Category: History

How did the Great Depression and the New Deal affect Texans from
1929-1941?
1000 words and then cite them. Only the ones provided. 

1.  Using the oral history of Grant Hirabayashi, a Japanese American veteran of WW2 whose parents were forced into an internment camp in the U.S. during the war (a document in Reading the American Past – see syllabus), explain one 1st specific example in the document of how Japanese Americans like Grant Hirabayashi and his family may have benefited, or not, from rights as an American before WW2, and explain another 2nd different example in the document of how rights were denied to Japanese Americans during WW2. — Based on these examples from the document, make an argument about the extent to which WW2 was a turning point, or not, with regard to the U.S. government upholding universal principles of human rights. Use page numbersfor your two examples from the assigned document.
2.  Use 2 terms from The American Promise textbook (that are also on the syllabus for Week 4) to explain 2 specific changes, or lack of changes, as an impact of WW2: — a 1st term with regard to foreign policy and U.S. impact overseas, and a 2nd term with regard to domestic policy in the U.S. and the impact for a specific group’s experience on the homefront in terms of race, class, gender, or sexual orientation. Use examples and topics different than those in Question #1 and #3. Provide page numbers for the 2 terms in the textbook.
3.  Describe a specific example from the film for this week, “Homefront” (from The Century: America’s Time series) to explain a specific conflict Americans faced on the home front during WW2, either a conflict over a national issue or an international issue. Your example and topic must be different than that used in Question #1 and #2.  State how many minutes into the film the example occurs (and use the minutes digital clock counter at the bottom of the film page where you can move back and forth in the film.) — Also provide 1 example of the impact of the Holocaust (Nazi war crimes) on people of Jewish background from one of these films for this week:  1 ) any section of the film “World War II, Part 1: Into the Storm,” or the last 5 minutes of the film “World War II, Part 2: A Time of Reckoning,” and state how many minutes into the film the example occurs.  
4.  Since we are studying several topics that involve serious issues of morality in American history this week, it seems like an appropriate time to also discuss an important matter of academic integrity. To prepare for the upcoming essay, please read the module this week called “How to Avoid Plagiarism (Copying) in Papers / and How to Write Well.” — In addition, using the link in that module, read the website “Quoting and Paraphrasing and How to Avoid Plagiarism (Copying).” — Answer the following three questions (A and B and C), below:
— (A)  According to the module this week in Canvas, “How to Avoid Plagiarism,” what are 2 possible results of loss, legally or financially, which could happen, if a person commits plagiarism (copying someone else’s work and presenting it as their own) in the workplace (in their job or career)?  (And obviously these potential results are in addition to the loss of their own personal integrity, or values of morality).
— (B)  After going to the module on plagiarism for this week, click on the link, “Quoting and Paraphrasing and How to Avoid Plagiarism (Copying).” Then look on that website, and scroll down to the 2nd main heading called “How to Avoid Plagiarism,” and list the 2 main categories of what must be documented (cited) when writing a paper. Hints:  “specific” what?  and  “information” and what? List the 2 complete phrases for what must be documented (and when they say “documented,” they mean cited, or using a citation). (There is a typo on that website, but you will still be able to use the information there to answer the question above for your 2 examples.)
— (C)  Scroll further down on the website, “Quoting and Paraphrasing and How to Avoid Plagiarism (Copying),” to get to the section called “Successful vs. unsuccessful paraphrases.”  (To paraphrase means to put into your own words.) Then read the material there to understand the difference between “Word-for-Word Plagiarism,” and “A Patchwork Paraphrase,” and “A Legitimate Paraphrase.” — Briefly answer this question: — Why is it wrong and a violation of academic integrity, to do “Word-for-Word Plagiarism”? and “A Patchwork Paraphrase”?  In your answer, also explain why both of these are considered to be plagiarism (copying). In other words, provide a reason for why each of these is considered to be plagiarism, or copying.
THE FIRST FILE IS FOR NUMBER ONE AND SECOND IS FOR NUMBER 2.
This one is for number 3

