History

Instructions: Respond to each prompt in 350 words each. Turabian format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using Turabian formatting guidelines, which can be found in the Turabian Style Guide

Please identify some of the main points from the 2/2 & 2/4 PowerPoint presentations. Choose a series and identify what you think were some of the most important points made about this set of sculpture/architecture/paintings. Series 1: Identify and explain five shared continuities among Mesoamerican cultures. Series 2: History of the Olmec; Information about San Lorenzo; Information about La Vent Series 3: Discuss The  Great Pyramid, Complex A & Complex B Series 4: Votive offerings at La Venta: Carved Jaguar ground mask & Offering 4 Series 5: Kunz Axe; Las Limas Figure; The Wrestler Series 6: Various jade objects and pendants; Information about the discovery of the Olmec Series 7: Colossal Heads Series 8: “Altars” 4 & 5 Series 9: Chalcatzingo monument & the “cave mythos”; Chalcatzingo Petroglyph I Series 10: Describe the Oxtotitlan cave Mural 1 and explain its relationship to “Altar” 4

Write 2-3 paragraphs in response to each of the topics = about 600 words. Topic A. Focus on 2 of the persons described in the text. What intrigues you about these people? Be specific. One reviewer noted: “Triangle by David Von Drehle, a Washington Post reporter, creates a detailed, nuanced account of the tragic events of 1911. It is one in which the evil — the factory owners, the moneyed interests, the corruption of Tammany Hall — appears a bit less than sinister, while the good — the union organizers, the society matrons, the political reformers, and the workers themselves — teems with the natural divisions and tensions that make the story less a melodrama and a much more human tale.” How does Von Drehle help you understand these people in less stereotypic ways? Topic B. Von Drehle ends his text with “As for the mostly nameless young women and men who went on strike in 1909 and bravely walked those relentless picket lines through a freezing winter–and especially those remarkable young people who later died at the Triangle–their memory grows. Their individual lives are mostly lost to us, but their monument and legacy are stitched into our world.” Do you think Von Drehle has made his case? how? Be specific — with citations of page numbers from the text.

Write an essay comparing and contrasting the text and image primary sources focused on the expansion of maritime trade and its consequences. Draw from your knowledge gained from readings pertaining to how the maritime revolution between 1500 and 1800 created increased contact between societies, deepened alliances, and spurred conflict. Consider how each source contributes to your understanding of both the opportunities and consequences that came about through the growth of maritime trade. Which societies prospered? Which societies were negatively impacted? In this assignment, you will: 1. Analyze the primary source image provided, a painting of the Amsterdam harbor in 1630 CE by Dutch painter Hendrick Cornelisz Vroom. See the scenario file titled “Harbor inAmsterdam.pdf” with annotations and questions included in the file that will help to guide your analysis. 2. Analyze the primary source image provided, an illustration of a French port town in 1785. See the scenario file titled “FrenchPort1785.pdf” with annotations and questions included in the file that will help to guide your analysis. 3. Analyze the primary source text provided, an excerpt from Samuel de Champlain’s account of his 1608 journey to Quebec. See the scenario file titled “FoundationofQuebec.pdf” with annotations and questions included in the file that will help to guide your analysis. 4. Analyze the primary source text provided, an excerpt from Bartolome de las Casas’s 1542 CE account of the Spanish treatment of native people in the Americas. See the scenario file titled “CrueltiesSpaniardsCommittedinAmerica.pdf” with annotations and questions included in the file that will help to guide your analysis. 5. Write an essay comparing and contrasting the four primary sources, including: ? Detailed description and analysis of the text excerpts and the artwork. ? A clear understanding of the message that the authors and the artist seek to convey in their respective works. ? An explanation of how each source helps demonstrate the impact of the maritime revolution on different regions, as mentioned in the sources. How do these sources work together as a whole to help you understand the consequences, both positive and negative, that grew out of the expansion of maritime trade? Write an essay comparing and contrasting the text and image primary sources focused on the expansion of maritime trade and its consequences. Draw from your knowledge gained from readings pertaining to how the maritime between 1500 and 1800 created increased contact between societies, deepened alliances, and spurred conflict. Consider how each source contributes to your understanding of both the opportunities and consequences that came about through the growth of maritime trade. Which societies prospered? Which societies were negatively impacted? In this assignment, you will: 1. Analyze the primary source image provided, a painting of the Amsterdam harbor in 1630 CE by Dutch painter Hendrick Cornelisz Vroom. See the scenario file titled “Harbor inAmsterdam.pdf” with annotations and questions included in the file that will help to guide your analysis. . Analyze the primary source image provided, an illustration of a French port town in 1785. See the scenario file titled “FrenchPort1785.pdf” with annotations and questions included in the file that will help to guide your analysis. 3. Analyze the primary source text provided, an excerpt from Samuel de Champlain’s account of his 1608 journey to Quebec. See the scenario file titled “FoundationofQuebec.pdf” with annotations and questions included in the file that will help to guide your analysis. 4. Analyze the primary source text provided, an excerpt from Bartolome de las Casas’s 1542 CE account of the Spanish treatment of native people in the Americas. See the scenario file titled CrueltiesSpaniardsCommittedinAmerica.pdf” with annotations and questions included in the file that will help to guide your analysis. 5. Write an essay comparing and contrasting the four primary sources, including: ? Detailed description and analysis of the text excerpts and the artwork. ? A clear understanding of the message that the authors and the artist seek to convey in their respective works. ? An explanation of how each source helps demonstrate the impact of the maritime revolution on different regions, as mentioned in the sources. How do these sources work together as a whole to help you understand the consequences, both positive and negative, that grew out of the expansion of maritime trade?

