Compares And Contrasts The Settlement And Development Of Virginia With That Of Massachusetts Bay In The Seventeenth Century.

/in /by

Write a short essay (4-5 pp., double spaced) that compares and contrasts the settlement and development of Virginia with that of Massachusetts Bay in the seventeenth century.

Instructions: You should use the course materials (lectures, discussions, articles, textbooks) to construct your essay. In writing your essay, make sure you back up your statements with supporting evidence, quotations, and details. Make sure you specifically and carefully cite your sources. Failure to do so will result in a hefty deduction of points. Do not use outside or Internet sources. Papers containing such citations will be penalized.

For all assignments, your bibliographical citations should be in the form of a parenthetical reference with the last name of the author and a page number, i.e.: (Morgan, 596) or (Winthrop, “A Model of Christian Charity,” 57). Do not cite my lectures; you may use material from the lectures and class discussions without a citation. If you neglect to cite any sources at all, your grade will be an F.

If you do not know what plagiarism is and how to avoid it, you should find out before writing this paper. The minimum penalty for any student caught engaging in academic dishonesty will be an F for the course.

Papers are due at the end of class on Tuesday, March 1. E-mailed papers will not be accepted. Late papers are not accepted. You must hand your paper to me in person. If you are unable to do so, get in touch with me before the due date to make other arrangements.

What is the “American dream?”

/in /by

Unit II Reflection Paper

 

Being new to a place is challenging. The list below includes some provocative discussions related to the events in this unit’s reading and related to being new to the United States.

 

For this assignment, you will write two reflections on Parts 1 and 2 below. The total length of your journal assignment must be a minimum of three pages in length, with each journal entry being at least one page.

 

(For example, this means that you could have one reflection be one page and the other be two pages, each could be one and a half pages, or some other means by which each is at least one page in length and your total overall pages total three.)

 

The reflections will need to reflect your understanding of the time period and need to avoid being anachronistic. (Remember that this term loosely means to apply today’s values or perspectives on the past.)

 

To accomplish this, you will need to write both reflections as if you are a first generation immigrant (in the first person). Your first reflection entry needs to be from the viewpoint of an immigrant from Europe (e.g., Ireland, Italy, Germany, England, or France). Your second reflection entry needs to come from the standpoint of an immigrant from Asia (e.g., China or Japan).

 

You will need to develop an argument within both reflections entries based on the bulleted items below. In your own words, justify academically the side of the argument you choose, remembering to cite your sources along the way.

 

Part 1

 Are you treated as an equal by earlier generations residing here?

– What are others’ attitudes toward you?

-Why do you think they act this way?

 Would you feel pressured to pledge your loyalty to a political machine?

 Would you agree to engage in a strike?

 Talk about some leisure opportunities and how they are divided by race or class or are for everyone.

 

Part 2  What is the “American dream?”

 How did the growth of big business impact the American dream?

 Explain which leisure opportunities could be part of the American dream.

 What part did the anti-immigration sentiment play in the American dream?

 

As this is a point of view essay, a modern perspective will not accurately address what the question is asking for. It is strongly suggested that you use at least one selection from the America: History and Life with Full Text database within the CSU Online Library. All sources used, including textbooks, must be referenced; paraphrased and quoted material must have accompanying APA citations.

HY 1120, American History II 1

 

Course Description American History II explores the social, political, and economic history of the United States from the advent of the Gilded Age to the early 21st century.

Course Material(s) No physical textbook is required; resources are integrated within the course.

Course Learning Outcomes Upon completion of this course, students should be able to:

1. Describe the impact of industrial expansion on the evolution of big business in the United States. 2. Identify the influences toward urban blight in 19th century America, including immigration, political machines, and

government corruption. 3. Compare and contrast the turn of the century values of Twain’s Gilded Age and the Progressive Era. 4. Summarize the impact of the civil rights movement on the social, political, and economic infrastructure of society

from the mid-20th century to today. 5. Summarize varied perspectives concerning American Imperialism, including expansionism, foreign policy, and

trade. 6. Explain the United States’ role as a superpower during the world wars. 7. Identify contradictory theories and perspectives concerning American Imperialism, including expansionism,

foreign policy, and trade. 8. Describe the modern challenges and opportunities concerning terrorism, globalization, and technological

progress.

Credits Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources.

