History

Subject:  The United States and the Legacy of the Frontier Myth: Cultural Root Paradigms, Historical Erasure, and Contemporary Enactments of Violence https://abcnews.go.com/US/video/revealing-documentary-youth-heart-standing-rock-protests-dakota-45674446   Option One: Standing Rock In Regeneration Through Violence, Richard Slotkin argues that white American society and culture reaffirms its dominance through violence. Drawing upon Jackson Turner’s Frontier Myth, Slotkin argues that attitudes and traditions that shape American culture evolved from European settlers’ social and psychological anxieties– to assert a claim to the land and displace Native American peoples. Consider this Slotkin’s argument and Jackson Turner’s cultural root paradigm in relation to Standing Rock. How does Dakota Access pipeline (DAPL) re-enact and reaffirm this violent mythology? What does this conflict say about ongoing attempts to eliminate Native American peoples in the American nation-state? In response, how does the protest resist Euro-American hegemony? 500 words

The King of Spain, Carlos V, is seeking advice on an important matter. As the ruler of a would-be great empire, Carlos expects to gain riches from his colonial holdings. But as “His Most Catholic Majesty” he is expected to uphold the will of the Church. The pope declared decades ago that Native peoples were equally human. Further, he feels an obligation to convert people to the “One True Faith”. Yet there is disagreement among the faithful. The King ordered Bartolome de las Casas to debate Juan Ginés de Sepúlveda on the issue. You are advisers to King Carlos and have been tasked with reading their debates and assessing their arguments. You must these from the context of a 16th century Spaniard. You must also consider what is in the best interest of Spain, for the faith, and for the Crown. To try and keep this debate from being too one-sided and influenced by our own 21st century ideas (remember that it is anachronistic to project our own values on the past) I am going to assign half the class to assume the role of a Spaniard who supports Sepúlveda (all odd-numbered W-Numbers). All even-numbered are assigned the role of a Spaniard to supports Las Casas. To add another layer of nuance, the advisers come from different backgrounds. If your last digit is between 1-4, you are theologians, priests, or abbesses (you represent the interest of the church above all else). Numbers between 5-8 represent nobles and military officers (you represent the interest of the state; the power of Spain above all else). A 9 or 0 in your final digit represents merchants (you are most interested in profit). This means that there will be some in each group who support each of the two sides, and so you will need to consider why people of these classes would support one side or the other.  Everyone: Which side do you (a 16th century Spaniard) support and why? Odd #: If we take the humane approach supported by Las Casas, what problems do you foresee happening? Even #: If we take the exploitative approach supported by Sepúlveda, what problems do you foresee happening?

Technology, political culture, social structures, economic growth, and cultural traditions have all been identified as major causes for the success of civilizations, empires, and nations throughout history. For your final essay, choose one of the three themes below and write fully about your chosen topic.  Technology: From 1650 to the present, communication, transportation, and industrial technologies have changed tremendously. Chose three events from anywhere in the world between 1650 and the present that have been directly impacted by technology in one of those categories. In each case, how did technology change the trajectory of world events? Choose three conflicts from 1650 to the present in any part of the world, from more local conflicts to world wars, and identify a social factor that contributed to the conflict (such as slavery in the Civil War, anti-Semitism in World War II, or religious fundamentalism in terrorism).  After examining these factors, do you think such social causes outweigh political or more overtly military causes for war and conflict? Guidelines: ? Your examples must fall within the time period 1650 – today.   Provide at least 3-4 written pages (not including title page or reference page).   Use at least 5 reputable sources.   Employ APA formatting and citations

In your response, please focus on developing a clear thesis supported by evidence primarily from the assigned primary sources using MLA in-text citations. [Social Structures]: How do Lenin and Swanwick, in the assigned “Readings in the Great War Part 2 (Links to an external site.)”, demonstrate the challenge to traditional social structures brought on by events leading up to and including the Great War? Do these challenges present themselves equally to both men and women? Why or why not?

