History Discussion Assignment

History Discussion Assignment
During the late 19th and early 20th century the United States witnessed an explosion in industry and production.  More production, meant more goods being produced, which, in turn, meant more products being available to the American public. It also fueled a reliance on wages and money. Industrialization created thousands of new urban (at that time) jobs to create these consumer goods. These new goods needed to be marketed and sold, so urban Americans became much more reliant on currency instead of trade. We call this new economy ‘consumerism’ and it has been a staple of the industrialized world for nearly 150 years.
Think about how our economy works today. If you have a job, why do you work? To make money. Why do you need money? To buy the things you need and want. Why do companies want your money? To make the things we we want and need so they can produce more. So, we work to make money, give that money to businesses to make more products, who market and sell their products, so we will buy the products, so they can make more products, so we work more to make more money… and on and on. That is the consumer economy (consumerism). Consumerism was substantially augmented (increased) by industrialization during the Gilded Age and the early 20th century. The reasons are simple: factories make more products than the traditional hand-made industries of the 18th and early 19th centuries. If you make more products, you have to sell more products, etc.History Discussion Assignment.

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Consumerism led to enormous changes in transportation (moving materials to produce and sell), communication (you need to know what to produce and sell), education (you need an educated workforce), innovation (there is a constant demand for better products), advertising (you need to market your goods), and daily-life (people want and need newer, better ‘stuff’, plus entertainment).
This is a rather simplistic summary of how industrialization and consumerism relate to each other. For this discussion, I want you to take one major change or new product that came about during the late 19th and early 20th century (1877 – 1920) and discuss it. Limit your response to the above paragraph. You may choose transportation, communication, education, innovation, advertising, or daily-life. Explain how it relates to industrialization and consumerism historically. Then, explain how your choice may or may not affect our lives today. You may be general or specific here. In other words, you may choose transportation as a category and explain it overall OR you may be more specific by discussing, say, the automobile in particular (please don’t all choose the automobile…).
Just to clarify, your initial response needs to go over the history of your choice and its current or modern effects. There is no min-max length, but I imagine most good responses will be 2-4 paragraphs in length. I don’t want you to write a novel, but neither do I want you to be vague. Also, if you use any historical facts (and you should!) please cite where you got the information. A simple parentheses and short citation will work, e.g. (Give Me Liberty, pg. 681)History Discussion Assignment
After posting an initial response you must reply back to another post. The reply for this first discussion is simple: find a post that mentions something different from your own and add to it. In other words do not just write, ‘I agree’ or ‘I did not think of that.’ Instead add something to either/both the historic changes and the modern effects.
The point breakdown will be:
35 points max for the initial response
15 points max for the reply
Grade breakdown:
A: 45-50 – well-reasoned and explained response and reply
B: 40-44 – decent response and reply, but needed more argument or fact
C: 35-39 – completed the assignment but only a satisfactory response and/or reply
D: 30-34 – simplistic or irrelevant information; little argument or fact
F: 0-29 – you know why you got this
 
 
 
History Discussion Assignment

Historical Fiction Assignment

Historical Fiction Assignment

Instructions:
Historical fiction is defined as movies and novels in which a story is made up but is set in the past and borrows true characteristics of the time period in which it is set[1]. In other words, it is fiction (make believe) that is set, uses, compares, or takes place in history.

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Some well-known examples of historical fiction include: Gone With the Wind, To Kill a Mockingbird, The Three Musketeers, and The Hunchback of Notre Dame. By the assignment due-date you will write your own short piece of historical fiction (fully cited in MLA, APA, or Chicago style).
The minimum requirements for the essay include: 6+ pages minimum, double-spaced, full citation of sources, proof-read and largely free of grammatical errors. You will be graded on the quality and originality of the work.
While many students may wish to just write a paper, this assignment may also be completed as a presentation. If you choose to do a presentation you may pick the medium (e.g. video, animation, etc.). Please discuss your presentation with me before you begin so I can make sure we are on the same page, so to speak. The Historical Fiction is worth 200 points.