2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from outside resources. 5. Suggested Reading: Suggested Readings are listed in Units I, II, and IV-VIII. Students are encouraged to read

the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.

6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study.

7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.

8. Unit Quizzes: This course contains three Unit Quizzes, one to be completed at the end of Units III, V, and VIII. It is suggested that the quizzes be completed before students complete the Unit Assessments. Quizzes are used to

HY 1120, American History II Course Syllabus

 

 

HY 1120, American History II 2

give students quick feedback on their understanding of the unit material and are composed of matching and ordering questions.

9. Unit Assessments: This course contains two Unit Assessments, one to be completed at the end of Units IV and VI. Assessments are composed of matching, written-response, and ordering questions.

10. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-III and V-VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.

11. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

12. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library The CSU Online Library is available to support your courses and programs. The online library includes databases, journals, e-books, and research guides. These resources are always accessible and can be reached through the library webpage. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard. The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone (1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page. Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

Unit Assignments Unit I Essay In this unit, you have learned many things regarding the Gilded Age while also getting a quick peek into the Progressive Age. Based on this knowledge from the lesson and readings, identify the events introduced in this post-Civil War era that you feel best represent Twain’s imagery of “The Gilded Age.” Explain your reasoning for this selection. The essay should focus on, but not be limited to, the following:

 Identify events surrounding the Native American assimilation efforts, specifically the Dawes Act.

 Distinguish how opportunities in mining and trade out west impacted values during the Gilded Age or were impacted by values of the Gilded Age.

 Examine the values, both social and political, that you learned within this unit regarding the Gilded Age, and evaluate how they impacted, or were impacted by, Manifest Destiny.

Your response should be a minimum of two pages in length (not including the title and references pages). You are required to use only source material deemed academically permissible for your response. All sources used, including textbooks, must be referenced; paraphrased and quoted material must have accompanying APA citations. Unit II Reflection Paper Being new to a place is challenging. The list below includes some provocative discussions related to the events in this unit’s reading and related to being new to the United States. For this assignment, you will write two reflections on Parts 1 and 2 below. The total length of your journal assignment must be a minimum of three pages in length, with each journal entry being at least one page. (For example, this means that you could have one reflection be one page and the other be two pages, each could be one and a half pages, or some other means by which each is at least one page in length and your total overall pages total three.)

 

 

HY 1120, American History II 3

The reflections will need to reflect your understanding of the time period and need to avoid being anachronistic. (Remember that this term loosely means to apply today’s values or perspectives on the past.) To accomplish this, you will need to write both reflections as if you are a first generation immigrant (in the first person). Your first reflection entry needs to be from the viewpoint of an immigrant from Europe (e.g., Ireland, Italy, Germany, England, or France). Your second reflection entry needs to come from the standpoint of an immigrant from Asia (e.g., China or Japan). You will need to develop an argument within both reflections entries based on the bulleted items below. In your own words, justify academically the side of the argument you choose, remembering to cite your sources along the way. Part 1

 Are you treated as an equal by earlier generations residing here? o What are others’ attitudes toward you? o Why do you think they act this way?

 Would you feel pressured to pledge your loyalty to a political machine?

 Would you agree to engage in a strike?

 Talk about some leisure opportunities and how they are divided by race or class or are for everyone. Part 2

 What is the “American dream?”

 How did the growth of big business impact the American dream?

 Explain which leisure opportunities could be part of the American dream.

 What part did the anti-immigration sentiment play in the American dream? As this is a point of view essay, a modern perspective will not accurately address what the question is asking for. It is strongly suggested that you use at least one selection from the America: History and Life with Full Text database within the CSU Online Library. All sources used, including textbooks, must be referenced; paraphrased and quoted material must have accompanying APA citations. Unit III Scholarly Activity THIS JUST IN: You work for a national radio broadcasting company and it is your job to create the typed broadcast for the evening news, recapping the experiences of Americans from before WWI all the way to their experiences after the war. For your story to be valid and accepted by a wide audience, it must include the home front experiences of many groups and cover the topics below. You are to choose only one of the two options below to complete for this assignment to highlight all seven key points below.

 Examine the experiences of the local populations and varied demographics, including African Americans, women, and lower classes.

 What changed because of the movement from isolationism to expansionism?

 Assess the relevance of people’s concerns about the war’s impact on the international community.

 Assess the war’s economic impact, including the expansion of factories (big business) due to wartime production.

