History

What does it mean to “source” a primary source? Use a primary source from AY PS Chapter 16 or AY PS Chapter 17 to demonstrate your mastery of this historical thinking concept.

Between 1848 and 1960, why did people from all over the world come to California?  What factors caused them to leave their homes of origin and journey to the Golden State?  And what were the cultural, political, economic, and environmental results of California’s rapid growth?

Answer the questions fully in an essay:  Describe the causes and effects of the French and Indian War. Describe the impact of the War both globally (european powers, and what that means for North American colonies.) Describe what changes happened on the North American Colonies. ( ALL Countries and their colonies) ***Essay needs to be in MLA format*** ****Please USE the files as the sources to help write the paper****

1.Please read the following question carefully and answer all parts of the question. Your response should be a well-written carefully thought-out response to the issues raised. As a rough guide, your answer should be somewhere in the 350-400 words range. The Fourth Lateran Council (1215) was called by Pope Innocent III to clarify church doctrine. How did it contribute to the development of inquisitions? Whom did inquisitions target and what did they do to their victims? 2.Please read the following question carefully and answer all parts of the question. Your response should be a well-written, carefully thought-out response to the issues raised. As a rough guide, your answer should be somewhere in the 350-400 words range. Explain the role that religion and the church played in the lives of seventh-century European nobles and kings. Be sure to use concrete examples in your response. 3. Discuss the following passage and describe its historical significance (what does it teach us about the past?) and place it in the larger historical context (what larger historical event/movement is it part of?).  your answer should be somewhere in the 250 words range. Henry IV: Letter to Gregory VII (1076) “Henry, King not by usurpation, but by the pious ordination of God, to Hildebrand, now not Pope, but false monk:      You have deserved such a salutation as this because of the confusion you have wrought; for you left untouched no order of the Church which you could have made a sharer of confusion instead of honor, of malediction instead of benediction.      For to discuss a few outstanding points among many: Not only have you dared to touch the rectors of the holy Church – the archbishops, the bishops, and the priests, anointed of the Lord as they are – but you have trodden them underfoot like slaves who know not what their lord may do. In crushing them you have gained for yourself acclaim from the mouth of the rabble. You have judged that all these know nothing, while you alone know everything. In any case, you have sedulously used this knowledge not for edification, but for destruction, so greatly that we may believe Saint Gregory, whose name you have arrogated to yourself, rightly made this prophecy of you when he said: “From the abundance of his subjects, the mind of the prelate is often exalted, and he thinks that he has more knowledge than anyone else, since he sees that he has more power than anyone else.”      And we, indeed, bore with all these abuses, since we were eager to preserve the honor of the Apostolic See. But you construed our humility as fear, and so you were emboldened to rise up even against the royal power itself, granted to us by God. You dared to threaten to take the kingship away from us as though we had received the kingship from you, as though kingship and empire were in your hand and not in the hand of God.”

Background: One of President Andrew Jackson’s more controversial moves was to defy a Supreme Court ruling that the U.S. government had no right to interfere in a sovereign Indian Nation, by forcing the Cherokee Indians to move to Oklahoma. Although this was an illegal act, President Jackson held a great deal of power among supporters in Congress and in the public, allowing him to get away with forcing the Cherokee out anyway. To make his case to his supporters, President Jackson issued a press-release about his decision.  How to Prepare for this assignment: Read about the Trail of Tears (and Age of Jackson) in your textbook, and see the relevant lecture. This context is important for the quality of your reply.  Your task: Read the text of this message, focusing especially upon the bolded text towards the end. Then do a little Googling so you answer one of these questions in a single post. Note: You will not be able to see anyone else’s posts until you have made yours. This is not really a discussion assignment, but rather more of a public (to the class only) blog. No replies need to be made, but students are certainly welcome to reply to any post in a civil manner if they wish.    Three questions options, pick ONE to answer in your single post: 1. In 1830, what was the Cherokee Nation like (where was it, how many Cherokee were there, did they have a governmental system and civilization of any kind, or were they, as Jackson noted, simply “a few savage hunters?”) 2. What did Jackson mean, do you think, when he said the Cherokee could over time cast off their “savage habits and become an interesting, civilized, and Christian community?”  3. Thinking like a historian: Now Google “Oklahoma Supreme Court,” to find news on a very recent Supreme Court ruling on what part of the territory of Oklahoma belongs to the Natives still. Notice that some of that native territory reserved to the Cherokee and other tribes has been taken by the State and has cities, like Tulsa, in it, which makes things very interesting. Now, if our current President, (Trump) wanted to pull an Andrew Jackson-like move against this new Supreme Court ruling, (especially knowing that he has a great deal of support from voters in Oklahoma) what might he do?   MESSAGE TO THE PEOPLE OF THE UNITED STATES ON INDIAN REMOVAL President Andrew Jackson   It gives me pleasure to announce to Congress that the benevolent policy of the Government, steadily pursued for nearly thirty years, in relation to the removal of the Indians beyond the white settlements is approaching to a happy consummation.  Two important tribes have accepted the provision made for their removal at the last session of Congress, and it is believed that their example will induce the remaining tribes also to seek the same obvious advantages. The consequences of a speedy removal will be important to the United States, to individual States, and to the Indians themselves.  The advantages which it promises to the Government are the least of its recommendations.  It puts an end to all possible danger of collision between the authorities of the General and State Governments on account of the Indians.  It will place a dense and civilized population in large tracts of country now occupied by a few savage hunters.  (……) It will separate the Indians from immediate contact with settlements of whites; free them from the power of the States; enable them to pursue happiness in their own way and under their own rude institutions; will retard the progress of decay, which is lessening their numbers, and perhaps cause them gradually, under the protection of the Government and through the influence of good counsels, to cast off their savage habits and become an interesting, civilized, and Christian community. (…..) Rightly considered, the policy of the General Government toward the red man is not only liberal, but generous.  He is unwilling to submit to the laws of the States and mingle with their population.  To save him from this alternative, or perhaps utter annihilation, the General Government kindly offers him a new home, and proposes to pay the whole expense of his removal and settlement.

