History

Identify and examine key social, political, cultural and economic movements in American history.  To what extent did each of these movements promote reform, rebellion, or both reform and rebellion?  Be clear in the ways you define reform and rebellion, pointing out how your definitions might differ from that of other Americans.

Read the primary source excerpts from The Interesting Narrative of the Life of Olaudah Equiano provided in the Weekly Module Please answer the following questions. Upload your responses as a Word document or PDF by the due date.https://www.napavalley.edu/people/bschaffer/Documents/HIST%20120%20Spring%202014/Excerpt%20Equiano.pdfhttp://explorehistory.ou.edu/wp-content/uploads/2014/08/Shelden-Source-4.pdfWhat did Equiano think that the white slave traders would do with him when he first came aboard the slave ship?How did the crew of the slave ship treat the slaves? What does this suggest about the white crew’s principal concerns?How did Equiano and the other slaves react to life on the slave ship? What options did they consider?What happened to the slaves upon their arrival in Barbados?If you lived during the 1700s would you have been convinced to join the abolitionist movement in England or even America after reading Equiano’s story?

Prompt:Address these central questions in a one page response for each question (to make 5 pages total):1. How does the novel A Cool Million represent Native Americans? How does the use of satire shape the portrayal of Native Americans and its meaning?2. How does the novel A Cool Million represent Asian Americans? How does the use of satire shape the portrayal of Asian Americans and its meaning?3. How does the novel A Cool Million represent Jews? How does the use of satire shape the portrayal of Jews and its meaning?4. In the novel A Cool Million, how does economics, politics, xenophobia, abuses of power or the criminal justice system work to oppress individuals or help them out? Moreover, in what ways does political “rhetoric” or the idea of the American Dream influence people’s ways of thinking or acting? For example, does it make them knowledgeable and rational, or naive and gullible? How so?5. Lastly, in what ways is A Cool Million’s portrayals similar or different to today’s society (with regard to politics, political corruption, xenophobia, violence, exploitation, economics, race relations, abuses of power, or people’s ignorance or naievete to dogmatic beliefs)?Use specific references from the novel (several parts of it, not just one section) to support your answers, and make sure to address the questions fully. Please number the responses in your midterm to match the questions being asked.For Example:Page 1: Question 1Page 2: Question 2Page 3: Question 3Page 4: Question 4Page 5: Question 5

Historians are always trying to understand causes and consequences. Causes tell us how things happened (or changed) and consequences indicate the size and scope of the change. One would expect the biggest changes to have the biggest consequences. What would you say were the three most important changes that occurred from 8000 BCE to 1450 CE? Why were they the most important changes? What were their consequences or effects (up to 1450 CE)? What were their origins or causes?Use only primary sources from course

Essay Prompt on Alfred Young’s The Shoemaker and the Tea PartyHistorian Alfred Young claims that popular protests like the Boston Tea Party and popular protesters like George Robert Twelves Hewes did not “enter history” until the 1820s and 1830s, nearly half a century after the Revolution itself was over.Address the following questions:1) In what ways, according to Young, was the memory of the popular, radical side of the Revolution erased from public memory during the period from 1783-1825?2) Why, according to Young, was this side of the Revolution “tamed?” Who benefitted?3) Why did the Tea Party and men like George Robert Twelves Hewes suddenly re-emerge as part of public memory in the mid-1830s?

This week we focus on the changing aspects of daily life in the 18th c. While some medieval traditions remained there was a distinct change taking place that impacted family life and traditional patterns of living. Discuss the numerous social revolutions in the 18th c. (not anything in America or France – that comes later.) Concentrate on the more economic revolutions – Agricultural and Industrial. How did these social changes bring about problems for the institutions of the Old Regime? Discuss changes in population and its distribution in the 18th c.This week also examines the spread of European nations across the globe. How were the economies of Europe built on the expectations of profits from imperial possessions? How did this economic organization contribute to changes in political institutions? How did this activity in the wider world lead to conflicts between the major European powers? Which country do you find ultimately most successful in the imperial competition? Be sure to explain why. Discuss the use of slavery as part of this economic expansion. Describe the introduction of the plantation system. Finally, how did political radicalism in Britain and its colonies lead to experimentation with Enlightenment ideals in North America?