 Compare and contrast pre-war and post-war experiences.

 Include at least two key domestic figures and at least two key international figures.

 Include how the United States in the post-war era is positioned to become a superpower. Option 1 With any good news story, you must utilize multiple sources. Your story must be a minimum of two pages. A minimum of two reputable sources must be used, cited, and referenced, one of which must come from the CSU Online Library. This means you will need to find at least one additional source on your own. Inappropriate resources or failure to use resources available in the CSU Online Library can lead to deductions (and loss of your news audience). Option 2 If you have ever dreamed of broadcasting on the radio, this is your chance! If you choose this option, you will be able to record your broadcast. There are many options available to make your audio recording. A few options are listed below.

 

 

HY 1120, American History II 4

 Audacity: http://www.audacityteam.org/

 Online Voice Recorder: www.online-voice-recorder.com

 Ipadio: www.ipadio.com You may also video record your broadcast using your webcam and upload the file to YouTube. You may also search for other programs or ways to make your recording to upload. The following list will guide you as you prepare your speech:

 Read the grading rubric that follows these instructions. If you need clarification on any of the grading elements, please contact your professor.

 Your broadcast recording must be no less than five minutes and no more than eight minutes. Speaking outside these time limits will result in a grade penalty of 10 points.

 Plan everything out and be sure to practice your broadcast before recording it.

 When you have recorded your broadcast, play it back. Ensure that your voice is audible, that you are clearly in the center of the screen, and that your facial expressions and body language are easily seen.

 You will submit an outline of your broadcast in bulleted form, which should be at least 200 words in length. Your outline does not need to be in essay form; rather, it should include the highlights of your speech along with some expansion to each bulleted item to provide details and clarity when necessary.

 You are required to use a minimum of two reputable sources, which must be cited and referenced, only one of which can be an assigned or provided text or source. Please include these on a separate reference page with your outline.

 You must upload your outline document at the same time that you upload your broadcast file or broadcast hyperlink. You will be uploading two separate files for this assignment if you choose option two. To submit your files for this assignment, you must upload them all before clicking submit.

Direct any questions to your professor prior to beginning the assignment. CSU librarians are also available should you need assistance with your research for this assignment. Unit V Essay The list below includes some provocative discussions related to the events in this unit’s reading. Choose one of the five topics to write about. Compose a one-page essay in which you will take a first-person perspective of the situation, describe the debate in your own words, and provide a justified and academically defended argument for one side or the other. The essay will need to reflect your understanding of the time period to avoid being anachronistic, and your argument must relate to one of the viable outcomes from that time.

 As a multi-generational American citizen, in the wake of Pearl Harbor, do you support the internment of your Japanese neighbors?

 As an 18-year-old male high school senior, are you eager or fearful of going to war?

 As an 18-year-old female high school senior, are you eager or fearful of going into the wartime factories?

 As a tax paying citizen, prior to November 1941, is the crisis in Europe something that the U.S. should join, or should the U.S. remain isolated? (Use a perspective from no later than November 1941.)

 You are an important congressperson. How do policies and economics that are in place at the end of the war impact America’s position in the world?

In addition to the topic you selected from the list above, you must consider the influence of the below factors and conditions, which are relevant to all the topics above, and provide historical detail relevant to your topic:

 perceptions or impacts of limitations on and advocacy for civil rights,

 influence by propaganda or stereotypes,

 impacts of international events or crises,

 impacts of economic conditions, and

 effects on the U.S. isolationist policies. As this is a point of view essay, a modern perspective will not accurately address what the question is asking for. You are required to use a minimum of two reputable sources, which must be cited and referenced, only one of which can be an assigned or provided text or source. It is strongly suggested that the one selection is from the America: History and Life with Full Text database located within the CSU Online Library. Inappropriate resources or failure to use resources that are

 

http://www.audacityteam.org/
http://www.online-voice-recorder.com/
http://www.ipadio.com/

 

