Category: History

Key Points to Cover:
1. Overview: Brief introduction to the significance of social media in political communication.
2. Political Engagement: Discuss how social media affects political participation, highlighting both positive and negative impacts.
3. Public Opinion: Analyze the role of social media in shaping public opinion, considering aspects like misinformation and echo chambers.
Example: Provide a brief example of a political event or movement influenced by social media.
Formatting and Submission:
The paper should be double-spaced, using Times New Roman, 12-point font.
Ensure clarity and conciseness in argumentation.
The paper should offer a critical examination of social media’s role in politics, supported by relevant examples and scholarly sources. Aim to present a balanced view that acknowledges both the opportunities and challenges posed by social media in the political sphere.

The blog posts and display panels can relate to the experiential learning activities or
they can be entirely original research. These assignments will be submitted on Nexus.
Each blog post or display panel should be 750 – 1000 words excluding the bibliography
and notes. A display panel or blog post can also have illustrations, either your own
photos or photos by others or historical illustrations with proper attribution.
Use the checklist on Nexus to see whether you’ve formatted correctly. Any assignment
received without the checklist will NOT be graded.
Include at least two scholarly sources. If there are more than two, that’s great. You
must refer to them in your writing.
You should write your blog post or display panel about anything that relates to the
history of the local Winnipeg South Asian diaspora in a global context.
The idea is to demonstrate your research and experience of South Asian history and
culture in Winnipeg and its global connections.
Your blog post or display panel must make a distinct argument concerning your
subject, and provide evidence for that perspective.
The idea of the assignment is to explain to the wider public the
meaning of the subject you choose.
YOU MUST CHOOSE ONE SPECIFIC SUBJECT. You cannot write about general
“Indian” histories of migration in Winnipeg. It must include analysis of at least two
relevant scholarly articles, if you are having difficulty identifying scholarly literature, ask
me! The idea is to set local issues and histories into a broader, analytical framework
from the scholarly literature.
You may conduct oral history interviews, but these should follow the correct protocols,
and we have very little time in this course.
Please consult me about your research.
You can consider writing about ONE of the following subjects: History of Punjabi dance in Winnipeg – dance schools, performances etc. One example:

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Please edit and rewrite this word document, comments by the prof is in the word doc, please see and edit accordingly. I have uploaded the instructions and checklist( what prof wants in the assignment), Please add few accurate refrences as mine assignment is lacking some as mentioned by the prof in the feedback.

It’s an annotated bibliography of an argumentive essay on the political and economic effects of the Renaissance such as humanism, power structure, and reformation. This annotated bibliography needs 5 Primary sources and 5 secondary sources. For Primary Sources:
Bibliographic information according to Chicago style.
The name and background of the author, if known.
The date the document was originally written, if known.
The author’s purpose in writing the document and its historical context.
Any bias displayed by the author.
The significance of the document (i.e., why should anybody in the present care?).
For Secondary Sources:
Bibliographic information according to Chicago style.
The name and scholarly background of the author (education, publications, university appointments, etc.)
The author’s main argument (note, this is not the same thing as a simple description of the subject matter– what is the author trying to say about this subject?).
The specific types of evidence used to support the author’s main argument (are they primary sources? Scholarly secondary works?)
How successful/convincing is the author’s argument?

I would like a paper on how the Great Depression changed America.
One of the sources that should be utilized is the 2021 update of U.S History by Openstax book, other than that any other source can be used. There should be a beginning paragraph with a thesis and a conclusion at the end. Thank you!

