Historical Context Chart

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HIS 100 Theme 3: Historical Context Chart

Prompt: Use the three Secondary Sources located under “Article Citation” and explain in the chart below how you think the historical context of the time when these articles were written may have impacted the authors’ interpretations of the events. You are encouraged to check out www.ushistory.org/us/60.asp to help you formulate your thoughts on the historical context of your articles.

· As you read through each article, consider the three main questions for analyzing secondary sources

1. What argument is your source’s author making? (This is the thesis statement.)

2. Why is your source’s author making this argument? What is at stake for him or her?

3. Where are there weak points in your source’s arguments? Do you see any potential bias or flaws in your source’s argument

Historical Context

Article Citation Historical Context of Publication Date Impact of Historical Context on Author’s Thesis
Frisch, D. H. (1970). Scientists and

the decision to bomb

Japan.

Bulletin of the Atomic Scientists, 26

(6), 107

–

115. Retrieved from

http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=shapi

ro&d

b=ahl&AN=21569493&site=ehost

–

live&scope=site

Reynolds, M. L.,

& Lynch, F. X. (1955). Atomic

bomb

injur

ies among survivors in Hiroshi

ma.

Public Health Reports, 70

(3), 261

–

270. Retrieved from

http://ezproxy.snhu.edu/login?url=http

://www.jstor.org/stable/4589041

 

    
Voynick, Steve (2009) “From Radium to the A-Bomb.” History Magazine. 10(4), 25-29. Retrieved from http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=khh&AN=37791674&site=edslive&scope=site

 

    
     
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HIS 100 Theme 2: Secondary Source Analysis Worksheet

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HIS 100 Theme 2: Secondary Source Analysis Worksheet

Fill in each of the fields below using information from the below source.

Harper, J. (2007). Secrets revealed, revelations concealed: A secret city confronts its environmental legacy. The George Washington University Institute for Ethnographic Research, 80(1), 39–64. Retrieved from http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/4150943

Be sure to include specific examples (page numbers, etc.).

Full APA citation:  
Identify author and describe potential biases.  
Identify thesis and arguments.  
What primary sources did the source rely on?  
Is the source reliable and convincing? Why or why not?  
How does the source relate to your project topic? How does it add to what you already know about the topic?  

The below is a sample of how the worksheet should be filled out

Full APA citation: Morton, L. (1957). The decision to use the atomic bomb. Foreign Affairs, 35 (2), 334–353.
Identify author and describe potential biases. Louis Morton was a military historian at Dartmouth College. For a decade he served as a member of the U.S. Army’s Office of the Chief of Military History. In those positions he wrote numerous books on the Pacific theater of WWII. His position in the Army’s historical unit could bias him in favor of the military, but that does not seem to be the case in this article.
Identify thesis and arguments. Many policymakers issued statements soon after the detonation of the atomic bombs over Hiroshima and Nagasaki. A decade later, Louis Morton revisited these statements in light of recently released documents.

Morton found that there were many justifications for detonating the atomic bombs over Hiroshima and Nagasaki. An invasion of the Japanese home islands would have inflicted heavy casualties on both sides. The Americans wanted to end the war before the Soviet Union entered the Pacific theater. The military government of Japan seemed resistant to any thought of surrender. The Manhattan Project had cost billions of dollars, and many policymakers did not want to see that money wasted.

The Japanese decision to surrender was based on many factors, only one of which was the use of the atomic bombs. American air and naval power had already reduced much of Japan to ruin. The Soviet Union’s entry into the war ended Japan’s hope for mediation. The Japanese emperor ordered his government to surrender, over the protests of some advisers. Morton argued that some combination of all of these led to the Japanese surrender.
What primary sources did the source rely on? Congressional hearings; books, memoirs, and articles published by participants; military documents such as bombing surveys; memoranda and letters written by members of the military and the Truman administration; recent history books and articles on the bomb and the end of the war.
Is the source reliable and convincing? Why or why not? The source is reliable. The author does not seem to favor any reason over another and is careful to say that it was probably some combination. He seems healthily suspicious of any justifications provided by decision makers.
How does the source relate to your project topic? How does it add to what you already know about the topic? The decision to use the atomic bomb is central to any study of the end of WWII. The decision to use the bomb was the result of many factors, and the Japanese decision to surrender was the result of many factors.
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Has The US Army Maintained Its Status As A Profession? Argue Why Or Why Not.

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Has the US Army maintained its status as a profession? Argue why or why not. 

1. TOPIC

Has the US Army maintained its status as a profession? Argue why or why not. Give at least one example to support your argument.

2. REQUIREMENT

a. You must write an argumentative essay for the topic specified above. The assessment requires you to apply critical thinking skills and effective writing skills. As your first writing assignment, the essay is a short assessment.

b. Double-space your paper with one-inch margins all around (top, bottom, left, and right) in Arial font, size 12-pitch. The paper should be one-to-two typed pages (approximately 600 words); do not exceed two pages. Indent new paragraphs five spaces.

c. Your paper should include the use of proper grammar, punctuation, and be generally free of errors. Use active voice and third person for academic writing; use complete sentences (subject, verb, complement) that communicate full thoughts. Finally, organize the sentences to construct a coherent argument leading to your paper’s conclusion.

d. Always cite the sources used to write your paper. If something is not your original thought, you must cite your source using either footnotes or endnotes IAW the Turabian style of documentation; do not use parenthetical citations. This includes direct quotations, paraphrases, and summaries of the assigned readings, doctrinal references, videos, or any outside sources.

the Quran, and the Five Pillars All Without a Flamewar

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Crash Course 9

Watch VideoIslam, the Quran, and the Five Pillars All Without a Flamewar: Crash Course World History #13Duration: 12:53
User: n/a – Added: 4/19/12Watch the video then answer the questions listed below.Islam: World History Crash Course #13

1. Islam’s story begins in the ________________ when the angel __________ appeared to _____________________ and told him to begin reciting the word of God.  Slowly he came to accept the mantle of ______________.

2. Why do Muslims believe that God sent Muhammad as the final prophet?

3. List and describe the five pillars of Islam below:a. Shahada -b. Salat -c. Sawm -d. Zakat -e. _______ – the pilgrimage to Mecca that Muslims must try to fulfill at least once in their life

4. The Quraysh forced Muhammad and his followers out of Mecca in ______________ and so they headed to Medina.  This journey marks ______________ in the Islamic calendar.  In addition to being an important prophet, Muhammad was a _________________ and in 630 CE, the Islamic community took back Mecca.  Muhammad later died in __________.

5. After Muhammad’s death, an initial disagreement between Muhammad’s father-in-law, Abu Bakr, and Muhammad’s son-in-law, Ali over who would become Caliph began the divide between the two major sects of Islam: ______________ and _________________.

6. Why does John Green argue that people of Western European descent remain largely ignorant about the time-period in which Islam arose? (hint: he answers the question before he makes the statement)

7. What’s the most interesting thing you learned about Muslims/Islam/Muhammad that you didn’t know prior to watching this Crash Course World History video?

Here is the link to the video ………. https://youtu.be/TpcbfxtdoI8