HY 1120, American History II 5

available in the CSU Online Library can lead to deductions. All sources used, including textbooks, must be referenced; paraphrased and quoted material must have accompanying APA citations. Unit VI Outline This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose an influential civil rights figure from the mid-20th century to the present. Your selection may be taken from speakers or religious, economic, or social leaders. You may not use any U.S. President. This assignment is open to any reform discussed in this course (e.g., creed, race, age, status, or gender). Prepare an outline communicating that figure’s relevance in today’s modern era. Why and how is this figure important today? This is not a biography. Your argument should highlight how society remembers him or her now. For this assignment, you will be creating a one-page outline (minimum of 300 words) about your chosen figure. If you choose, this could be used to help write your transcript for the Unit VII assignment described below. Submit your outline in this unit. It is suggested, though not required, that you include potential sources. The goal of this assignment is to prepare you for the Unit VII assignment described below. However, it is not required that you use the same person from your Unit VI Outline for the Unit VII Scholarly Activity. If you do intend to use this outline in Unit VII, it is highly advised that you review the instructions below and prepare with that assignment in mind. Unit VII Scholarly Activity This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose a noteworthy civil rights leader from the mid-20th century to the present. Your selection must be of an influential civil rights figure from the mid-20th century to the present, however you may not use any U.S. President. This assignment is open to any reform discussed in this course (including, but not limited to, creed, race, age, status, or gender). This is not a biography. Your argument should highlight how society remembers him or her now. The style of project is a multimedia presentation with both audio and video components; however, the medium is up to you. Examples may include a speech, self-guided PowerPoint presentation, or video. Creativity and effort is encouraged for this assignment. Your submission will be graded on the following:

 preparation and submission of a two-page reflection and three to five-minute presentation, ideally based on the outline assignment from Unit VI;

 use of a minimum two sources that can be found in the Online Library (at least one from the American History and Life database);

 proper APA citations and references for sources used;

 content accuracy and avoidance of anachronism.

 Here are the parameters: o Must include a visual component – such as a video or PowerPoint

 If you choose to make a video, a transcript of the video is required. o All source requirements must be included in the combination of presentation and transcript o Audi Track is allowed, but not required o Length must fall within a window of three to five minutes – in the case of PowerPoint, slides and audio (if

used) should automatically like a taped presentation Many options are available for creating this assignment. A few options are listed below.

 Audacity: http://www.audacityteam.org/

 Online Voice Recorder: www.online-voice-recorder.com

 Ipadio: www.ipadio.com You may also use your webcam and upload the file to YouTube. You may also search for other programs or ways to create your presentation/recording to upload. If you need help creating a YouTube account or uploading a video to YouTube, please click here for directions to guide you along.

 

http://www.audacityteam.org/
http://www.online-voice-recorder.com/
http://www.ipadio.com/
https://online.columbiasouthern.edu/CSU_Content/Courses/General_Studies/HY/HY1120/15J/UnitVII_RecordingandUploadingaVideoinYouTube.docx

 

HY 1120, American History II 6

You must upload your reflection document at the same time that you upload your presentation file. You will be uploading two separate files for this assignment. To submit your files for this assignment, you must upload them all before clicking submit. Direct any questions to your professor prior to beginning the assignment. Librarians are also available should you need assistance with your research for this assignment. Unit VIII Scholarly Activity Trace the evolution of your profession (or another chosen profession), field of study, or branch of service, starting in the Cold War era and continuing all the way to the present, globalized world. As you begin gathering research, make sure to consider important social, political, and economic movements, as well as Civil Rights struggles, that have impacted the profession you chose to write about. You must include, but are not limited to, the following, and how they impact your chosen profession, field of study, or branch of service:

 major themes from Cold War era;

 themes or movements of the Civil Rights era; and

 challenges and opportunities of the present, globalized economy, including the realms of terrorism and technological progress.

Your final product should be a minimum of one page in length. You are required to use a minimum of two reputable sources, which must be cited and referenced in APA style, one of which must come from the America: History and Life with Full Text database located within the CSU Online Library. Inappropriate resources or failure to use resources that are available in the CSU Online Library can lead to deductions. All sources used, including textbooks, must be referenced; paraphrased and quoted material must have accompanying APA citations.

APA Guidelines The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find CSU’s Citation Guide in the myCSU Student Portal by clicking on the “Citation Resources” link in the “Learning Resources” area. This document includes examples and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities. Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments). The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions. The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment. Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the

 

 

HY 1120, American History II 7

Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.” Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Discussion Boards (8 @ 2%) = 16% Quizzes (3 @ 4%) = 12% Assessments (2 @ 8%) = 16% Essays (2 @ 7%) = 14% Unit II Reflection Paper = 7% Unit III & VIII Scholarly Activities (2 @ 8%) = 16% Unit VI Outline = 6% Unit VII Scholarly Activity = 13% Total = 100%

 

Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

 

https://online.columbiasouthern.edu/CSU_Content/common_files/instructions/DB/Create_New_Thread_Subscribe.pdf

 

HY 1120, American History II 8

HY 1120, American History II Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course.

