. This has gave Californians a benefit of economic opportunities. The Argonaut came to California and digging for golds. This has made an effect on making California grew dramatically faster than others. This period of time is called a California Gold Rush and this is one of the most significant event in the United States history that brought a dramatic changes in the population growth, the territory and the economic growth.
Chapter 1:
Chapter 1 mainly discussed about the history of Californians before the gold rush event had occurred. Even though the Gold Rush has incredibly changed the environment of California, but many of those surroundings are changed before with the discovery of the chemical GOLD during the 1848.
Many people already visited California and they already inhabited by variety of people before the discovery of gold. They gather into groups and they create their own system of values which it leads to a change of the California’s environment. The Indians have already lived in California for over 10 thousand years ago. They are the first group who discovered California. They are the only people who live in California until the Spanish people came and began to colonize California in 1769. From then, there were over 300,000 Indians living in California representing over 100 tribes. It was a diverse collection of societies with distinct cultures and traditions. This all would change drastically with the arrival of the Spaniards.
Chapter 2:
In this chapter, it mainly talked about the transition of California. President Polk wanted to combine California and New Mexico together and make them turn to a part of the United States territory which leads to an initiated war. The United States was going to buy the territory of New Mexico but they rejected their offer, therefore, in 1846, the Congress draw a war on Mexico since they have Mexican troops go across the RIO Grande and they have entered the disputed territory that the United states had claimed before. They have fought for the next two years and the United States had defeated their neighbors as a contribution of the successful campaigns. During the 1848, Mexico lost their power and they lost their ca ...
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gold rush
The California Gold Rush began in 1848 when gold was discovered at Sutter's Mill, sparking a major migration of people seeking wealth. Over 300,000 people immigrated to California from around the world, traveling by dangerous sea voyages or covered wagon along western trails. While some struck riches, many prospectors found only hardship. The rush had severe impacts, such as disease and violence against native peoples, but also established new communities and infrastructure that ultimately led to California statehood.
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The document discusses the history of the American West from the first European arrivals to the late 19th century. It notes that Westward expansion began with Columbus and continued as the Spanish settled parts of the modern Southwest and California. The Louisiana Purchase accelerated Westward movement as settlers moved onto newly acquired lands looking for opportunities. This brought conflicts with Native Americans who already inhabited the lands. Key events like the Lewis and Clark Expedition and the Gold Rush further opened the West. The Transcontinental Railroad and end of the frontier period in 1890 marked the taming of the Western lands. Hollywood later romanticized the Wild West, though the reality was far more complex with tensions and changing landscapes.
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The completion of the transcontinental railroad in 1869 connected the eastern and western United States by rail, making transportation of goods and people more reliable and fostering westward expansion. The government supported railroad construction through huge land grants and loans. Thousands of immigrants, including Chinese and Irish workers, built the railroads in dangerous conditions with accidents and diseases. Railroads connected cities and towns, promoting industry, trade, and economic interdependence but also led to corruption like the Credit Mobilier scandal. Farmers organized as Grangers to demand regulation of railroad rates and prices, resulting in early regulatory laws and the Supreme Court upholding state regulation in Munn v. Illinois in 1877. The Interstate Commerce Commission was established in 1887 to regulate railroads
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The California Gold Rush began in 1848 when gold was discovered at Sutter's Mill by James Marshall. News of the discovery spread quickly, attracting around 80,000 prospectors, known as "forty-niners", to California in 1849 hoping to strike it rich. The Gold Rush transformed California from a sparsely-populated territory into a state and led to the creation of towns, roads, and infrastructure throughout the region. While some prospectors succeeded in finding gold, many Chinese immigrants who came to participate in mining faced harsh conditions and discrimination.
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This document provides instruction for a unit on the California Gold Rush. It includes objectives to explain effects of the Gold Rush that can still be seen today, identify major travel routes, and analyze reference materials. Students will complete a video scavenger hunt, do research on a Gold Rush topic using sources, and create a PowerPoint report with title, introduction and resources slides. Standards cover history of the period from Mexican rule to statehood, effects on economy and diversity, and English/language arts research strategies.
