History

What was the impact of the invention of the cotton gin on slavery? -Minimum length 5 Pages not including your bibliography. Font size should be a maximum of 12 points and double spaced, in a Microsoft Word Document -Use good sources – no Wikipedia. Here is a site that may help with sources. https://www.academia-research.com/freelance-writing/crediblenon-credible-sources/

Students will analyze and evaluate a variety of assigned primary and secondary sources, lecture material, and do their own outside research to present a creative and visually appealing digital presentation based on a historical individual we met through the course content. The students will use their presentation to offer their own arguments about the 19th century and the significance of the person they studied. Directions For this assignment you will pick one person we have learned about in this course, and do some extra research. This can include authors who wrote our primary/secondary sources or someone we met through readings/lectures. Be creative! I’ve had students submit their poster by making their own take on an obituary, online dating profile, mock newspapers, Prezi’s, interactive timelines, and slide shows. Your poster must include 1. Images- Poster should include images of the person (if available), of where the person was from, or images that detail information about the person’s life in other ways: uprisings they were involved in, their profession, their publications, their family, or images that demonstrate their connection to social movements etc. 2. The poster needs to explain: when they were born/died, who they were, where they were from, and other important details of their life. 3. The poster needs to situate this person within their historical context. Historically situating your person includes bringing in at least 2 assigned primary and/or secondary source readings from the term to incorporate them into your poster- you can use lecture material and assigned readings to contextualize your person by making statements about how your personality is similar to/different from what we learn in the readings; how your person is representative of those who participated in a specific social movement etc. 4. The poster needs to make an argument about the historical significance of this person and why you think we need to remember them. (This should be your own unique and analytical argument). 5. Finally, this poster must reflect on the importance of studying 19th-century American History using your subject as an entry point to discuss this material. (This is also your own unique argument). You are encouraged to do additional internet research from academic sources (online archives, libraries, scholarly database and website projects etc). You must use citations within the text of the poster. Citations in the text can be done using parenthetical citations, footnotes, or endnotes. Be sure to include small works cited section somewhere on the poster that includes all source material with full Chicago-style citations.

Question 1.) Recently, members of the Westboro Baptist Church, known for its vitriolic and hateful speech, protested in Anne Arundel County. Should these people be allowed to spew their hatred and protest? Question 2.) Discuss, in detail, the Civil Rights movement in the U.S. Begin your essay with the conclusion of the American Civil War and conclude it with a discussion of the Voting Rights Act of 1965. Is there more to be done regarding civil rights in this nation?

Present an 800 words essay contracting the cultural and health care beliefs of the Greek, Cuban and Hindu heritage.  Please note we are studying two oriental and one occidental heritage. In the essay mention how the Greek and Hindu heritage has influenced the Cuban heritage in term of health care beliefs. You must cite at least 3 evidence-based references no older than 5 years.  A minimum of 800 words must be presented excluding the first and reference page.

Using the OSU repository on Temperance and Prohibition, locate FIVE PRIMARY SOURCES, and provide citations for them. Please list them from 1-5. https://prohibition.osu.edu/ Part 3: Secondary Sources Using Academic Journals (JSTOR), accessed through the HCC Library Website under the Database link, please locate TWO academic papers about Prohibition and provide their citations. Please list them from1-2. How to write Citations: Chicago format is the citation style used by most historians. Please see the Chicago Manual of Style. For example, see the Chicago- Style Quick Citation Guide.

1. Pleasure and the Self: According to the assigned content in weeks 3-4, what is the ideal relationship between desire and the self and the ideal way to manage this? Contrast two traditions presented in the course, each from a different region (China, India, Greek World). Be sure to identify the assigned texts and passages that you are using. Length: up to 350 words. 2. Ultimate Reality: According to the assigned content in weeks 3-4, what is the ultimate reality and how does that relate to individual existence and how one should live? Contrast two traditions presented in the course, each from a different region (China, India, Greek World). Be sure to identify the assigned texts and passages that you are using. Length: up to 350 words.