 

Unit I America’s Gilded Age

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Essay by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit II Progressive Era

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Reflection Paper by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit III America in the Great War

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Reading Assignment: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Quiz by Tuesday, 11:59 p.m. (Central Time)  Scholarly Activity by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

HY 1120, American History II 9

HY 1120, American History II Course Schedule

Unit IV America between the Wars

Review:  Unit Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit V America and World War II

Review:  Unit Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Quiz by Tuesday, 11:59 p.m. (Central Time)  Essay by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit VI Cold War America

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Outline by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

HY 1120, American History II 10

HY 1120, American History II Course Schedule

Unit VII Vietnam: Home and Abroad

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Scholarly Activity by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit VIII Globalization and the New Millennium

Review:  Unit Study Guide

Read:  Reading Assignment: See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Quiz by Tuesday, 11:59 p.m. (Central Time)  Scholarly Activity by Tuesday, 11:59 p.m. (Central Time)

Explain the reasons for the collapse of Reconstruction.

/in /by

1. The Collapse of Reconstruction:

 

Explain the reasons for the collapse of Reconstruction.

 

 

 

2. The Loss of American Indian Life and Culture:

 

Explain the process of “Americanization” as it applied to Indians in the nineteenth century.

 

 

 

3. The Key Political Issues: Patronage, Tariffs, and Gold:

 

Explain why Americans were split on the issue of a national gold standard versus free coinage of silver.

 

4. Discuss in your own words, the Reconstruction Act of 1867.

 

5. Discuss in your own words, The Victor’s Burden 1865.

6. Please read attached “African-American Lives 2: A Way Out of No Way Video Transcript” and provide your thoughts.

 

 

 

 

 

7. Please read attached “Sacred Spirit: The Lakota Sioux, Past and Present Video Transcript” and provide your thoughts.

 

 

 

8. Please read attached “Populists: Elections of 1892 and 1896 Video Transcript” and provide your thoughts.

 

 

questions 1: This week, we look at several examples of early modernist* art such as post-impressionism*, cubism*, fauvism*, futurism*, and expressionism*. Let’s discuss the relationships between these aesthetic categories and the sociopolitical* climate of the period, always (as we did for Rubens) describing and analyzing specific examples of these categories, as well as (as we did last week for romanticism to impressionism) questioning whether such categories express the wishes of the artists involved and/or if such terms have stuck with critics and scholars. How did the sociopolitical climate of the time period, including especially the First World War, influence artists? As always, your posts need to meet multiple rubrics to get quality-points (one rubric means one point, up to four). Comparison with present-day examples are always welcome as added ornament, but the meat and potatoes of your point-getting posts will need to focus on the years between 1904 and 1939 (just before WWII). Which artistic and philosophical sub-cultures (circles of friends, enemies, and patrons) were among the most influential in this period, and which works caused the most adoration and debate, then and now?

question 2:As it’s Black History Month (when is white history month? Every other one?) and you may have seen that African-American singing was my Ph.D. topic and scholarly primary-area within music history, I’d like to invite everyone to consider the particular presence of continued “race” inequities in early-20th-century arts and politics over the globe (as we discussed slaves in Greece and the portrayal of lower classes in the realist strain within romanticism). In the U.S. what used to be referred to as “the black problem” has been particularly thorny. Through most of the 19th century, by far the most-popular multimedia performance-form (music, dance, jokes, costumes) in the U.S. (with some popularity in England and elsewhere) was blackface minstrelsy, where both white and some black performers (mostly male) “blacked up” using burnt-cork and oil over their faces, while exaggerating and reddening their lips, wearing white gloves, etc., a disgusting but fascinating deep strain at the root of American popular culture. But this thread is about roughly 1890-1939; what are some ways that African-Americans began to develop their own subcultures both in the South (where the vast majority of African-Americans lived in earlier, slave years) but also growing in the North (particularly business and industrial centers). What are some artistic, political, and philosophical sub-cultures (circles of friends, enemies, and patrons) under cultivation in these years, and what are some leading products of these circles? (For instance, were the patrons of most black art also black, and how did differences of class and ethnicity tend to affect the terms of this patronage?) As always, be specific and avoid clichés, triteness, and hyperbole/exaggeration. Consider also the emergence of the arts connected to political developments in India (pre-independence, so remember everyone was a colonial holding, so to speak, even as they were also British citizens), Sierra Leone, Brazil, and Japan in these years, especially when a marginalized community begins to encounter some of modernism’s features.