Gold rush lesson power point
There were three main routes for travelers to take during the California Gold Rush: 1) The Cape Horn Route, which took ships around South America; 2) The Overland Route along the Oregon Trail by wagon; and 3) The Panama Route, which involved sailing to Panama and crossing by canoe, mule, and additional ship. Each route had advantages and disadvantages related to cost, travel time, health risks, and other challenges.
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The document discusses key events and aspects of the American Old West such as the Mexican-American War, Gold Rush, Transcontinental Railroad, cowboys, cattle drives, gear used by cowboys like cowboy hats and boots, and influential western actors like John Wayne and Clint Eastwood. Modern representations of the west through rodeo, mechanical bulls, and classic western films starring Wayne and Eastwood are also mentioned.
Gold rush mine
- In 1848, James Marshall discovered gold at Sutter's Mill in Coloma, California, sparking the California Gold Rush. Over 300,000 people migrated to California in the following years seeking fortune and opportunity.
- Gold mining transformed California from a sparsely populated territory into a major economic and political force. San Francisco grew from a small settlement of a few hundred residents to a boomtown of over 25,000 people by 1850.
- Miners used simple techniques like panning in rivers and streams or more advanced methods like rocking cradles to extract millions of dollars worth of gold from California's soils and waterways between 1848 and 1856. However, the backbreaking work of mining was difficult and most prospect
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The document provides an introduction to perceptions of the American West between 1840-1895. It discusses the changing frontiers as the US expanded westward, identifying key frontiers like the Appalachians, Mississippi River, Great Plains, Rocky Mountains, and Sierra Nevada mountains. The document includes mapping exercises labeling geographical features and areas of settlement. It also discusses the native American tribes that originally inhabited the Great Plains and how the acquisition of horses transformed their way of life.
Westward expansion
The document provides an overview of Westward Expansion in the United States, covering topics like Manifest Destiny, the Gold Rush, frontier life, Native Americans, and the myth of the West. It includes excerpts from primary sources and images to illustrate these themes. Manifest Destiny promoted the belief that American settlers were destined to expand across North America. The Gold Rush of 1849 saw many migrate to California in search of wealth. Life on the frontier was difficult, as settlers faced the challenges of homesteading on the plains. Native Americans struggled to maintain their lands and cultures in the face of increasing settlement. The myth of the West, promoted through shows like Buffalo Bill's, romanticized this history for eastern audiences.
The California Gold Rush
James Marshall discovered gold at Sutter's Mill in 1848, sparking the California Gold Rush that lasted from 1848 to 1855. Word of the discovery spread quickly despite efforts to keep it quiet, with thousands of prospectors flocking to California in search of wealth. The population of California ballooned from 15,000 to over 150,000 as people abandoned their homes for the gold fields, transforming California from a territory into a state. While most prospectors found little gold and wealth, the Gold Rush had a profound and lasting impact on California's development.
11 4 the california gold rush
The document summarizes the California Gold Rush of 1848-1849, when gold was discovered at Sutter's Mill which caused thousands of prospectors nicknamed "49ers" to flock to California in 1849 to search for gold, driven by "gold fever." Most prospectors were placer miners who would stake individual mining claims and sometimes work together, living in temporary mining camps. The population of California boomed as more Americans moved west for the Gold Rush.
West populism
1) The document describes the settlement of the American West in the late 19th century, including conflicts between Native tribes and settlers over land use and the destruction of the buffalo.
2) It also discusses the rise of cattle ranching and farming on the Great Plains, the economic struggles of farmers in the 1880s-1890s, and the Populist movement that arose in response to fight railroads and banks.
3) Although the Populist Party collapsed after William Jennings Bryan's 1896 presidential loss, it left a lasting legacy of reforms and a message that organized groups of common people can make their voices heard.
Goldrush: Unit of Work
The document provides an overview of a teaching session on Australia's Gold Rush. It discusses the discovery of gold, how gold influenced Australia's identity and heritage, and life on the goldfields. It then outlines learning activities and resources that teachers can use to teach students about the key topics and assess their understanding. Examples of activities include having students roleplay life in the goldfields, research significant events and construct a timeline, and examine how the gold rush impacted Aboriginal people and influenced Australia's development.