Historical Fiction Assignment
 
 
 

HIS 200 Historical Analysis Essay Progress Check 1

HIS 200 Historical Analysis Essay Progress Check 1
Overview: Throughout Modules Five and Six, you have been guided through beginning your Project 2: Historical Analysis Essay, which you will continue to work on in Modules Seven and Eight and formally submit for completion at the end of Module Eight of the course. This progress check assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making and to ensure you are on the right track for your later submission.
 
Prompt: Modules Five and Six have introduced you to how historians approach assessing historical evidence to refine their thesis statement and message. HIS 200 Historical Analysis Essay Progress Check 1 .  By now you should have enough evidence compiled from your research to begin writing your historical analysis essay. You will begin working on the essay piece by piece. In Module Five: Analyzing History, learning block 5-4 (page 2) in the webtext, you will work on drafting an introduction for your historical analysis essay. This introduction will include the necessary parts of an introduction: an explanation of the topic and argument, an overview of evidence, and your revised thesis statement.
 
Specifically, in this assignment, you will submit parts of the following elements of your Project 2: Historical Analysis Essay for review by your instructor:
 
In Module Five: Analyzing History, Learning Block 5-4 (page 5) in the webtext, you worked toward the following element:

  1. Introduction: In this section of your essay, you will introduce your readers to the historical event you selected. Specifically, you should:
  2. Provide a brief overview of your historical event. For instance, what background information or context does the reader of your essay need?

 
In Module Five: Analyzing History, Learning Block 5-4 (page 1) in the webtext, you worked toward the following element:

  1. Based on your research question, develop a thesis statement that states your claim about the historical event you selected. Your thesis statement should be clear, specific, and arguable, as it will give direction to the rest of your essay. HIS 200 Historical Analysis Essay Progress Check 1 .

Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 2 Guidelines and Rubric. For your final historical analysis essay, you will also include body paragraphs, a conclusion, a reference list, and your essay’s overall message, but you do not need to include them in this submission. You will be prompted to build upon this progress check submission to prepare your final historical analysis essay for submission in Module Eight.

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1-3 Writing Plan Progress Check 1
 
I selected the women suffrage movement as a historical event of my choosing because it was not only relevant to the topic of discussion, but also easy to research and write about.  This movement was existed for at least a decade before it won the right to vote for women leaders in the United States. In fact, the entire process took at least 100 years before women were allowed to participate in the voting process. HIS 200 Historical Analysis Essay Progress Check 1 .  There was a period when disagreements arose regarding in the implementation of this rights, not once, but several times.
In fact, the campaign for women suffrage began a number of decades prior to the civil war. Between the years of 1820 and 1830, majority of the states in America had extended the franchise to all white men regardless of how wealthy or how many properties they had. In the 1850’s the women rights movement gathered steam even though they eventually lost momentum at the onset of the civil war. A few years after the end of the civil war, both the 14th and the 15th amendment of the American constitution raised familiar questions regarding suffrage and citizenship. Finally, on the 26th of August the year 1920, there was ratification of the 19th Amendment of the United States constitution. On the 2nd of November the same year, at least 8 million American women throughout the United States participated in the voting process for the first time.
With regards to my review of both the primary and the secondary sources, I came up with a research question related to the above discussed historical event. My question is as follows; In what way did the upbringing of Susan B. Anthony as a Quaker and her experiences with the teacher’s union, and being lifelong friends with Elizabeth Stanton contributed to the fight for the amendment of the 19th Amendment in the United States constitution?
Reference
Pedersen, S. (2019). Ben Pimlott Memorial Lecture 2018 The Women’s Suffrage Movement in the Balfour Family. Twentieth Century British History30(3), 299-320. HIS 200 Historical Analysis Essay Progress Check 1 .                 
 

Rubric

Guidelines for Submission: The Historical Analysis Essay Progress Check 1 must be submitted as a 1-page Microsoft Word document with double spacing, 12point Times New Roman font, and one-inch margins. Follow the formatting of the example included in Module Five: Analyzing History, learning block 5-4 (page 5) in the webtext, and include identifying information (name, course code and title, name of university, and date) as well as section headings (revised thesis and introduction) as appropriate.
 