Paper Prompt #1   How did planters connect gender, race, and slavery in colonial America? What role did women’s labor have in production? How did African and African American women resist slavery?   Prompt #2   From the following list, choose three regions that we have focused on: The Caribbean Virginia and the Chesapeake South Carolina The North/New York   How did European and Americans approach slavery in these regions? What techniques did they utilize to establish authority? How did the enslaved population resist or adapt to law codes passed to regulate their behavior?   Prompt #3   Taking a material culture approach, analyze the commodities that enslaved individuals produced in the colonial Atlantic World. How did specific crops dictate labor routines? How did specific types of cultivation limit freedom, or provide avenues to assert independence? This essay should use the readings to better understand the rhythms of plantation life.   Papers must be written in 12-point font Times New Roman and double spaced. Please include a title and page numbers. All papers should be formatted to normal one inch margins on each side.   Please use parenthetical citations, such as (Berlin, Making Slavery, Marking Race, 20).

Read through the chapters of Major Problems (Ch 2 and 3) in this module. Pick one of the primary sources (ie one of the sections/authors). In your discussion post, answer: What is the subject of the Document? What happened? What or Who is the author describing? WHO is writing? Also, who are they writing to (who is their audience?) What is the tone of the piece Is there judgement or values given? (ie are they fearful, judgemental, neutral) Does this link with any themes or concepts from CHS 102 or “Indians to Chicanos”? Find 1 quote that stands out to you or highlights the main point.

ESSAY INSTRUCTIONS STEPS: 1.    Read Chapters 1-5 of Black Movements in America by Cedric Robinson (linked below) 2.    Read Chapters 1 and 2 of Something Torn and New by Ng?g? wa Thiong’o (linked below) 3.    Watch The Recorded Lectures  (linked below) 4.    Write a 3-5 page essay in response to the prompt below 5.    Your essay must include the following: –       2 in-text citations from Black Movements in America –       2 in-text citations from Something torn and New –       Your paper must be formatted using my template ( Abstract, Critical Review of Scholarship, Discussion, and Further Questions) *see more details about the sections of your paper below.  PROMPT:  How did Africans begin to conceptualize unity in thought and action beyond national boundaries in the face of European and American imperialism?   MORE INFO:   By the mid 19th century, Europeans and those of their former colonies controlled by Whites (e.g. the U.S., Brazil, et. al.) began to systematically dispossess Africans of natural resources (African colonialism) and reconfigure African labor from chattel slavery to debt peonage (Western Hemisphere) in a world system. Improved international communications networks, or what some scholars have called “The Practice of Diaspora,” enabled Africans to begin to see themselves as part of an oppositional African world, even as they struggled against local social, economic, political and cultural racial oppressions in their perspective sites of resistance.   LINKS: –       Black Movements In America file:///C:/Users/Owner/Downloads/Cedric%20Robinson%20-%20Black%20Movements%20in%20America-Routledge%20(1997).pdf    –       Something Torn and New https://www.sahistory.org.za/sites/default/files/file%20uploads%20/ngugi_wa_thiongo_something_torn_and_new_an_afrbook4you.org_.pdf   –       LECTURES   –       HOW TO FORMAT YOUR PAPER file:///C:/Users/Owner/OneDrive/Documents/HowToFormatYourPaper.pdf

General Directions & Reminders: Follow the directions for each section. When you are finished, submit your completed exam essays AS ONE FILE to the Canvas submission page as a word document (doc/docx file) or a PDF file. Remember, follow the Paper Guidelines found in the Master Document List and properly cite anything taken form a source: quotations, summaries, or ideas, as not citing properly may lead to claims of plagiarism. Finally, do not forget to complete the unit quiz; it is often better to complete the quiz BEFORE completing the exam. Special note: The exam essay prompts are often formatted to allow for multiple interpretations, making them somewhat broad and generalized. Despite this, these essays seek to illicit specific answers from students. As such, students should attempt to respond to the essays in a deep and specific manner. Student responses should provide detailed historical examples from the timeframe or genre of the course to support their theses. Section 1 (Analysis and Evaluation): Directions: Write out the full prompt as the TITLE of your essay. Then, using the prompt below, type out an essay that either DEFENDS or REFUTES the prompt, making sure to follow the Paper Guidelines found in the Master Document List. Be sure to pick one side (defense or refutation) in your thesis and support this thesis with detailed historical evidence. You must cite the unit’s Seminar Materials at least once. (50 pts) Professional bureaucracies were the sole reason that both Ancient Egypt and China were able to survive dynastic collapses. Section 2 (Synthesis): Directions: Out of the two questions below choose ONE, write out the full question you selected as the TITLE of your essay. Type out your essay, making sure to follow the Paper Guidelines found in the Master Document List. Be sure that the essay provides a clear thesis that answers the prompt and supports this thesis with detailed historical evidence. You must use at least one academic source. (100 pts) Why do large empires (e.g. Rome, Persia, or China) resist complete destruction or collapse? How did a large empire’s culture facilitate its perpetuation past various forms of political collapse?

This assignment you have to answer the question in at least 300 words. The Question is: Was the Roman world better off under the emperors (beginning with Augustus) or under the republic?  Explain your answer.