Based on your article assignment on Columbus (see syllabus)found under the course content, please discuss the ways that narratives about early American history that don’t always convey the the broader, more inclusive context that needs to be addressed. Carefully explain what the narratives are and any supporting evidence for these interpretations. What arguments can be made against these particular narratives about American history? In what ways do particular narratives emphasize aspects of American history that fuel particular slanted and/or partisan interests? How do sources contradict these narratives and/or provide additional important perspectives? Which of the examples that you have provided do you think is the most problematic and the one that most ignores other important aspects of the full picture? Why? Your paper should be a minimum of 2.5 pages in length and should use appropriate forms of citation. You should have at least one citation for the article that you have chosen to use. The first paper deals with Columbus.  Please note that papers will automatically be evaluated through turnitin.com for plagiarism. Any paper with a similarity rating over 25 percent will receive a zero as per the syllabus policies on academic honesty.

During the Gilded Age both farmers and factory workers attempted to improve their economic situation. How effective were these attempts? Unit 6 DBQ This question is based on the accompanying documents. The documents have been edited for the purpose of this exercise. In your response, you will be assessed on the following. Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. Describe a broader historical context relevant to the prompt. Support an argument in response to the prompt using all but one of the documents. Use at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. For at least three documents, explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument. Use evidence to corroborate, qualify, or modify an argument that addresses the prompt. During the Gilded Age both farmers and factory workers attempted to improve their economic situation. How effective were these attempts? Document 1 Source: The platform of the People’s (Populist) party (1892) The conditions which surround us best justify our cooperation; we meet in the midst of a nation brought to the verge of moral, political, and material ruin. Corruption dominates the ballot-box, the legislatures, the Congress, and even touches the ermine of the bench. The people are demoralized. . . . The newspapers are largely subsidized or muzzled, public opinion silenced, business prostrated, homes covered with mortgages, labor impoverished, and the land concentrating in the hands of the capitalists. The urban workmen are denied the right of organization for self protection. . .The national power to create money is appropriated to enrich bondholders; a vast public debt payable in legal-tender currency has been funded into gold bearing bonds, thereby adding millions to the burdens of the people. Silver, which has been accepted as coin since the dawn of history, has been demonetized to add to the purchasing power of gold by decreasing the value of all forms of property as well as human labor, and the supply of currency is purposely abridged to fatten usurers, bankrupt enterprise, and enslave industry. A vast conspiracy against mankind has been organized on two continents, and it is rapidly taking possession of the world. If not met and overthrown at once it forbodes terrible convulsions, the destruction of civilization, or the establishment of an absolute despotism. Document 2 Source: Acceptance speech of William McKinley, Canton, Ohio (August 26, 1896) It is proposed by one wing of the Democratic party and its allies, the People’s and Silver parties, to inaugurate action on the part of the United States at a ratio of 16 ounces of silver to one ounce of gold. . . .We must not be misled by phrases, nor deluded by false theories. Free silver would not mean that silver dollars were to be freely had without cost or labor. . . . It would not make labor easier, the hours shorter, or the pay better. It would not make farming less laborious or more profitable. . . .Debasement of the currency means destruction of values. No one suffers so much from cheap money as the farmers and laborers. They are the first to feels its bad effects and the last to recover from them. . . .It is mere pretense to attribute the hard times to the fact that all our currency is on a gold basis. Good money never made times hard. . . . Document 3 Source: James B. Weaver, A Call to Action: An Interpretation of the Great Uprising. Its Sources and Causes (1892) It is clear that trusts are contrary to public policy and hence in conflict with the Common law. They are monopolies organized to destroy competition and restrain trade…. Once they secure control of a given line of business, they are master of the situation and can dictate to the two great