Lecture/briefing: So, as you would have read in the assigned parts of the chapter, democracy takes different forms- direct and indirect which in essecnces comes down to the exercise of our vote in a manner that has a direct impact on the outcome.  For example, citizens maybe asked to vote via a referendum that is of importance to the electorate.  The result of the vote will be utlimate decision.  Whereas, in governments that practice indirect democrary we elcet leaders who make decisions on our behalf.  This in short is referred to being a Republic. Not a “republican” -as in a member of the republican party, but simply as a representative form of government where we imbue leaders with the authority to make decisions for us. 
Another concept covered in the chapter is the concept of “majority rule” and “minority rights.”  The idea is simple, majority ruke is exactly what it implies, that on any particular issue whatrever the majority (or in some cases plurality) of people says, goes!  For example if the majority of our class decided that Prof. Andrews should not assign readings for the entire of the semester, then the opinion/decision of the majority shall stand.  Just so that you are all aware, this forum is not a democrarcy, consider me a beneficient dictator… LOL!!!  However, the concept of minority rights is also a bedrock of our democrarcy.  In essence despite the ruling of the majority, there are certain gurantees that afforded those who hold a minority opinion.  For example, if the president and congress decided to reinstituted the deplorable and immoral  practice of slavery, the US Constitution and the Supreme Court may have a different view ruling it unconstitutional.  The rights of minority voices shall not be infringed no matter the overwhleming voices who may wish to silence them!
The chapter mentions a couple theories regarding how political power is exercised within our society.  The first is the Ruling elite theory which states that those in our society that are well educated and wealthy exercised a disproportionate amount of power over the rest of society and therefore can wield power in such a manner that largely benefits them.  The theory of Pluralism however, is a competing concept which states that different groups and coalition compete for power and none has aboslute power over any group and whatever power they may have amassed is temporary. 
John Locke:  In the chapter Locke is presented as a man who’s ideas have a compelling impact on our ideology of government.  He opines that there exists a contract between the people and the government and that their power derives from the people themslves to work on our behalf.  By the same token, he also says we the citizens also carry a great responsibility.  That responsibility is that we must be informed and engaged. 
Assignment:  Let’s Debate the issues.  
1. I would like you to post a response to this thread in the discussion section and offer your opinion.  First, if the the majority of people may have voted in a particular way, why should we concern ourselves with the losing side of the argument?  After all should not the power of your arguments win the day? If the majority of citizens believe an action or legislation benefits the majority of citizens then it stands to reason that it is what’s best for society.  Argue the merits and demrits of your position.  
2. In your observation and /or belief, do you think that those of us in society who have money and well educated always benefit?  Do you think think  the system is “rigged” in favor of the powerful?  Or do you think that the there exist some balance to the equation that might benefit you from time to time.   
3.  Is John Locke right, and do you believe that we as a citizenry are informed and engaged?  If the government has broken that spocial contract what them does Locke say we must do.  Do yoiu believe you are sufficiently informed and engaged? 

( THE BOOK IS 
Paul Johnson, Famous Jumper Sam Patch) THIS IS THE BOOK I AM REVIEWING !!!
A key aspect to research and our class discussion is evaluating secondary sources. An efficient
way of learning to do this are book reviews. They help us to learn how to assess an author’s
argument and the degree to which they are successful or not in their endeavor. Do they back their
claim up with evidence in a compelling and convincing fashion?
Your assignment is to write TWO brief (2-3 pp) book reviews on two books (not journal
articles) of your choice from the assigned class readings for the course. In them you will briefly
summarize the contents and arguments of the reading. You will then evaluate the work paying
particular attention to their use of sources and how the larger field of American Christianity and
the American Nation. These reviews are due on the day of the class discussion over the book you
have chosen to write on.
To accomplish your book review, you must utilize at least one book review written about the
book and published in a scholarly journal. These reviews will help you to understand the
historiographical issues at stake in the book. You are, of course, free to agree or disagree with the
evaluation of the book in the review. This can be a good jumping off point for your own
evaluation, but remember, your response needs to be cogent and based on substantive evaluation
of the book you have chosen.
You can find these reviews through the ATLA Religion Database, America: History and Life, or
typing the title of your book into the SMU library search engine (https://guides.smu.edu/az.php
and https://www.smu.edu/libraries). If you need assistance locating reviews, contact Profs. Carte
or Reynolds or the librarians at Fondren for help.
• Use footnotes (not in text citations) to cite all evidence.
• Use The Chicago Manual of Style (2017) for citation formats (it can be found here via the
SMU library website:
https://smu.primo.exlibrisgroup.com/permalink/01SMU_INST/6ctoa/alma995217157300
3716)