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The document summarizes the origins and spread of the California Gold Rush in the late 1840s. It discusses how Lewis and Clark's expedition in 1804-1806 helped promote westward expansion. In 1848, gold was discovered in California, sparking the Gold Rush as thousands traveled there seeking fortune. There were three main routes for prospectors to take - overland across the plains, by ship around South America, or a mixed water and land route through Panama. Each route had advantages and challenges to consider.
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The California Gold Rush began in 1848 when gold was discovered by James Marshall at Sutter's Mill near Sacramento. Word of the discovery quickly spread, with some 80,000 prospectors, called "forty-niners", traveling to California in 1849 hoping to strike it rich. The influx of miners and settlers transformed California, leading to its statehood in 1850. While some miners succeeded in finding gold, others faced harsh conditions and discrimination, especially Chinese immigrants. The Gold Rush spurred major economic and population growth in California and the western United States.
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Similar to Unit 3 lecture
Providing Students a Window to the Past!
Do you want your students to leave your classroom with a deeper, longer lasting understanding of Social Studies? This session will enable you to develop your student’s critical thinking skills by immersing them in the inquiry process using primary source documents. Resources will be shared.
AS-Courses-Camargo
This course examines the social, economic, and political development of America through an interdisciplinary study of literature, culture, and history. It analyzes how conflict and cooperation among groups shaped American national identity and citizenship over time. Key topics include the cultural formations that emerged from interactions between Native Americans, Anglo-Americans, and Mexican Americans; representations of "the American experience" in public policy, literature, film, and academia; and the rise of industry, capitalism, and economic integration from the colonial period to the 21st century. The goal is to understand the interplay between diverse populations, institutions, and economic forces in the development of North America and the business of America.
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Representing Data Visually
This week, you are tasked to build visual representations of the data you have collected throughout your research. Visual representations of data allow us to share information more efficiently and, often, more effectively.
Using the data you gathered/created in your Analytical Report in week five, create three to four graphic representations of that data. This can be done using charts, graphs, tables, and so on. Feel free to be creative.
Sex, Gender, Culture, and a Great Event: The California Gold Rush
Author(s): Albert L. Hurtado
Source: Pacific Historical Review, Vol. 68, No. 1 (Feb., 1999), pp. 1-19
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3641867 .
Accessed: 17/05/2014 14:35
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Pacific
Historical Review.
http://www.jstor.org
This content downloaded from 204.17.179.87 on Sat, 17 May 2014 14:35:16 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=ucal
http://www.jstor.org/stable/3641867?origin=JSTOR-pdf
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http://www.jstor.org/page/info/about/policies/terms.jsp
Sex, Gender, Culture, and a Great
Event: The California Gold Rush
ALBERT L. HURTADO
The author is a member of the history department at the
University of Oklahoma. A version of this paper was his
presidential address to the Pacific Coast Branch, American
Historical Association, at its ninety-first annual meeting in
August 1998 in San Diego, California.
I was working on the galleys for my book, Intimate Fron-
tiers: Sex, Gender, and Culture in Early California, when I happened
to hear several historians on National Public Radio. They were
explaining why a new historical organization, The History So-
ciety, was needed. Among other things, they argued that the
proliferation of gender studies in history threatened to trivial-
ize the discipline. We should be thinking about big things, and
we should be seeking the "truth."I I suspect that there are many
historians who believe that sex and gender are trivial subjects.
Sex and gender are merely manifestations of biology that are
common to all humans. What have they to do with the big
things in history? How does knowledge of sex and gender help
us discover some of the truth about the past?
This essay addresses those questions. Surely t ...
Transfer It Please respond to the followingRate the three (3.docx
"Transfer It" Please respond to the following:
Rate the three (3) most important concepts that you learned in this course in order of importance (one [1] being the most important). Propose two (2) applications of this knowledge in your current or a future position.
Predict the most significant ethical issue that you believe HR professionals will face in the next ten (10) years. Provide a rationale for your response.