Colorism  (APA style, double space, cite sources).  Analyze your issue through the lens of history, and address the following:  How does this issue/event interact with the history lens and impact social issues?  In what ways does the history lens help articulate a deeper understanding of the social issue(s) that inform your issue/event? Next, analyze your issue/event through the lens of the humanities by exploring the following questions: How is this issue/event portrayed creatively in society? What is the message or commentary of this representation? How does this representation interact with you in your personal and professional lives?  Lens Analysis: In this section of your assignment, you will analyze your issue/event through two of the four general education lenses. A. Analyze your issue/event through the lens of history for determining its impact on various institutions. Utilize evidence from research to support your analysis. B. Analyze your issue/event through the lens of the humanities for determining its impact on various institutions. Utilize evidence from research to support your analysis. The Humanities At the core of the Humanities is human creativity, and they explore the things that humanity creates and how they offer insight into the way people experienced their present, interacted with their culture, and comprehended abstract concepts and big questions about humanity’s place in the universe. The humanities broaden perspectives and promote an understanding of multiple experiences, cultures, and values through various mediums of creative human expression–such as literature, fine art, dance, photography, literature, philosophy and religion, film and television, music, even the Internet and social media–many of which are taught as separate academic disciplines. Within the Humanities, both the artist’s (or creator’s) intent and audience reception of a creative artifact are considered to help understand cultural values and why they matter. They celebrate cultural diversity while also highlighting cultural similarity. History: Many of us are familiar with history as being a list of dates, events, and people to memorize, but history. Your primary exposure to history could have been in grade school required classes or in documentaries about subjects you find interesting. There is so much more to history, however. History tells the stories of our past to help us better understand how we go to the present. In addition to dates, events, and people, history encompasses first-hand accounts of experiences that include artifacts from an era (tools, clothes, toys, etc.), letters or diaries from people who lived during a certain time, documents from a time period, photographs, and, when possible, interviews with people who lived through the events that historians study. Together, these historical remnants help write a story of a particular time, which is then folded into the stories of history we are living and making today

Questions to Answer: 1. What common experiences did the ex-slaves in these narratives have, and how did these commonalities shape their stories? What do their stories tell us about their time and place? 2.What were some of the differences in the experiences of the ex-slaves in these slave narratives? What do their stories tell us about them as individuals? 3. Select any two (2) of the following themes and explore how the sources in the book explain the importance of these themes in their personal experiences: gender, family, religion, economics, geography, or freedom. 4.Finally, how did this book further your understanding of American History? What did you learn about the history of slaves/slavery from this reading that you did not know before?

Use the following two documents and the film “She’s Beautiful When She’s Angry” to write an essay on the prompt provided below.   Document 3 Betty Freidan reveals “The Problem that Has No Name” p. 476 (Please note that this document is a few pages of Betty Freidan’s book The Feminist Mystique) Document 9 Phyllis Schlafly declares “Women’s Libbers Do Not Speak for Us” p. 488 Essay Prompt Describe what “problem” Betty Friedan exposes and give a clear explanation of why so many women are suffering from it. Explain how it leads to women rebelling and then use Phyllis Schlafly’s “Women Libbers Do Not Speak for Us” to explain how Schlafly argues against women’s liberation.

After reading Man’s Search for Meaning, answer the following questions (or other similar questions) in a personal narrative essay.   How do you feel about existence?  Are you happy?  How do people discover happiness?  3-pages, double-spaced, 12-point font, Time New Roman.    Recording of Viktor Frankl (4:21)

Choose a President of your choice and, citing each power of the Presidency, describe why he is your favorite. You will need to provide an example of each power of the Presidency as part of your thesis.

Approved Book List Thomas Kidd, Patrick Henry: First Among Patriots, 2011. John Pafford, The Forgotten Conservative: Rediscovering Grover Cleveland, 2013. Andrew Hogue, Stumping God: Reagan, Carter, and the Invention of a Political Faith, 2012. BOOK REVIEW INSTRUCTIONS The student will review 1 scholarly book of his/her choice from the Book Review Approved Book List. Failure to use a book from this list will result in an automatic 50% grade reduction. All books will be available in e-format through the Jerry Falwell Library. The Book Review must contain 700–800 words and must focus on the author’s argument in support of his or her thesis. Use parenthetical citations when citing material from the book. Here are some additional tips and suggestions. 1. Above all, what is the author’s thesis? What is he or she trying to prove? In other words, what is holding the book together? 2. Identify the key arguments used to support the thesis. The student cannot describe all of them in minute detail, but he/she must provide an overview of all of them. 3. Always thoroughly read the introduction and conclusion. Often, the author will describe the thesis in the introduction and emphasize how it was proven in the conclusion. Determine what the author considers to be the key chapters offering support for the thesis. Thoroughly read those as well if time allows. There is an “art” to skimming chapters that the student must develop. 4. Do not get bogged down in the minutia of details. Facts matter, especially when the student relies upon evidence from books and articles to support his/her own research agenda. In other words, the student will use historians’ arguments and the distinct facts and evidence to support the thesis statements of his/her own research papers in future classes. But, those facts and minor details are not part of a Book Review. Focus on the larger themes. 5. Be sure to tell the story or stories that make the book a work of history. Retelling good stories we learn from other historians is an important part of what we do. Format Top: Bibliographic citation in current Turabian format. Be certain to use title case, not all caps, and italicize the title.