Read this chapter from the book and use it as a source you need three strong points from the reading.Write a one page paper Discussing  the important role African American women played in the fight for women’s suffrage.How did their motivations differ from those of white women?Analyze Terborg-Penn’s endnotes. What primary sources does she use and how might they be helpful to your topic? Explain

Read pgs. 481-489. Answer the following questions in 2-3 paragraphs and comment on at least two of your peers’ posts:How would you describe the core values of Mongol culture? In what ways do the sources deriving from outside the Mongol world affirm or challenge the Mongols’ own view of themselves?

For this assignment, please write a paper analyzing one of Mohandas K. Gandhi’s famed techniques of non-cooperation and political action.  Specific techniques you may choose from include: satyagraha (truth force campaigns); hartal (strikes/shut downs); ahimsa (non-violence); fasting; and swadeshi (supporting homegrown/local products).  Your job for this paper is to sift through the Gandhi and Brown readings, and, using supporting materials from Said and Ludden, explore the nature and efficacy and your chosen Gandhian strategy.  What did Gandhi have in mind when he advocated or used the technique in question?  How did various (groups of) people understand, respond to, or reinterpret the technique?  How did it play out in particular instances?  Was it effective or not in achieving its stated goals (were there any stated goals)? Your paper should have a clear thesis that should be well supported by specific examples from the reading.  But please note that this is a lot to tackle in a short paper, so please be especially selective in the details and examples you choose to emphasize.  The paper should have clear citations, and should use the Chicago Manual of Style as guidance for references

ARE THE INSTRUCTIONS FOR THE PAPER:Primary Source Assignment: Historical Newspaper AnalysisSnelect a story from a historical newspaper and answer the guiding questions. You need not answer every questions. You should write one page single spaced or two pages double spaced, roughly 600 words.Guiding QuestionsOBSERVE: Identify and note details •Who published the article and who was the audience for this newspaper?•What type of article is this (eye-witness account, straight news article, feature article, editorial, column,reader contribution)?•On what page and section does the article appear? What are the topics of other articles found on the samepage or section?•Is place relevant to this article? How?•Are one or more dates listed in the article? Was this article written at or around the same time period thatthe text relates to?•What information is highlighted by the headline and other text callouts, if present?•Are there any photos or illustrations? What additional information or explanation do they provide?•What does the text describe, explain, or provide an opinion on?REFLECT: Generate and test hypotheses •What is the main idea of the article? List several facts or arguments that support the main idea of the article.•Is this article a news story or an opinion piece? Is the article trying to inform or persuade? How do youknow?•Are there details that reference other people or events of t he time period? What was happening during thistime period?•Why do you think this text was made? What might have been the author’s  or publisher’s purpose? Whatevidence supports your theory?•Who do you think was the audience for this article? What evidence supports your conclusion?•If there wasinformation about the author included, does that information suggest certain biases that personmight have had? What do you think those biases were?•Examine the the words and phrases the author uses. Does the author’s language support a particularperspective? Are different viewpoints presented?•Why do you think the author chose to include these specific details of description or explanation? Whatinformation or perspectives might have been left out of the article?•What source or sources does the author quote or refer to in the article? Do you think these sources arereliable? Why or why not? What evidence supports your conclusion?•Does this article show clear bias? If so, towards what or whom? What evidence supports your conclusion?•What do you think the author might have wanted the audience to think or feel? Does the arrangement orpresentation of words, illustrations, or both affect how the audience might think or feel? How?•What do you feel after reading this article?•If someone wrote this text today, what would be different/the same?•What did you learn from examining this article? Does any new information you learned contradict orsupport your prior knowledge about the topic of this article?QUESTION: What didn’t  you learn that you would like to know about? What questions does this article raise? What do you wonder about . . . •Who?•What?•When?•Where?•Why?•How?