Chien 6
Szu-Meng Chien
004897616
Professor Long
History 146
September 7, 2016
Book Review: Daily Life during the California Gold Rush
Introduction:
In the book of “Daily Life during the California Gold Rush” wrote by Thomas Long, mainly discussed about that during the 1849 to 1855, many people are heading to California looking for gold and want to be wealthy. This has gave Californians a benefit of economic opportunities. The Argonaut came to California and digging for golds. This has made an effect on making California grew dramatically faster than others. This period of time is called a California Gold Rush and this is one of the most significant event in the United States history that brought a dramatic changes in the population growth, the territory and the economic growth.
Chapter 1:
Chapter 1 mainly discussed about the history of Californians before the gold rush event had occurred. Even though the Gold Rush has incredibly changed the environment of California, but many of those surroundings are changed before with the discovery of the chemical GOLD during the 1848.
Many people already visited California and they already inhabited by variety of people before the discovery of gold. They gather into groups and they create their own system of values which it leads to a change of the California’s environment. The Indians have already lived in California for over 10 thousand years ago. They are the first group who discovered California. They are the only people who live in California until the Spanish people came and began to colonize California in 1769. From then, there were over 300,000 Indians living in California representing over 100 tribes. It was a diverse collection of societies with distinct cultures and traditions. This all would change drastically with the arrival of the Spaniards.
Chapter 2:
In this chapter, it mainly talked about the transition of California. President Polk wanted to combine California and New Mexico together and make them turn to a part of the United States territory which leads to an initiated war. The United States was going to buy the territory of New Mexico but they rejected their offer, therefore, in 1846, the Congress draw a war on Mexico since they have Mexican troops go across the RIO Grande and they have entered the disputed territory that the United states had claimed before. They have fought for the next two years and the United States had defeated their neighbors as a contribution of the successful campaigns. During the 1848, Mexico lost their power and they lost their ca ...
U.s. history pacing guide 2011
This pacing guide outlines a 4.5 week U.S. History course covering Reconstruction through the Gilded Age. It includes standards, essential questions for each topic, and resources for each week. Week 1 focuses on Reconstruction, examining the effects of the Civil War and amendments passed. Week 2 covers the Age of Inventions and industrialization. Week 3 analyzes the rise of capitalism and conflicting economic theories. Week 4 discusses immigration, urbanization, corruption in government, and the beginning of Progressivism and Imperialism. Formative and summative assessments are built into each week to check student understanding of key concepts and events from that time period.
Ss grade 5
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
Write A Position Paper - VisiHow
The document provides instructions for writing a position paper through HelpWriting.net, an online service that assists with writing assignments. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Choose a writer based on bids, qualifications, and reviews; 4) Review the paper and authorize payment or request revisions; 5) Request revisions to ensure satisfaction and receive a refund if plagiarized. The service aims to provide original, high-quality content through an online writing assistance platform.
Conflicting Objectives Part I 3- 5 PAGESAPA – AcademicScholar .docx
Conflicting Objectives Part I: 3- 5 PAGES
APA – Academic/Scholar Sources (3-5 Pages)
Already Done Need the Second part completed
Conflicting Objectives Part II: 5- 7 PAGES
APA – Academic/Scholar Sources (5-7 Pages)
Develop a scenario where you utilize a weighted factor scoring model to analyze the 3 projects presented in Week 4. Utilize and evaluate the same 5–7 items for each of the projects. In a paper that is 5–7 long, present your rationale for each weighted factor; then, present a chart detailing the relevant factors to be analyzed, and do so using the weighted factor scoring model. Finally, discuss which project was chosen based on the data provided; then, discuss the results from Week 4 compared to Week 5, and present a discussion regarding the differences or similarities.
Fall 2017 SOC-375
FINAL PAPER INSTRUCTIONS
As mentioned in your syllabus, you will have to write a Final Paper (about 6-8 double-spaced
pages on a 12-point regular font) that will make up 10% of your final grade. This paper must focus on one
American minority group and describe its history in American society, as well as its comparative status in
society today.
To construct your paper, you must choose one American Minority Group from the list below, on
which your paper will focus. Your paper must include sections on:
The history of the group (immigration time, conditions encountered, advancement,
integration, etc.)
The current socio-economic position (income, education, health indicators, etc.) and
integration into American society.