question 3 :Let’s connect the themes of the three readings and the lecture for this week to talk about how the ways literature by women in this period has influenced contemporary thinking. Is it always correct to call literature by women feminist*? In your first post, share what you see the main themes or issues that were important the writer of at least one of the following works: The Outside (short play) by Susan Glaspell (audio available in the lecture) “A Society” by Virginia Woolf “The Solitude of Self” by Elizabeth Cady Stanton Be sure to reference the specific elements of at least one of the readings or audio in your response.  We’ll follow up as a class to connect these historical issues to present-day discussions of women and society, although as always make sure the main focus is on the topic of Women and Literature, roughly in the years 1890 to 1929; as always, comparison/contrast between examples (including from other humanities-areas and genders, see below) get points also. Take care this week to use the rubric of differing, one we tend to see very rarely in the course. Further thought on Virginia Wolff, “A Society”:  According to Edward A. Hungerford (1983), the dialogic* form of the story, as well as the critical consideration of a serious topic, point to a form of experimental writing which is closely related to some of Woolf’s essays.  Hungerford, E. A. (1983). “Is ‘A Society’ a Short Story?”, Virginia Woolf Miscellany 21: 3-4. http://connection.ebscohost.com/c/book-reviews/12672589/is-society-short-story

What advantages accrued to Spain as a result of Columbus’s voyage?

/in /by

________________________________________ Introduction | Questions to Consider | Source ________________________________________

Columbus Announces His Discovery (1493) Christopher Columbus

Introduction One of the most historically significant events of the last thousand years was Columbus’s voyage to the Western Hemisphere in 1492. Though he continued to insist that he had landed in Asia, and even required the sailors on his third voyage to take an oath that they would never admit otherwise, Columbus inadvertently made Europe aware of the presence of the Americas, which to them was the New World. In the following letter, Columbus describes his journey to Luis de Sant Angel, the Treasurer of Aragon who had supported his enterprise.

Questions to Consider • What advantages accrued to Spain as a result of Columbus’s voyage? • Why did Columbus insist on giving everything a Spanish name? • How did the inhabitants, the “Indians,” fit into Columbus’s plans?

Source As I know you will be rejoiced at the glorious success that our Lord has given me in my voyage, I write this to tell you how in thirty-three days I sailed to the Indies with the fleet that the illustrious King and Queen, our Sovereigns, gave me, where I discovered a great many islands, inhabited by numberless people; and of all I have taken possession for their Highnesses by proclamation and display of the Royal Standard without opposition.

To the first island I discovered I gave the name of San Salvador, in commemoration of His Divine Majesty, who has wonderfully granted all this. The Indians call it Guanaham. The second I named the Island of Santa Maria de Concepcion; the third, Fernandina; the fourth, Isabella; the fifth, Juana; and thus to each one I gave a new name. When I came to Juana, I followed the coast of that isle toward the west and found it so extensive that I thought it might be the mainland, the province of Cathay; and as I found no towns nor villages on the sea-coast, except a few small settlements, where it was impossible to speak to the people, because they fled at once, I continued the said route, thinking I could not fail to see some great cities or towns; and finding at the end of many leagues that nothing new appeared, and that the coast led northward, contrary to my wish, because the winter had already set in, I decided to make for the south, and as the wind also was against my proceeding, I determined not to wait there longer, and turned back to a certain harbor whence I sent two men to find out whether there was any king or large city. They explored for three days, and found countless small communities and people, without number, but with no kind of government, so they returned.