classes with which they deal-the producer of the raw material and the consumer of the finished product. They limit the price of the raw material so as to impoverish the producer, drive him to a single market reduce the price of every class of labor connected with the trade, throw out of employment Large numbers of persons who had before been engaged in a meritorious calling and finally … they increase the price to the consumer…. The main weapons of the trust are threats, intimidation, bribery, fraud, wreck, and pillage. Document 4 Source: American Industries Journal; c. 1890 (Picture) Document 5 Source: Citizen; Jane Addams and the Struggle for Democracy; Louise W. Knight; 2005 The workers had tried to negotiate. After threatening on May 5 to strike if necessary, leaders of the forty-six-member workers’ grievance committee met twice with several company officials, including, at the second meeting, George Pullman, the company’s founder and chief executive, to demand that the company reverse the wage cuts and reduce the rents. The company refused, and on May 11, after three of the leaders of the grievance committee had been fired and a rumor had spread that the company would lock out all employees at noon, twenty-five hundred of the thirty-one hundred workers walked out. Later that day, the company laid off the remaining six hundred. The strike had begun. “We struck at Pullman,” one worker said, “because we were without hope.” Document 6 Source: Andrew Carnegie; Forum Magazine; 1886 “The right of the working man to combine and to form trades-unions is no less sacred than the right of the manufacturer to enter into associations and conferences with his fellows, and it must be sooner or later conceded,” Source: Telegraph between Henry Frick and Andrew Carnegie; November 1892 Frick to Carnegie “Our victory is now complete and most gratifying. Do not think we will ever have serious labor trouble again,” “We had to teach our employees a lesson and we have taught them one they will never forget.” Carnegie to Frick “Life worth living again Document 7 Source: The Gilded Age; Mark Twain; 1873 “It is a time when one’s spirit is subdued and sad, one knows not why; when the past seems a storm-swept desolation, life a vanity and a burden, and the future but a way to death. It is a time when one is filled with vague longings; when one dreams of flight to peaceful islands in the remote solitudes of the sea, or folds his hands and says, What is the use of struggling, and toiling and worrying any more? Let us give it all up.”

Discussion Board Question: Compare and contrast: How did the geography of ancient Egypt and Mesopotamia impact their culture and civilization? Hint: Your answer should outline the physical geography of the land, and its characteristics, and consider how this might have influenced people’s views of the world, those around them, and events, etc. Points to Consider: The importance of geography and the environment was much more intense 5000 years ago than today, and people’s lives depended on it. How did the different environments in Egypt and Mesopotamia impact the different perspectives, outlooks, and ideas of the people?

The Impact of the Columbian Exchange on Art and Culture in the 16th Century (Renaissance) • Identify a scholarly (i.e., footnoted, end-noted, or otherwise citation-including) journal article, essay, or book chapter that is approximately 20-30 pages long, and that somehow pertains to the research topic (The Impact of the Columbian Exchange on Art and Culture in the 16th Century – Renaissance).  • You will then write out THREE discussion questions that one can have a discussion about after reading your proposed journal article, essay, or book chapter. These questions need to be able to spark a discussion that would last about 10 to 15 minutes. Not just yes or no questions but very in-depth questions that require in depth responses.

First, list your research topic and the revised research question you plan to address moving forward. Then, choose two secondary sources related to your research topic and provide the citation for each in the chart. Next, explain in the chart what each source tells you about the historical context of a chosen event and how it relates to your topic. In the last chart column, explain how the context provided by the source will help you write your thesis statement, answering your research question. Research Topic: Drafting of the U.S. Constitution Selected Revised Research Question: What are the Constitutional powers of the citizens?

1.    Discuss the causes of the French and Indian War/Seven Years War and its consequences for the American Colonies. 2.    Detail the different approaches used by George Washington and Nathanael Greene. 3.    Discuss the Causes of the American Civil War. 4.    Discuss How Technology Advances Affected the American Civil War. 5.    In your opinion, was the outcome of the Civil War inevitable? Provide support for your answer.