A critical, theoretically driven, discussion relating to the history and current position of the
group you are examining in American society, drawing from one (or more) of the main
sociological theories described in your textbook (functionalism, conflict theory, symbolic
interactionism).
Papers must be typed and double-spaced. Hand-written copies will not be accepted. Proper
referencing is expected. You can choose any referencing style you want, as long as it is applied
consistently. All in-text references must have an entry in the bibliography (at the end of the paper). Direct
quotes must include a page number in the reference.
AMERICAN MINORITY GROUPS TO CONSIDER FOR YOUR PAPER
Native Americans
African Americans
Hispanic/Latino Americans
Asian Americans
Jewish Americans
Arab Americans
Note that you can focus on a whole panethnic category (i.e. Asian Americans), or if you like, you can
focus on one particular group from the panethnic categories in the list (i.e. Filipino Americans, Lakota
Americans).
For this project, you should utilize, apart from your textbook, a minimum of one academic book and
two academic articles (from peer reviewed journals). Additional sources may be utilized, as long as you
find them to be reliable in the sense of having good quality control.
Proper referencing is required for this project, including a bibliography of source.
An Ongoing Voyage.This exhibition documents or shows rather the .docx
An Ongoing Voyage.
This exhibition documents or shows rather the first sustained contacts between the Native American people and European Explorers, settlers, and conquerors between 1492 and 1600. Besides Europeans, other people from other parts of the world as well went to America. Among them were Africans who were taken to America mainly as slaves. The voyage shows representatives of two separate and complex parts of the world that were previously not known to each other. It is more of a discovery from either side of existence of a new people and a new world to them. It was an accidental contact. The encounter took place at the Islands of the Bahamas at the end of the 15th century AD, specifically, in 1492.
The encounter brought to an end a history hidden in the obscurity of ignorance. It brought about a long lasting contact which was the beginning of many adventures, many desirable and some undesirable at all.
Some of the effects were conquest and exploration, settlement, as well as change of cultures of either side. The effect of this never ended at the end of the seventeenth century but rather the effect s continued to date.
This accidental encounter brought them into lasting contact, initiating an intense process of exploration, conquest, and acculturation in the Americas that would continue throughout the sixteenth century and beyond.
This exhibition describes both the pre and the post contact worlds of the Mediterranean and the Americas. It is neither possible no fair to exclude Africa from the equation since it was very significant to the two especially between the contact dates and the 1600. The six sections of the exhibition; The myth, inventing America, Europe claims America, the Epilogue , What came to be called America and the Mediterranean world are such important of the world history and the change initiated by the very encounter such that they had to be preserved by the virtue of the library of congress buying the rights to these historical gems.
We can begin from the very reason behind the meeting; the voyages of Christopher Columbus, a famous explorer from the state of Genoa in Italy. He voyages though were funded and facilitated by the Spanish crownship . The main aim of the Spaniards was to find a route of trade with the East Indies, a route that they would not conflict with other nations like Portugal that had already benefited from the exploits of Vasco Da Gama.
Current day Mexico is more often called the Spanish Mexico with Spanish being their main official language. This is one of the very effects of the issues portrayed in the ‘voyage’. Imperialism was core and actually finding new trade routes and trade destinations was the reason behind the voyage. Even though the original intended place is not where Columbus landed, it still did not stop the idea from gaining roots that developed into colonialism. At that time the doctrine of mercantilism was gaining roots in Europe with a huge wave and thus nations were eager to .
examples, whose careers in colonial India illustrate, but also.docx
examples, whose careers in colonial India illustrate, but also complicate,
Alavi’s argument: Shah Jahan (Begum of Bhopal who was the wife of
Alavi’s protagonist Nawab Siddiq Hasan Khan and is discussed mostly
in terms of the latter) and the gynecologist and Urdu short story writer
Rashid Jahan (who forged links between the local Progressive Writers’
Movement and Communist Russia). Shi‘i elites from North India also
straddled transimperial networks. For example, the Shi‘i scholar Sayyid
Abul Hasan (1844–1895), who founded the key Shi‘i seminaries of Lucknow,
divided his time between India and Iraq (for more on Shi‘i scholars and
their local and trans-regional networks in colonial India, readers will find
useful Justin Jones’s Shi‘a Islam in Colonial India: Religion, Community, and
Sectarianism [Cambridge & New York, 2012]). The trans-regional profiles
of South Asian Shi‘i scholars complicate the picture of Muslim cosmopoli-
tanism, for these scholars posited Qom and Karbala as alternatives to Mecca
and Istanbul. The inclusion of their voices would have provincialized the
Sunni-centred picture presented in Muslim Cosmopolitanism.