I heard from other Indians I had already taken that this land was an island, and thus followed the eastern coast for one hundred and seven leagues, until I came to the end of it. From that point I saw another isle to the eastward, at eighteen leagues’ distance, to which I gave the name of Hispaniola. I went thither and followed its northern coast to the east, as I had done in Juana, one hundred and seventy-eight leagues eastward, as in Juana. This island, like all the others, is most extensive. It has many ports along the sea-coast excelling any in Christendom – and many fine, large, flowing rivers. The land there is elevated, with many mountains and peaks incomparably higher than in the centre isle. They are most beautiful, of a thousand varied forms, accessible, and full of trees of endless varieties, so high that they seem to touch the sky, and I have been told that they never lose their foliage. I saw them as green and lovely as trees are in Spain in the month of May. Some of them were covered with blossoms, some with fruit, and some in other conditions, according to their kind. The nightingale and other small birds of a thousand kinds were singing in the month of November when I was there. There were palm trees of six or eight varieties, the graceful peculiarities of each one of them being worthy of admiration as are the other trees, fruits and grasses. There are wonderful pine woods, and very extensive ranges of meadow land. There is honey, and there are many kinds of birds, and a great variety of fruits. Inland there are numerous mines of metals and innumerable people.

Hispaniola is a marvel. Its hills and mountains, fine plains and open country, are rich and fertile for planting and for pasturage, and for building towns and villages. The seaports there are incredibly fine, as also the magnificent rivers, most of which bear gold. The trees, fruits and grasses differ widely from those in Juana. There are many spices and vast mines of gold and other metals in this island. They have no iron, nor steel, nor weapons, nor are they fit for them, because although they are well-made men of commanding stature, they appear extraordinarily timid. The only arms they have are sticks of cane, cut when in seed, with a sharpened stick at the end, and they are afraid to use these. Often I have sent two or three men ashore to some town to converse with them, and the natives came out in great numbers, and as soon as they saw our men arrive, fled without a moments delay although I protected them from all injury.

At every point where I landed, and succeeded in talking to them, I gave them some of everything I had – cloth and many other things – without receiving anything in return, but they are a hopelessly timid people. It is true that since they have gained more confidence and are losing this fear, they are so unsuspicious and so generous with what they possess, that no one who had not seen it would believe it. They never refuse anything that is asked for. They even offer it themselves, and show so much love that they would give their very hearts. Whether it be anything of great or small value, with any trifle of whatever kind, they are satisfied. I forbade worthless things being given to them, such as bits of broken bowls, pieces of glass, and old straps, although they were as much pleased to get them as if they were the finest jewels in the world. One sailor was found to have got for a leather strap, gold of the weight of two and a half castellanos, and others for even more worthless things much more; while for a new blancas they would give all they had, were it two or three castellanos of pure gold or an arroba or two of spun cotton. Even bits of the broken hoops of wine casks they accepted, and gave in return what they had, like fools, and it seemed wrong to me. I forbade it, and gave a thousand good and pretty things that I had to win their love, and to induce them to become Christians and to love and serve their Highnesses and the whole Castilian nation, and help to get for us things they have in abundance, which are necessary to us.

They have no religion, nor idolatry, except that they all believe power and goodness to be in heaven. They firmly believed that I, with my ships and men, came from heaven and with this idea I have been received everywhere since they lost fear of me. They are, however, far from being ignorant. They are most ingenious men, and navigate these seas in a wonderful way, and describe everything well, but they never before saw people wearing clothes nor vessels like ours.

Directly I reached the Indies in the first isle I discovered, I took by force some of the natives, that from them we might gain some information of what there was in these parts; and so it was that we immediately understood each other, either by words or signs. They are still with me and still believe that I come from heaven. They were the first to declare this wherever I went, and the others ran from house to house, and to the towns around, crying out, “Come! come! and see the man from heaven!” Then all, both men and women, as soon as they were reassured about us, came, both small and great, all bringing something to eat and to drink, which they presented with marvellous kindness.

In these isles there are a great many canoes, something like rowing boats, of all sizes, and most of them are larger than an eighteen-oared galley. They are not so broad, as they are made of a single plank, but a galley could not keep up with them in rowing, because they go with incredible speed, and with these they row about among all these islands, which are innumerable, and carry on their commerce. I have seen some of these canoes with seventy and eighty men in them, and each had an oar.

In all the islands I observed little difference in the appearance of the people, or in their habits and language, except that they understand each other, which is remarkable. Therefore I hope that their Highnesses will decide upon the conversion of these people to our holy faith, to which they seem much inclined. I have already stated how I sailed one hundred and seven leagues along the sea-coast of Juana, in a straight line from west to east. I can therefore assert that this island is larger than England and Scotland together, since beyond these one hundred and seven leagues there remained at the west point two provinces where I did not go, one of which they call Avan, the home of men with tails. These provinces are computed to be fifty or sixty leagues in length, as far as can be gathered from the Indians with me, who are acquainted with all these islands.