There are three questions you must answer. Each answer must be 2 paragraphs in length, each paragraph must be at least 150 words. you must also use APA in-text citations. I have provided sources below, do not use any external sources.
QUESTION 1
1. What event in the history of the First World War that we have discussed in this course so far from Module 8 to Module 13 has had the most significant impact on your own life in the present day? Please be specific about the connection between your chosen event and its impact on any or all aspects of your life (e.g. your work, your family life, your friends, your standard of living, your socio-political context, your citizenship/immigration status, your education, your relationships and acquaintances…there are many options). Your answer must be a two paragraphs in length. The best answers will be thoughtful, creative and sophisticated, and will demonstrate a clear understanding of historical significance (i.e. not just “the facts,” but how those facts fit together, what other historians may have said about those facts, and why those facts are significant).
for question 1 i want you to discuss  how the U.S. is to blame for the first world war and how people in charge of power choose to pursue personal gain over the betterment of all. I want you to discuss how this has had a really profound impact on you in the sense that you realized after this incident that the world is not really black and white. Prior to this you were quite naive but it has had an imapct on you in the sense that you understand people will do anything for self advancement and to satiate their own agenda. (Use module 9 j Powell article)
source to use for question 1: 
https://www.cato.org/policy-report/may/june-2014/woodrow-wilsons-great-mistake
QUESTION 2.
What person in the history of the First World War that we have discussed in this course so far from Module 8 to Module 13 has had the most significant impact on your own life in the present day? Please be specific about the connection between your chosen individual and their impact on any or all aspects of your life (e.g. your work, your family life, your friends, your standard of living, your socio-political context, your citizenship/immigration status, your education, your relationships and acquaintances…there are many options). Your answer must be two paragraphs in length. The best answers will be thoughtful, creative and sophisticated, and will demonstrate a clear understanding of historical significance (i.e. not just “the facts,” but how those facts fit together, what other historians may have said about those facts, and why those facts are significant).
For question 2 talk about how Russel opposed the actions of a powerful nation and those supporting it, he stood for what he believed to be right, even if that meant having a contrarian mindset and opposing the status quo. Also be sure to discuss how you urself are someone who exhibits very similar characteristics and stand up for what you believe in. you must use the screenshot i have provided  for this down below in addition to this you can 
use external sources for this
QUESTION 3
With what historical argument about the the First World War made in this course from Module 8 to Module 13 do you most disagree? Why do you disagree with it? You can take issue with an argument from the textbook, from one of the historical articles or from the instructor’s slideshows – whether from a secondary source discussed in the slideshow or from the instructor (if you have no real disagreements then you should “play devil’s advocate” with an argument from the course in order to fulfill the requirements). Your answer must be a two paragraphs in length. 
For question 3 talk about how you disagree with Justin Trudeau, where he says “ the battle of vimy ridge was a turning point in the first world war and for Canada, when Canadians acted as one… so that we can enjoy the peace and freedoms we have today.’ discuss how canada should not have even taken part in the battle and tried to preserve all those lived that have been lost. We should not celebrate this in fact in retrospect we should look back and regret it for the huge loss Canada encountered as a nation and how it could have been circumvented. You must use the screenshots i have provided  for this down below in addition to this you can use external sources for this