Alavi’s monograph has interdisciplinary appeal, and will be useful for
scholars and students in multiple fields of study, including global history,
Islamic studies, Middle Eastern studies, and South Asian studies. The book
is accessible and absorbing but also contains numerous errors of trans-
lation and transliteration. Alavi’s major contribution to the history of
modern Islam is the casting of abundant analytical light on the critical
role played by South Asian Muslims in the forging of a trans-regional
Muslim consciousness and agency. Muslim Cosmopolitanism in the Age of
Empire illustrates the volatile yet vibrant, contingent yet capacious idea of
Muslim unity that continues to have incredible global appeal in our own
times.
Ali Altaf Mian, Seattle University
��
To Save the Children of Korea: The Cold War Origins of International
Adoption, by Arissa H. Oh. Stanford, Stanford University Press,
2015. xvi, 299 pp. $85.00 US (cloth), $24.95 US (paper).
‘‘Before South Korea became known for its low-priced cars and television
sets, it was known for its orphans,’’ a Washington Post journalist wrote after
the 1988 Summer Olympics, which introduced its fast-growing host nation,
the Republic of Korea (ROK), to the world. Arissa Oh’s unusually sensitive
study examines the little-known story of how Korean adoption, which
arose in the tumultuous Korean War, laid the foundations for the con-
temporary global adoption industry. What makes this work particularly
Canadian Journal of History / Annales canadiennes d’histoire 52.2 6 2017
reviews402
valuable, even for scholarly audiences beyond its subfield, is how deftly
the author uses its narrow topic to explore Korean adoption’s wider social,
cultural, legal, and political climate in South Korea and the United States.
While its treatment is not always consistent or convinc ...
· Identify the question number, but do not write the questions. Yo.docx
The document summarizes the origins and development of slavery in colonial America in three key points:
1) Slavery developed gradually over decades as a solution to the labor needs of the emerging plantation system and a stable workforce. Early Africans were treated as indentured servants but their status became formalized as slaves over time.
2) The declining supply of indentured servants from Europe and the difficulty of exploiting American Indians for labor led colonists to import slaves from Africa to fill the need. Africans were seen as the most cost effective source of stable, long-term labor.
3) Theories of the "contact situation" and group competition help explain why Africans specifically were targeted for slavery. Their
Sex, Gender, Culture, and a Great Event The California Gold R.docx
Sex, Gender, Culture, and a Great Event: The California Gold Rush
Author(s): Albert L. Hurtado
Source: Pacific Historical Review, Vol. 68, No. 1 (Feb., 1999), pp. 1-19
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3641867 .
Accessed: 17/05/2014 14:35
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Pacific
Historical Review.
http://www.jstor.org
This content downloaded from 204.17.179.87 on Sat, 17 May 2014 14:35:16 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=ucal
http://www.jstor.org/stable/3641867?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Sex, Gender, Culture, and a Great
Event: The California Gold Rush
ALBERT L. HURTADO
The author is a member of the history department at the
University of Oklahoma. A version of this paper was his
presidential address to the Pacific Coast Branch, American
Historical Association, at its ninety-first annual meeting in
August 1998 in San Diego, California.
I was working on the galleys for my book, Intimate Fron-
tiers: Sex, Gender, and Culture in Early California, when I happened
to hear several historians on National Public Radio. They were
explaining why a new historical organization, The History So-
ciety, was needed. Among other things, they argued that the
proliferation of gender studies in history threatened to trivial-
ize the discipline. We should be thinking about big things, and
we should be seeking the "truth."I I suspect that there are many
historians who believe that sex and gender are trivial subjects.