This other, Hispaniola, is larger in circumference than all Spain from Catalonia to Fuentarabia in Biscay, since upon one of its four sides I sailed one hundred and eighty-eight leagues from west to east. This is worth having, and must on no account be given up. I have taken possession of all these islands, for their Highnesses, and all may be more extensive than I know, or can say, and I hold them for their Highnesses, who can command them as absolutely as the kingdoms of Castile. In Hispaniola, in the most convenient place, most accessible for the gold mines and all commerce with the mainland on this side or with that of the great Khan, on the other, with which there would be great trade and profit, I have taken possession of a large town, which I have named the City of Navidad. I began fortifications there which should be completed by this time, and I have left in it men enough to hold it, with arms, artillery, and provisions for more than a year; and a boat with a master seaman skilled in the arts necessary to make others; I am so friendly with the king of that country that he was proud to call me his brother and hold me as such. Even should he change his mind and wish to quarrel with my men, neither he nor his subjects know what arms are, nor wear clothes, as I have said. They are the most timid people in the world, so that only the men remaining there could destroy the whole region, and run no risk if they know how to behave themselves properly.

In all these islands the men seem to be satisfied with one wife, except they allow as many as twenty to their chief or king. The women appear to me to work harder than the men, and so far as I can hear they have nothing of their own, for I think I perceived that what one had others shared, especially food. In the islands so far, I have found no monsters, as some expected, but, on the contrary, they are people of very handsome appearance. They are not black as in Guinea, though their hair is straight and coarse, as it does not grow where the sun’s rays are too ardent. And in truth the sun has extreme power here, since it is within twenty-six degrees of the equinoctial line. In these islands there are mountains where the cold this winter was very severe, but the people endure it from habit, and with the aid of the meat they eat with very hot spices.

As for monsters, I have found no trace of them except at the point in the second isle as one enters the Indies, which is inhabited by a people considered in all the isles as most ferocious, who eat human flesh. They possess many canoes, with which they overrun all the isles of India stealing and seizing all they can. They are not worse looking than the others, except that they wear their hair long like women, and use bows and arrows of the same cane, with a sharp stick at the end for want of iron, of which they have none. They are ferocious compared to these other races, who are extremely cowardly; but I only hear this from the others. They are said to make treaties of marriage with the women in the first isle to be met with coming from Spain to the Indies, where there are no men. These women have no feminine occupation, but use bows and arrows of cane like those before mentioned, and cover and arm themselves with plates of copper, of which they have a great quantity. Another island, I am told, is larger than Hispaniola, where the natives have no hair, and where there is countless gold; and from them all I bring Indians to testify to this.

To speak, in conclusion, only of what has been done during this hurried voyage, their Highnesses will see that I can give them as much gold as they desire if they will give me a little assistance, spices, cotton, as much as their Highnesses may command to be shipped, and mastic as much as their Highnesses choose to send for which until now has only been found in Greece, in the isle of Chios, and the Signoria can get its own price for it; as much lign-aloe as they command to be shipped, and as many slaves as they choose to send for, all heathens. I think I have found rhubarb and cinnamon. Many other things of value will be discovered by the men I left behind me, as I stayed nowhere when the wind allowed me to pursue my voyage, except in the City of Navidad, which I left fortified and safe.

Indeed, I might have accomplished much more, had the crews served me as they ought to have done. The eternal and almighty God, our Lord, it is Who gives to all who walk in His way, victory over things apparently impossible, and in this case signally so, because although these lands had been imagined and talked of before they were seen, most men listened incredulously to what was thought to be but an idle tale. But our Redeemer has given victory to our most illustrious King and Queen, and to their kingdoms rendered famous by this glorious event, at which all Christendom should rejoice, celebrating it with great festivities and solemn Thanksgivings to the Holy Trinity, with fervent prayers for the high distinction that will accrue to them from turning so many peoples to our holy faith; and also from the temporal benefits that not only Spain but all Christian nations will obtain. Thus I record what has happened in a brief note written on board the Caravel, off the Canary Isles, on the 15th of February, 1493.

Yours to command, The Admiral

 

Source: Charles W. Eliot, ed., American Historical Documents, 1000-1904 (New York, 1910), pp. 22-28.