You must provide a title page and a separate Bibliography page (list of sources).
You must use at least 7 “scholarly” sources for your essay. Do NOT use any type of “encyclopedias” as a source! You also must not use websites OTHER than those that end in .edu. You should use academic sources such as journal articles, monographs (books), journals, diaries, journal articles, newspapers, etc. You must use the Chicago (commonly called Turabian) style and format. Make sure that you use “Endnotes” and “Bibliography” style. Do NOT use “footnotes.” If you are not familiar with Turabian, the following site may be very helpful: https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.htmlLinks to an external site.
Essays must be submitted via the “assignment link” by midnight on the date indicated. The link is located in Module 8. Papers must be typed using 12 point standard font (Times New Roman), double-spaced with one-inch margins, and in MS-Word format. Failure to comply will result in point deductions. Do NOT insert any type of chart, photo, image, or list into your narrative. Do not use “headings” in the main body of your essay. You also should not include an “abstract.” No e-mail attachments will be accepted. Students must include their name on the document.

PROMPT: What is‘police power’ and how was it deployedin cities during the formative
years of urban development (late 18 th century to the mid 20th century)? What
was the purpose of police power, what forms did it take, who benefitted, and in
what ways did it change over time? (Please give examples.)
Your response should be a carefully argued,
well-written essay, roughly between 6 -8 pages (roughly between 1500 – 2000 words) in
length. It must be double-spaced, proof-read.
Because these papers are short, you are not expected to be comprehensive. You just
need a few choice examples to back up your argument. But it is more important to
answer the question and make an argument than simply demonstrate that you’ve read a
lot or paid attention to the lectures. If you use direct quotes or statistics, for example,
please cite your source. Virtually any style of citation is permitted: MLA, Social Science
citation, Chicago Manual of Style, or simply place the text and page number or lecture in
parentheses. Please, no outside sources whatsoever. NO AI WHATSOEVER, I WILL AI CHECK THE PAPER AFTERWARDS.
PLEASE REFER TO ATTACHED READINGS AND SOURCES FOR THIS ESSAY. I WILL ALSO ATTACH POWERPOINTS FROM CLASS LECTURES TO REFER TO IN THE ESSAY; THESE DOCUMENTS WILL BE HAVE “PPT” IN THE TITLE, SO YOU KNOW IT IS A CLASS LECTURE POWERPOINT.
Requirements: 6-8 PAGES, DOUBLE-SPACED 12PT FONT

For the final exam you will choose one of the following questions and write a complete (around 5 paragraph) essay that answers the entire question. Your paper should have a thesis statement (argument) that answers the question and draw upon the course reading and discussion to defend this argument. Your answers should be concrete and not general, should provide sufficient explanation and narrative to be understandable, and should not assume knowledge on the part of the reader. You are allowed to use the assigned texts in class.
The Mexican Revolution is often seen as one of the most important events in Mexican history, that fundamentally changed the country’s society, politics, and economics. However, there are other scholars who argue that the Revolution’s effects were much less than many believe. How did the Mexican Revolution affect Mexican society, politics, and economics? Do you think it is accurate to say that it fundamentally changed society? (Note: you will need to describe the Mexican Revolution in some detail.)

My paper is on how the economic disparities between sloaveholders and non-slaveholders contributed to the overall dependency on slave labor. my project research report focused on the buying, selling, and hiring of slaves tonon-slaveholders. i used the book on Friday Jones: Days of Bondage: Autobiography of Friday JOnes is a brief narrative of his trials and tribulations in slavery. The paper has to deal with North Carolina History.   Write a critical, analytical research paper making an original argument about some aspect of North Carolina History.  Your paper must base its argument on your analysis of primary documents in one or more of the databases we’ve discussed this semester (other databases may be acceptable, but you must check with me for approval) and must engage at least two scholarly secondary sources (i.e., scholarly, peer-reviewed/scholarly articlesLinks to an external site. or books from the libraryLinks to an external site. or interlibrary loanLinks to an external site.), exploring how your reading of sources answers, refutes, or pushes past those sources.  The paper must look at lots of primary sources, and should probably be at least ten pages long.  Cite all sources with Chicago-style footnotes.Links to an external site. 