Sex and gender are merely manifestations of biology that are
common to all humans. What have they to do with the big
things in history? How does knowledge of sex and gender help
us discover some of the truth about the past?
This essay addresses those questions. Surely the California
gold rush qualifies as one of the "Big Things" in history. The
discovery of gold in 1848 set off a human migration that was
truly global in scope. Hundreds of thousands of people from
every continent set off for California. As a national event, the
1. Marc Trachtenberg, one of the historians who spoke about these issues on
public radio, explained his views more fully in "The Past Under Siege: A Historian
Ponders the State of his Profession-and What.
Disciplinary vocabulary lesson plan fred thomas
This document provides a list of vocabulary terms and concepts for an 8th grade social studies unit on US migration and immigration, along with classroom activities to help students understand the terms. It includes 20 key terms related to immigration, migration within the US, and the experiences of different immigrant groups. The activities focus on having students analyze primary sources and maps, define important concepts, and discuss how migration has impacted American society.
APUSH Audit Syllabus 2a
This document provides a syllabus for an AP U.S. History course. The course is designed to provide a college-level experience and prepare students for the AP exam in May. It meets multiple times per week for class sessions. The course will examine the evolution of American history and identity from pre-Columbian societies to the present day. Students will develop skills in critical thinking, document analysis, and essay writing. They will study themes of American politics, economics, and foreign policy over time. The syllabus outlines course objectives, topics, assignments, and assessments that will be covered each period of American history.
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.
Present Levels of Performance CarrieCarrie is a six year old .docx
Present Levels of Performance: Carrie
Carrie is a six year old kindergartener who was diagnosed with a moderate hearing loss at the age of three and wears a hearing aid for her left ear. Carrie’s parents noticed that there was an issue with her hearing very early on. She would not turn when someone said her name or there was a loud noise. Carrie’s hearing loss became more evident when she began preschool. She was still unable to hear most noises and her speech was significantly delayed.
Carrie’s parents took her to an audiologist for a full battery of hearing tests. It was determined that she had a moderate hearing loss in one ear only. Carrie received a hearing aid for her left ear at that time.
Due to her hearing impairment diagnosis, Carrie began to receive special education services in hearing and speech. She quickly began to make progress in her speech and her academic progress improved as well. Due to the time she was not able to hear well, Carrie is still one grade level below her peers in all academic areas.
HY 1120, American History II 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Describe the impact of industrial expansion on the evolution of big business in the United States.
2. Identify the influences toward urban blight in the 19th century America, including immigration, political
machines, and government corruption.
3. Compare and contrast the turn of the century values of Twain’s Gilded Age and the Progressive Era.
3.1 Compare the rise of leisure, both private and public, in America in its most common forms and
its impact on society, including issues like segregation and access to opportunity.
Reading Assignment
To gain further knowledge of the material, please view the PowerPoint presentations below. These will help
you identify key people discussed in this unit, important details not covered within the lesson, and political
cartoons from the time period to have a view into the mindset of people towards key topics.
For the Unit II PowerPoint, please click here. For a PDF version please click here.
Lazarus, E. (n.d.). The new Colossus. Retrieved from http://www.poets.org/poetsorg/poem/new-colossus
Unit Lesson
In Unit I our focus was introducing the realities of Twain’s Gilded Age. The issues of greatest note
reverberated around the need and opportunities for reforming the changing populations and attitudes of post-
Reconstruction, and also the widening economic gap, which thrived on the theory of Social Darwinism. As the
U.S. steamrolled towards the 20th century, again the nation would attempt to build a truly Progressive Era.
This last quarter of the 19th century witnessed a renewed industrial age and a rebuilding of America as a
global culture.
First person, Anachronism, and Bias
Continuing our introduction to the purpose of historical study, this era provides us the opportunity to embrace
the first-pers.
The 3D printing machine company is called Makerarm. Website Maker.docx
The 3D printing machine company is called Makerarm. Website: MakerArm.com
Here are what the research needs to be included. Length not restricted but please include adequate info according to following requirement. Please also provide a work cited page.
1. Advertising and marketing challenges: What would be the most efficient advertising and marketing channel?
2. Pricing and profitability: Based on the available information and your own assessment, what should be the price (or price range)? Under the estimated price, will the product be profitable?