Communication and Culture Introduction and Literature Review (CCIL; 40 “Pass” points; due Sun 5 Jul): Every scholarly research paper begins with a: 1. research problem (i.e., a problem that has not been adequately addressed by previous research) and . . . 2. main argument (i.e., an argument that addressed the research problem) For your research paper, here is your assigned problem and argument: 1. Problem: Since no history can include all the facts, heritage museums and historic sites must be selective in constructing their narratives. 2. Argument: A society’s dominant cultural values are reflected in its historical narratives, as demonstrated by a case study of official sites associated with the Texas Revolution. You must work this problem and argument into your abstract page and Introduction section, build the Introduction around them and, in fact, build your entire paper around this problem and argument. The first stage in composing your CCIL is to write the Introduction section. This section is where set up the rest of your paper by: 1. stating your research problem 2. stating your main argument to address this problem 3. describing why your argument matters to scholars of communication and culture 4. laying out the steps you will follow in the paper to make your argument For your paper, the sequence might go something like this: 1. Since no history can include all the facts, heritage museums and historic sites must be selective in constructing their narratives. 2. A society’s dominant cultural values are reflected in its historical narratives, as demonstrated by a case study of official sites associated with the Texas Revolution. 3. This argument matters because it demonstrates the relationship between historical interpretation, now even more widely disseminated via online and social media, and cultural values. 4. This argument will be made in the remainder of the paper by reviewing the literature on cultural values, describing the findings of recent fieldwork, and analyzing those findings according to Hofstede’s Cultural Values Dimensions typology. In addition, you need to cite references that corroborate your assertions and position your argument within the relevant literature. To help you, I have posted examples of “A” student papers from previous semesters in a folder on our Course Homepage. And as always, refer to the grading rubric. The minimum length for your Introduction section is 500 words—not including your title page, abstract page, and references section. The next stage in composing your paper is adding the Literature Review section. The Introduction section is where you set up your main argument and let readers know where you are going. But before re- lating your findings and making your own argument, you must first provide readers with background about Hofstede’s Cultural Values Dimensions which furnishes the framework around which your findings and analyses will be organized. This is what the Literature Review does as you: 1. in six paragraphs (i.e., one for each dimension) set forth the basics of Hofstede’s six Cultural Value Dimensions 2. describe current (since 2000) research which uses Hofstede’s typology, devoting one paragraph to each study you review 3. justify your use of Hofstede’s typology as a productive framework for making your argument Again, to help you write your Literature Review section, I have posted examples of “A” student papers from previous semesters in a folder on our Course Homepage. And as always, refer to the grading rubric. Minimum length for your Literature Review section is 1,500 words—not including your title page, abstract page, and references section. Also, your Literature Review section must cite at least eight scholarly sources. However, you do not have to look up these sources for yourself. Instead, I have posted to “Literature Review” folder on our Course Homepage numerous articles, by Hofstede and others, which I have pre-screened for your use. In fact, you must use these sources that I have provided and no others. You will receive 40 passes/fail points if your CCIL: 1. is submitted by the Sun 5 Jul deadline 2. contains all the required sections including title page, abstract page, Introduction section, Literature Review section, and References section 3. complies with minimum length requirements of 500 words for the Introduction and 1500 words for the Literature Review 4. has in the Literature Review section at least eight references taken from the “Literature Review” folder on our Course Homepage 5. attempts in good faith to comply with APA style By Sun 5 Jul you must submit the required portions of your paper including title page, abstract, introduction, literature review, and references. Post the assignment as an attached file to the indicated section of the Discussion Board. Remember to properly name your file as comm4314_yourlastname_ccil. Please Note: When I give or withhold, the 40 “Pass” points for the CCIL, this is not based on the quality of your submission. Rather, I am offering a “bribe” of 40 points as an incentive for you to make a timely start on your paper and produce the first draft that at least meets the minimum requirements. You will also receive detailed comments from me and, no doubt will need to