Each essay response should include a thesis (with different subtopics) supported by a plethora of evidence from multiple slides(uploaded). Make sure to only include arguments, ideas, and terms covered in course lectures and readings. You should NOT include any information drawn from outside sources found either online or in print. Essay responses that draw from other sources will receive a zero for that part of the exam.
Section One (500 words each):
“The Bourbon monarchs and their reformers enhanced the wealth, power, and prestige of the Spanish empire during the 18th century.” Do you agree or disagree with this statement? Why or why not? In your response, be sure to address both the positive and negative outcomes of their policies.
How did the territorial, economic, and military expansion of European rivals impact the Spanish empire during the Bourbon period?
Section Two (750 words each):
How did indigenous resistance, negotiation, and collaboration shape the boundaries of colonial authority over the course of the Spanish imperial period (1492-1898)?
In your opinion, which of the following three (race, gender, or class) was most important for the development of Spanish colonial societies? Keep in mind that there are numerous ways to approach this question. While you may choose to focus on one or more themes, be sure to discuss the agency and contributions of both colonial officials and subjects (castas, women, etc.).

Purpose
Learners will write a research paper analyzing a historical topic covered in the course, demonstrating the ability to locate sources, and clearly communicate an argument that analyzes complex historical questions.
Objectives
Demonstrate knowledge and understanding of a historically relevant topic/question
Demonstrate research skills by providing relevant information to support their interpretation and argument of historical question
Details
Students will begin by selecting a topic of their choice covered during the course
Students will then develop an historically relevant question that analyzes various aspects of Western Civilizations
Students will need to develop questions that address questions of how or why rather than factually based questions, students want to an analytical essay and not a report
Students must then locate at least 10 sources (5 primary and 5 secondary) that will assist them in answering their question(s)
Primary source material includes sources from the period being studied and can include, but are not limited to: letters, histories, journals, paintings, architecture, sculpture, etc.
Acceptable secondary source material would include, but not limited to scholarly journal articles, appropriate scholarly databases and websites (official museums and libraries), historical documentaries that demonstrate rigorous scholarly research, etc.
Students should consult the assigned reader, online librarian, or instructor for assistance in obtaining sources
Students will then write a formal 2500-3000-word analytical essay that presents a clear argument or thesis that may be supported by secondary and primary sources
Essays should be submitted as a PDF or DOCX
Format should include Times New Roman 12-in font, standard margins, and double spaced
Proper citations should be used for all references made to sources along with a Works Cited page using the Chicago style
Throughout the course students will submit a topic proposal following the instructions presented in Module 3
Students will also submit an annotated bibliography as instructed in Module 7
Rubric
Category  Outstanding Very Good Average Poor
Thesis
20 Points
The purpose of the project is clear. The audience has a clear idea of the point of the project. The purpose of the project is relatively clear. The audience may have a relative idea of the purpose of the project, but may have to infer somewhat. The purpose of the project is relatively clear, though the audience may have to infer or use contextual clues. There is some vagueness in the presentation or cohesion of the project. The purpose of the project is obscure. The audience has little understanding of what is the point of the presentation.
Subject Knowledge and Perspective
40 Points
The quality of the project exhibits expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is realistic and research-based.
The quality of the project exhibits near expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is mostly realistic and research-based. The quality of the project exhibits some expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is somewhat realistic and research-based. The quality of the project exhibits little expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is not realistic nor research-based.
Sources
20 Points
The sources used were appropriate and added substantial research and information to the project. At least five primary sources and five secondary sources were used.
The sources used were mostly appropriate and added strong research and information to the project. At least four primary sources and four secondary sources were used. The sources used were somewhat appropriate, but only added mediocre research and information to the project. Fewer than four primary sources and four secondary sources were used. The sources used were not always appropriate and added little research and information to the project. Fewer than four primary sources and four secondary sources were used.
Overall Production, including Writing
20 Points
The project exhibits outstanding evidence of clear and creative originality.
All written aspects of the project are of high professional quality, including grammar, punctuation, spelling, and paragraph construction.
The project exhibits very strong evidence of clear and creative originality.
All written aspects of the project are of very high professional quality, including grammar, punctuation, spelling, and paragraph construction.
The project exhibits average evidence of clear and creative originality.
The written aspects of the project  were inconsistent and did not always meet the level of high professional quality. These aspects included grammar, punctuation, spelling, and paragraph construction.
The project exhibits little evidence of clear and creative originality.
The written aspects of the project  were below average and did not meet the level of high professional quality. These aspects included grammar, punctuation, spelling, and paragraph construction.