3. Marketing Analysis
-4P’s
-How to hear about the voice of the customer
-define the audience by:
-psychographic
-demographic
-lifestyles
Academic Journal Article Review Guidelines
Academic Journal Articles:
“Childhood Slavery and Identity”- Thursday, February 25
“Freedwomen, Sexuality, and Violence”- Thursday, March 17
“Creative Conflict: Lincoln and Eleanor Ragsdale”- Thursday, April 28
“African American History in the Reshaping of the Twentieth-Century American West”- Thursday, May 5
Historians love to review the works of other historians. Whenever a new history book is written, the historical profession
selects experts in particular fields of studies to determine the value and contribution the new work will have on the
academic discipline. Upon completion of the course’s reading, each student will be considered an expert and be required
to read an academic article and submit a 2 page review. Students are encouraged to celebrate the author’s
accomplishments, but also challenge anything that seems substandard. Style and creativity play a crucial role in the
success of your review.
All papers must be 2 typed pages, double spaced, with 12pt font.
Please put your name, course name, and date at the top of the paper.
Article Review should address the following:
1. The author’s purpose in writing the article
2. The author’s main thesis
3. The author’s challenging of other historical viewpoints
4. The evidence utilized by the author (specifically primary sources)
5. Personal likes/dislikes
6. How the author could make the work stronger?
7. The recommend audience of the article?
8. Explain how this article contributes to understanding African American History
9. An example of how this article supports/contradicts The African American Odyssey (course textbook)
10. Suggested reading to accompany this work (not required, but helpful)
The Format should be as follows:
1. Introduction paragraph
The first paragraph introduces the author and the article you will review
A sentence should give an initial impression of the work
Express the purpose and thesis in the introduction paragraph
2. Body paragraphs
One paragraph should summarize the article
Several paragraphs should address the items listed above.
3. Conclusion paragraph
The final paragraph should express the importance of this work (or the lack)
Sugges ...
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)
American History To 1877
This document provides background on the native peoples inhabiting the Americas at the time of European contact. It describes the diversity of tribes and their varying economic systems, including hunter-gatherers, fishers, hunters, and sedentary farmers. The most advanced civilizations were the Aztecs and Incas, who had empires resembling European feudal systems. However, native Americans lacked immunity to Eurasian diseases and technology like iron, putting them at a disadvantage against European invaders. While many natives were conquered, some tribes maintained power by playing European nations against each other or adopting European warfare tactics. Overall, European domination was uneven and contact did not erase all native culture and power.
Students will individually participate in creating and construct.docx
Students will individually participate in creating and constructing a virtual museum exhibit on the subject of American History from 1863 to the present. The assignment will be completed and turned in as the final exam grade for this class. Each student will select a minimum of 10 display items in the form of images, artifacts, photographs etc. They must then be arranged in such a way that is meaningful, historically, to construct an analytical argument relevant to the selected theme assigned to you.
In 1200 words
[CS1]
· Provide brief but succinct, captions for each item on display. Each caption should identify the following display item and its origin (citation regarding where you obtained the item and it must clarify the relation to the larger argument you are presenting).
[CS2]
· Provide a summary overview of the
collection’s theme
and inclusion of its argument; in other words, explain how it all fits together in the larger context. Examples to follow.
Introduction: Include a paragraph (150 words or so) that explains how the collection fits into the overall exhibition message. For example, what themes would you emphasize, what is the point you are attempting to get across to add to the visitor experience, if you were arranging the whole exhibit. Discussing possible themes can be a group effort but the written product where you articulate your point of view must be yours alone.
Make certain that your page has a cohesive and descriptive title or name.
Hence, you are required to draw from our readings and class discussions, and you are required to do outside research to address context and to support your argument. Additionally, a bibliography is required formatted to the Chicago Manual of style (Turabian).
American Diversity
The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the United States.
American Identity
Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American.
Culture
Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society.
Demographic Changes
Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.
Economic Transformations
Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.
Environment
Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.
Globalization
Engagement with the rest of the world from the fifteent ...
Similar to Unit 3 lecture (20)
Representing Data VisuallyThis week, you are tasked to build visua.docx
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