revise subsequent drafts. But you will at least have made a start and have an initial draft you can build on. RESEARCH PAPER PHASE 2 Communication and Culture Methods and Results (CCMR; 20 “Pass” points; due Sun 26 Jul): The next stage in composing your paper is adding the Methods section and Results section. The Introduction is where you set up your main argument and let readers know where you are going. The Literature Review provided readers with background about Hofstede’s Cultural Values Dimensions which furnishes the framework around which your findings and analyses will be organized. Now the Methods section relates you how generated your findings and then the Results section relates those findings. Here again is the outline for your Methods and Results sections: • Methods section (minimum 500 words) o note (with references) how other scholars have used Hofstede’s typology to analyze websites o provide a brief general overview of the websites that you visited o list elements of the websites that you analyzed; for example: textual narratives type fonts and sizes photos and illustrations official logos sizes and placements of elements relationships of elements to each other • Results section (minimum 1500 words) o in six paragraphs (i.e., one for each dimension) describe with multiple examples how the textual and visual elements of the websites constructed a narrative that reflects the six cultural value dimensions in Hofstede’s typology: individualism valued over collectivism low uncertainty avoidance valued over high low power distance valued over high masculinity valued over femininity short-term orientation valued over long-term indulgence valued over restraint Again, to help you write your Methods and Results sections, I have posted examples of “A” student papers from previous semesters in a folder on our Course Homepage. And as always, refer to the grading rubric. The minimum length for your Methods section is 500 words and for your Results section is 1,500 words. You will receive 20 passes/fail points if your CCMR: 1. is submitted by the Sun 26 Jul deadline 2. contains all the sections you have written so far including title page, abstract page, Introduction section, Literature Review section, Method section, Results section, and References section 3. complies with minimum length requirements of 500 words for the Method section and 1500 words for the Results section 4. attempts in good faith to comply with APA style By Sun 26 Jul post the assignment as an attached file to the indicated section of the Discussion Board. Remember to properly name your file as comm4314_yourlastname_ccmr. Please Note: When I give or withhold, the 20 “Pass” points for the CCMR, this is not based on the quality of your submission. Rather, I am offering a “bribe” of 20 points as an incentive for you to make a timely second draft of your paper that at least meets the minimum requirements. You will also receive comments from me and, no doubt will need to make revisions in your final draft. But you will at least have made a workable second draft you can build on. RESEARCH PAPER PHASE 3 Communication and Culture Completed Manuscript (CCCM; 300 points; due Wed 5 Aug): Previously you introduced your main argument and then reviewed the literature about cultural values typology by which you will analyze your findings. Then you described how you generated your own findings and related your results. Now the final two sections of your paper will analyze and those results and then draw conclusions from them. Here again is the outline for your Discussion and Conclusions sections: • Discussion section (minimum 500 words) o analyze your results using Hofstede’s cultural value dimensions o in other words, discuss how the dominant Texas culture of today is reflected in what Texans choose to remember and celebrate about their past and what they ignore • Conclusions section (minimum 500 words) o draw conclusions, supported by your analyses, about your main argument o reference other studies about cultural values and suggest whether your findings corroborate or raise questions about past research o set forth the implications of your main argument and why it matters to scholars o relate the limitations of your research and why it does not necessarily apply to all Texans o suggest directions for future research and how others can address your limitations Also please note that a Conclusions section in an academic paper is different than the “conclusion” of an essay or composition. The requirement here is a Conclusions section in the academic sense of drawing conclusions that are supported by your findings—and not mere editorializing or a “moral of the story.” Again, to help you write your Discussion and Conclusions sections, I have posted examples of “A” student papers from previous semesters in a folder on our Course Homepage. And as always, refer to the grading rubric. The minimum length for your Discussion section is 500 words and for your Conclusions section is 500 words. Your CCCM submission must include a title page, abstract page, Introduction section, Literature Review section, Methods section, Results section, Discussion section, Conclusions section, and References section, and must be formatted in APA style.