Scenario
A visit to a history exhibit is like stepping back in time, with one foot in the past and one foot in the present. A museum exhibit on a historical event showcases artifacts from earlier times that help us understand how society got to where we are today. Of course, these exhibits did not arrive at the museum on their own, ready for display! It is up to the historian or curator who creates the exhibit to choose artifacts that tell a story about how people experienced events at a particular time and place. Through the selection of artifacts and the writing of their descriptions, the historian makes these connections.
This project is an opportunity to create an exhibit of your own about a historical topic that interests you. You will develop a proposal to show to a historical society or cultural association for an exhibit that presents a contemporary perspective on a historical event based on your research. The proposal will explain how this topic will tie into current events and be meaningful for a contemporary audience.
Directions
Earlier in this course, you selected a historical event and a historical society or cultural association in your peer workshop discussion. You also created a collection of resources related to your historical topic. For this project, you will create a proposal for an exhibit aimed at the historical society or cultural association you chose. 
Part 1: Purpose of Exhibit: Context and Background
In this section, provide the context for the exhibit by briefly describing the historical event and explaining why an exhibit about the historical event would be important today.
Describe the event as well as its historical importance. Consider the following:
What happened during this historical event?
Why is this event historically important?
Describe the impact of the event during its time period.
Explain the relationship between the organization your proposal is written for and your historical topic. Consider the following:
Why should the historical society or cultural association be interested in hosting the exhibit?
Describe a current issue that provides a contemporary context for this exhibit. Consider the following:
What is the connection between this historical event and an event or events happening today?
Analyze how the secondary sources you collected provide evidence for the topic of the exhibit. Consider the following:
What is relevant about the sources in relation to how you plan to present the exhibit
Part 2: Plan for Exhibit: Artifact Selection
In this section, describe the historical artifacts you have selected to be part of the exhibit. 
Identify five historical artifacts that you will present in the exhibit. You should address each of the following:
What are the documents, objects, images, or other items you will display as artifacts at the event?
Describe each artifact based on the information you researched in secondary sources. You should address each of the following:
Give a brief summary of the subject matter of the artifact.
Who was its author or creator?
Who was its audience or user?
Explain the historical context for each artifact. You should address all of the following:
When and where was the artifact created? 
Why was it created at this time and place? 
What was happening in this time and place that relates to the artifact? 
What specific information does the artifact provide about the event? 
Explain the relationship of the historical artifacts to each other as part of the exhibit. You should address all of the following:
What similarities do the historical artifacts have with each other?
What differences do the historical artifacts have from each other?
What reasons explain these similarities and differences?
Part 3: Telling Their Story: Artifact Analysis
In this section, you will tell the story of the historical event using your selected artifacts. You will provide an analysis of the historical and contemporary relevance of the artifacts you chose using research from the secondary sources in your Collection of Sources. You will also be describing the perspective or point of view represented by the artifacts, based on the Profile of a historical figure that you completed in Module Three. 
Explain the historical narrative for the artifacts you selected. You should address the following:
What would visitors to this exhibit learn about the historical event?
What characteristics of the artifacts influenced you to include them in the exhibit?
Describe how the artifacts relate to the perspectives or points of view of an individual or group directly involved in the historical event.
Describe how the artifacts relate to the perspectives or points of view of an individual or group who experienced the event but were not previously included in historical accounts of it.
Describe the impact of bias in presenting this perspective about the artifacts.
How does bias in the secondary sources influence your interpretation of the artifacts?
How does your bias influence your historical narrative about the event?
Part 4: Visitor Experience at the Exhibit: Contemporary Relevance for a Diverse Audience
In this section, you will connect your exhibit to an event or situation that is happening today.
Describe a historical narrative that connects the subject of the exhibit with contemporary life. Consider the following:
Which artifacts do you feel have the most relevance from a contemporary point of view?
How do the characteristics of the artifacts connect the subject of the exhibit with contemporary life?
Describe the relationship between this historical event and a current event.
What current events are occurring that relate to this historical event?
How are the events related to each other?
Why would a contemporary audience be interested in exploring this relationship? 
What to Submit
To complete this project, you must submit the following:
Write your Project, a Historical Organization Exhibit Proposal, with the historical society or cultural association as your audience. Your proposal should be a Microsoft Word document of 4 to 5 pages with double spacing, 12-point Times New Roman font, and one-inch margins. Use at least five sources from the Shapiro Library that represent diverse perspectives to support your paper. Sources should be cited according to APA style.