research paper about the origins of Gullah Geechee as well as selecting something insightful to Gullah to focus on: language, food, family structure or cultural development. The paper should be double space, 12 pt font, including bibliography and footnotes where applicable. websites https:gullahgeecheenation.com http:visitgullahgeechee.com www.nationalgeographic.com/news/2014/10/141017-Gullah-geechee-heritage-corridor-lowcountry-coast-sea-Island-sweetgrass www.nsp.gov/guge/index.htm

Using or text LET NOBODY TURN US AROUND as a starting point, conduct research on a historical figure that you select from the list provided as related to his/her contribution to the liberation or civil rights struggle of African-Americans. Your final product must be a 6-8 page paper conforming to MLA standards that prove or substantiate the point of view indicated in your thesis statement, and it has to include work cited from a minimum of three resources in addition to our textbook.

Please compose your essay according to the specifications given and save it as a Word document on your computer. Adhere to standards of appropriate college composition guidelines, following the formatting in the Student Sample Essay included with the instructions for this assignment. Attach your saved Word Document file to this site so it may be checked for plagiarism violations through the VeriCite checking system. If you attached a document with a file extension that is NOT compatible with Word, it will not be graded. We are studying about the Founding of the United States in this 2nd Grading Period. You are required to select subjects from chapters 6-9. Compose a minimum 750-word essay identifying 3 historical themes (refer to my LIST OF THEMES) of your choosing and summarize any subjects from the histories we have studied this grading period through the “lens” of the themes. YOU MAY NOT reuse a theme that you used earlier. Each theme paragraph must be a minimum of 250 words. REGARDING YOUR SOURCES FOR THESE ESSAYS. You are required to quote your textbook twice AND ONE OTHER outside scholarly secondary source once in each Essay Assignment to support your analysis. You are also required to quote THREE different primary documents of your choosing from outside sources to support your content as well. Each theme paragraph of the essay must use one secondary source and one primary source properly contextualized to support your arguments. THESE SOURCES MUST ALL BE PROPERLY QUOTED, CITED, AND VETTED IN YOUR ESSAY. HOW TO FIND PRIMARY DOCUMENTS ONLINE – Refer to the Instructions section on How to Find Primary Documents online. Reviewing the assigned PowerPoint “Vetting Your Sources” will help you find appropriate documents. PLEASE cite these sources according to my instructions. You must also give me a properly formatted Works Cited. Themes in history: -. Causes and Effects in History ~ “what came first, the chicken or the egg?” This historical theme is the very core of understanding the course of human events. Historical events do not occur in a vacuum ~ one event leads to another, which leads to another and in this manner we see how humans act, and mostly, react, to the stimulus of their times. Did the invention of the moveable type printing press in 15th century Europe cause a great surge in literacy OR did a desire to become more literate have the effect of finding faster ways to spread the written word? The argument is yours to make. -GREED & POWER ~ Who has it? How do they get it? What do they do with it? Why do we care? Is there anyone ever born in the history of the world who is NOT greedy, at least a little bit? Hunger makes us greedy for food. Poverty makes us greedy for riches. I work to make money so I can afford the things in life I need and enjoy. You all are furthering your education to do that same thing. But when the normal human level of greed multiplies like cancer and produces a lust for power, the very worst in human behaviour occurs. Genghis Khan is a good example = through ruthless behaviour, he united all the tribes of the steppes and built the largest land empire the world has ever known – but he lusted after China with its rich rice paddies and advances in culture and wealth. He fought his way up from poverty and tribal slavery to being recognized as the punishing flail of God, but he was forever irked that he could not conquer China after many attempts. It would be his grandson, Kublai Khan that succeeded where Genghis did not. -Gender and History ~ “The hand that rocks the cradle, rules the world” ~ oh, really? The role of women is the history of the world is filled with tragedy, abuse, exploitation, and ignorance. Women went from being equals with men in Paleolithic societies and innovators of the Agricultural Revolution to being bought and sold like pack animals. But women became very adept at learning how to manipulate situations in their favour, or at least the men in those situations, when necessary. Whether driven by mere survival instincts or motivated by higher yearnings, women of influence, power and action were an aberration in history. Joan of Arc was a simple, possibly delusional French country maiden who convinced armies of men that God had sent her to lead the French in conquest against the British – and indeed she did. SAMPLE ESSAY – FOR EXAMPLE PURPOSES ONLY (this is from a World History class and NOT meant for you to copy) Jane Doe Modern World History HIST 101 (provide proper course title for our class) Theme #2: The Big “C”s ~ Conquest, Commerce, Colonization, & Conversion on the Course of History People, their cultures, and ideas have–and continue to–spread across the world in many different ways. The discovery of new land in the late 1400s motivated people to explore and colonize in the new territory. Christopher Columbus’s discovery of the “New World” led to the colonization of Europeans across the Atlantic. Spaniards were among the first of the European nations to colonize in the “New World” and bring along their culture and ideas. Instead of accepting the natives’ culture and living in peace when they arrived, the Spaniards saw a clear opportunity to conquer the Aztec people and convert them to Christianity. The Conquistadors almost killed off the majority of the Aztec population simply because the natives refused To give up their own culture and convert to Christianity and because the Spaniards wanted gold and silver. Historians and university professors from Pennsylvania State University, William J. Duiker and Jackson J. Spielvogel noted in their 2016 edition of their World History textbook that “tensions soon erupted between the Spaniards and the Aztecs, provoked in part by demands by Cortés that the Aztecs renounce their native beliefs and accept Christianity” (Duiker & Spielvogel, 398 [pg number when using hard copy]). The Spaniards also exploited the resources and land of the Aztec people in order to bring profit to Spain. Conquistadors would steal gold and silver to bring back to Spain and they also imported and exported raw materials such as tobacco and sugar for economic profit. The colonization of European countries to the “New World” proved to be tragic for many native groups, but beneficial to the economies of the European nations. While the Spaniards gained riches by conquering the Aztecs, the Aztecs lost many of their people and part of their culture. There are many different cultures and ideologies which make the world interesting. Unfortunately when people are not open-minded differences in cultures and opinions can lead to disaster like in the case of the Spaniards and the Aztecs. Bartolome de las Casas, a Spanish Dominican Friar who became an advocate for the abused and conquered natives in the New World, reported to the King of Spain with a missive in 1542 that “the extent of the injustices suffered by these innocent peoples and the way in which they are being destroyed and crushed underfoot, unjustly and for no other reason than to satisfy the greed and ambition of those whose purpose it is to commit such wicked atrocities” (Bartolome de las Casas, A Short Account of the Destruction of the Indies, 1542, pg. 7). His reporting of the injustices suffered by the Aztecs at the hand of Spanish Conquistadors ultimately influenced the creation of more humane policies of Spanish administration in its New World colonies. 400 words. Theme #15. The Power of Personality ~ Celebrities who change history A single person has the ability to change history for better or for worse. Martin Luther was able to change history by exposing the corruption of the Catholic Church. Luther was an Augustinian monk in the Catholic Church and he lectured people about the Bible and interpreted it in his own way. Martin Luther noticed that the Catholic Church was selling indulgences which angered him because the church was exploiting its followers for profits. This led Martin Luther to post his “Ninety-Five Theses” in 1517 which would expose the wrongdoings of the church. The “Ninety-Five Theses” was soon printed and published across Europe. “The Pope has neither the will nor the power to remit any penalties beyond those he has imposed either at his own discretion or by canon law” (Martin Luther, “Ninety-Five Theses”). The pope does not have authority to create any new penalties or mandates, which were not listed in the Bible, for the benefit of the Church. By exposing the corruption within the church, Luther was able to enlighten common people. His goal was to give followers direct access to the Bible so they could read it and interpret it in their own manner. Martin Luther defied the Catholic Church and by doing so he changed the course of history. By the power of his own convictions, he challenged Church doctrines and set the stage for the great Reformation, in which Luther’s religious philosophies “that humans are saved not through their good works but through faith in the promises of God” caused a schism in Western religion and became the “primary doctrine of the Protestant Reformation” (Duiker & Spielvogel, 15-1b [chap & sections when using Ebook]). 285 words. Theme #13. WAR ~ “What was it good for?” While there are many downsides to war, death being obvious, history has proven that some good has come out of the war. The Civil Wars in England (1642-1651) between parliamentary forces and royalists follows this theme. A stronger Parliament was established as a result of these conflicts over the form that the English government should take. Although control of England was eventually handed to a new monarchy during the Glorious Revolution of 1688, a “Bill of Rights” was written by the House of Commons in 1689 giving rights to both the Parliament and the citizens it represented. According to the editors of the Britannica Encyclopedia in their entry posted in their Online database in July 1998, “A number of clauses sought to eliminate royal interference in parliamentary matters, stressing that elections must be free and that members must have complete freedom of speech” (“Bill of Rights – British History,” Encyclopedia Britannica.) The original scroll of the “Bill of Rights”, which is 7 to 8 feet long and housed in the Parliamentary Archives of the UK, set the course for Parliament to be the true authority of England over the next century. This was beneficial to the citizens of England because they could be politically active in their government. The opening text of the English “Bill of Rights” states its intent “for the choosing of such persons to represent them, as were of right to be sent to parliament, to meet and sit at Westminster upon the two and twentieth day of January, in this year 1689, in order to such an establishment as that their religion, laws, and liberties might not again be in danger of being subverted” (“The Bill of Rights,” 1689). Even though the English Civil War witnessed the first beheading of an unpopular European monarch, Charles I, in 1649, the establishment of a Constitutional Monarchy that eventually evolved out of the chaos would lay the foundation for the American Democracy. 320 words. 1000 words Work Cited Primary Sources: De las Casas, Bartolome. “A Short Account of the Destruction of the Indies, 1542.” In A Short Account of the Destruction of the Indies by Bartolome de las Casas. Translated by Nigel Griffin. Middlesex, England: Penguin Books, 1992. Luther, Martin. “Ninety-Five Theses or Disputation on the Power of Indulgences, 1517. ” In Martin Luther. Edited by E. G. Rupp and Benjamin Drewery. New York: St. Martin’s Press, 1970. “The Bill of Rights” by English Parliament, January 1689. In The Statutes: Revised Edition (London: Eyre & Spottiswoode, 1871), Vol. 2, pp. 10–12. Secondary Sources: Duiker, William J. and Jackson Spielvogel. World History, Vol. II Since 1500. 8th Edition. Boston: Cengage Learning, 2016. Cengage Mindtap. Web. 12 September 2015. Editors of Encyclopedia Britannica. “Bill of Rights.” Encyclopedia Britannica, Encyclopedia Britannica, Inc. Published 3 June 2016. Accessed 9 January 2017. https://www.britannica.com/topic/Bill-of-Rights-British-history