Course Outcomes
In this project, you will demonstrate your mastery of the following course outcomes:
Develop questions about foundational historical events that inform personal assumptions, beliefs, and values using evidence from primary and secondary sources
Determine fundamental approaches to studying history in addressing questions about how events are shaped by their larger historical context
Investigate major developments in the progression of historical inquiry for informing critical questions related to historical narrative
Articulate the value of examining historical events for their impact on contemporary issues
Overview
Study the past if you would define the future.
—Confucius
Many people argue that we are products of our past. However, as the Chinese philosopher Confucius suggested, because the contemporary events taking place around us have histories, we can examine them to understand how and why the events came to be. By developing the skills needed to investigate those histories, we can uncover the historical roots of current events and learn from them. Researching, examining narratives, uncovering personal biases, and finding credible resources are some of those skills. We might not want to be historians in the future, but we should all understand how to look at things from a historical standpoint to better understand contemporary issues.
For this project, you will choose a historical event to explore from the Library Research Guide. These events fit into the topic areas of:
Inequality and human rights
Political revolutions
Climate change
Globalization
Directions
Read these directions and the rubric criteria and reach out to your instructor if you have any questions before you begin working on this project. Many of the steps below will require you to reference and utilize the work you have done in previous modules of this course. You may use the provided template to complete this project or choose not to use the template and submit a Word document instead.
Part 1: Creating a Research Question: The quality of research often depends on the quality of the question driving it. It is important to understand how personal opinions, perspectives, and historical sources all play a part in developing and examining a research question. Complete the following steps to discuss how you developed a strong research question about your chosen historical event.
Describe how your assumptions, beliefs, and values influenced your choice of topic.
How might your own perspectives and opinions impact the topic you chose and how you may approach studying it?
Discuss the significance of your historical research question in relation to your current event.
State your historical research question and explain the connection between your current event and your question.
Explain how you used sources to finalize your research question.
Identify the specific primary and secondary sources you used.
Discuss how evidence in these primary and secondary sources strengthened or challenged the focus of your question.
Part 2: Building Context to Address Questions: In this part of the project, you will examine the historical context related to your historical event. The context will be like snapshots that capture what was happening in history that affected the development of your current event.
Describe the context of your historical event that influenced your current event.
How does the context of your historical event help tell the story of what was happening at the time? How might this historical event connect or lead to your current event?
Describe a historical figure or group’s participation in your historical event.
This person or people must have directly participated in the event you identified as it was happening, not after it.
Use specific details from your primary and secondary sources to demonstrate how the person or people participated in the event.
Explain the historical figure or group’s motivation to participate in your historical event.
Consider why the person or people were motivated to get involved in the event.
Part 3: Examining How Bias Impacts Narrative: Narrative is how people tell stories based on their own assumptions, beliefs, and values. From a historical perspective, narratives influence who we focus on, what we focus on, and how we discuss events and issues in the past and present. Complete the following steps to explore how the stories about your current event and the historical events leading to it have been told.
Describe a narrative you identified while researching the history of your historical event.
There can be multiple narratives depending on your sources. Pick one or two that you feel have been the most influential.
Articulate how biased perspectives presented in primary and secondary sources influence what is known or unknown about history.
How do potentially biased sources influence knowledge of your historical event and current event?
Support your stance with examples from your primary and secondary sources.
Identify the perspectives that you think are missing from your historical event’s narrative.
Whose stories were not recorded? Whose voices were ignored or silenced?
Part 4: Connecting the Past With the Present: Consider how the work you have done to develop your research question and investigate it can be used to explain connections between the past and present. Complete the following steps to discuss the value of developing historical inquiry skills.
Explain how researching its historical roots helped improve your understanding of your current event.
How did examining your current event from a historical perspective help you better comprehend its origins?
Articulate how questioning your assumptions, beliefs, and values may benefit you as an individual.
Why is it valuable to be aware of your assumptions, beliefs, and values when encountering information in your personal, academic, and professional life?
Discuss how being a more historically informed citizen may help you understand contemporary issues.
Consider how having knowledge of history could influence how you approach current challenges or questions in the world.
What to Submit
To complete this project, submit the completed template or submit a Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.
Supporting Materials
The following resource(s) may help support your work on the project:
Library Guide: HIS 100: Perspectives in History
Use this library guide to support your research.
Document: HIS 100 Project Template Word Document (Optional)
FFFor my historical event i chose Inequality and human rights: Tulsa Massacre.
i Have attached the template for the project: History 100 Project Template
i ha have also atached all of my activity templates from the previous modules.

MODULE 6: THE REVOLUTION WITHIN—CONSTITUTIONAL DESIGN AND IMPLEMENTATION
Due date: 6/20/24, 09:00 PM
Required Reading: Chapter 6 “The Revolution Within” and Chapter 7 “Founding a Nation, 1783-1791” Supplemental Material: “The Bill of Rights” https://youtu.be/tBbELqqSyek?si=24RncLu0nJur-m6l Suggested Assignment: BILL OF RIGHTS SUMMARY—After Viewing the video students are assigned the supplementary reading assignment, “The Bill of Rights.” The student will prepare in class, a minimum one-page summary/reflection statement which contains two components: the relating of information from the document, and the student’s ability to connect the information to his/her contemporary life.

As a thinking historian, it’s your turn to decide what Turner concluded and if it has merit.
In the Hollitz chapter 8, answer question #4: How do the experiences of specific groups of people, as reflected in the primary sources, support or modify Turner’s view of western settlement? Does Turner’s thesis reflect a mythic view of the West or real experience?
This is a comparison – Turner’s thesis compared to primary sources. Make sure to support your position with plenty of details.
This essay will be over the book, Thinking Through the Past, Volume I, 5th Edition – 180 Day Option
ISBN: 9781305178373
By: John Hollitz

Requirements:
Write a fully original and titled 5 plus page essay (meaning do not kill your discussion exactly at the bottom of page 5— fully introduce, fully discuss your ideas and evidence, and fully develop your conclusions), in which you: compare and contrast at least three features of how our source materials dealing with Jamaica and Egypt have shown us how the consumption and production of popular music is useful historical evidence.  Do not simply retell similar and different details related to Umm K. and Ivan M. as characters/figures/lives, rather, use ideas and examples from these case studies as evidence of the production and consumption of popular music, evidence that will allow you to make/support/clarify larger claims about society, culture and historical experiences within both Jamaica and Egypt.
Your carefully designed discussion must include some coverage of gender expectations/identities and power relations, and at least two additional relevant themes/topics of your choice.
You should only use the required sources that we have worked with in our course for your essay, plus the specific required usage of supporting primary source articles from one database— New York Times Historical File.
Be certain to make use of at least 4 relevant New York Times articles from this database in developing your work.  All of these articles should be accessed and assessed through keyword searches in which you hunt for matches/corroboration among the ideas and supporting examples developed in your essay and the issues and events described in the articles of the NYT.
No other additional materials beyond our assigned course materials may be used. 
Suggestions:
There are many rich themes/topics of historical evidence to consider in this organizational and problem-solving task.  Prepare your essay by gathering your examples and ideas to be able to outline, draft and write.  You could think of this as gathering and coding your data.
*You might consider ways in which shifting power relationships, expectations and identities (ex. class, social geography (ex. rural/urban) functioned in these contexts.
*And/or you might consider how the sacred spaces (Koranic School/Evangelical Church) and secular (Cabaret/Dance Hall/Radio) spaces operate these contexts.
*And/or you may want to consider the transnational (ex. how music travels beyond national borders).
*And/or you might consider debates about top-down versus bottom-up (review Corbett’s discussion of Adorno/Frankfurt School versus the Birmingham School) and assess how these contexts confirm or challenge these theories of how popular music works to reinforce the class system within capitalism or to give important voice to forms of resistance.  Concerning this last theme, note that if you choose “both” it only shifts the problem around and then you still should be able to explain how and to what extent is it “both”.  
These are conceptual suggestions and approaches, not requirements.  While I do expect some coverage of gender expectations/identities and power relations, for the at least two additional relevant themes/topics of your choice, I am fully open to the other themes/topics you propose to be interesting and/or important enough for your comparisons and contrasts within this essay.  Again, stay away from retelling the contexts and/or reducing the analysis to individuals.  Work towards using popular music as evidence that will allow you to make/support/clarify larger claims about society, culture and historical experiences within both Jamaica and Egypt.  
Also, as you prepare your essay, I strongly suggest allowing for multiple sessions of browsing and experimenting with varied keywork searches of our excellent free JJ library database- New York Times Historical File.
Lastly, no need to retell general points from these contexts to me (your audience), or to explain definitions from dictionaries.  Rather, organize your own thoughts and carefully selected and cited body of evidence to develop your best possible ideas and examples based solely on your work with our assigned materials and specific single database.  
Further Details:
Basic advice for how I will grade these essays (12 possible points):
I will grade based on the use of relevant ideas and examples/evidence/support to build a clear, well-informed discussion and fully developed conclusion(s).   
To pass, each paper should use at least two references from each film, and at least a reference from every reading, including required NYT supporting sources.  Your work should demonstrate that you understand our materials and that you can work with them in order to build your own original analysis.  I highly suggest that you use aspects of the Corbett article that you find helpful for framing your ideas and evidence. 
Better than average and excellent work should make strong thematic connections (here understood as comparisons and/or contrasts), strong balanced coverage, and to do so with clarity.  A better than average or excellent paper will not magically drop dead at the end of 5 pages.  Rather, B and A level writings will fully develop their discussion and conclusions.  There are no page limits to worry about.  Give me everything you can— with clarity. 
Videos: 
– https://www.youtube.com/watch?v=uLfONsv8BEI
– https://www.youtube.com/watch?v=wv1Iy26qlLk
– https://www.youtube.com/watch?v=jKJOL8JlpH4