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Introduction: Overview Provides brief overview of historical event Provides brief overview of historical event, but with gaps in detail or clarity Does not provide brief overview of historical event 50
Revised Thesis Statement Develops clear, specific, and arguable thesis statement that states claim about historical event, based on research question Develops thesis statement that states claim about historical event, but thesis statement is not based on research question
or lacks clarity or specificity or is not arguable
Does not develop thesis statement that states claim about historical event 30
Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 20
      Total 100%
 
 
       

  HIS 200 Historical Analysis Essay Progress Check 1

Analyzing History Assignment Paper

Analyzing History Assignment Paper
Based on your reading in the webtext, respond to the following prompt in one to two paragraphs.
Describe the impact of Dr. Martin Luther King Jr.’s assassination on the effort to expand civil rights for African Americans. How might the struggle for civil rights have evolved differently if Dr. King had not been killed?
Be sure to answer the following questions in your post:

  • What were one or two specific consequences of Dr. King’s assassination?
  • Do you think these events would have taken place even if Dr. King had not been assassinated? Why or why not? Analyzing History Assignment Paper.

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When it’s done right, an historical essay can read like a mystery novel. Trying to figure out what really
happened in the distant past requires us to search for clues (primary sources) and listen to expert
witnesses (secondary sources). But in the end, all that historical evidence doesn’t speak for itself; it’s up
to the historian to make sense of things.
That’s what we mean by historical analysis.
In Theme: Analyzing History, we’ll see how
historians sift and assess the evidence to come up
with—and then refine—their thesis statement and
message. Because historical research is an
ongoing process, so too is the process of thesis
development. In Theme: Analyzing History,
you’ll have an opportunity to revise your thesis
statement to reflect research you’ve conducted
since turning in your writing plan.
The thesis, of course, is just the jumping­off point
for the historical essay you’re working on
throughout this course. Like a good mystery
novelist, you’ve also got to give your readers the
lay of the land, with an overview that provides
them with background information and relevant historical context.
Another important part of the historian’s job is showing how different historical forces and events relate
to each other. In this theme, we’ll explore the historical concept of contingency, which stresses the
interconnectedness of historical events and the difficulty of predicting future outcomes. Analyzing History Assignment Paper.
Finally, you need to show how  the evidence supports your thesis. That’s the essence of historical
analysis: choosing the most compelling evidence and interpreting it in the most convincing way, to build
the strongest possible argument for your thesis. In this theme, you’ll see how historians construct an
analysis and begin the process of building one yourself.
Course Outcome
After completing this theme, you should be able to:
Utilize historical evidence in drawing conclusions about the impact of historic events on American
society
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(Click icon for citation)
Theme: Analyzing History | Learning Block 5-1: The Struggle for Civil

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Rights
The Struggle for Civil Rights
From the earliest colonial days, American history has been haunted by the specter of African slavery.
Even after its legal abolition in 1865 America’s “original sin,” as James Madison first called it, lived on
through a deeply entrenched system of legal, social, and economic discrimination against African
Americans. (Madison, 1820)
The movement to overturn that systemic discrimination has been
ongoing for more than 150 years. The most blatant form of racial
discrimination—the system of de jure segregation enacted in the
South, which legally required the discriminatory treatment of African
Americans—was essentially abolished by federal legislation, including
the Voting Rights Act, in the 1960s. But the problem of de facto
segregation has long been a fact of life not only in the South but
throughout the nation.
It continued—in the segregated schools of cities such as Boston, and
the segregated housing markets of cities such as Chicago and Los
Angeles—long after the legal and political battles of the modern Civil
Rights Movement had ended. While African Americans, as a group,
have made significant gains in income and educational attainment over
the last 50 years, de facto segregation continues to affect many aspects
of American life. (U.S. Census Bureau, 2012; National Center for
Education Statistics, 2012)
In this theme, we will focus on the modern Civil Rights Movement,
looking at efforts to affirm and expand African­American rights in two specific areas that have been
central to the overall civil rights struggle: voting and public education. The fight to end the
disenfranchisement of African­American voters and secure their right to vote, free from intimidation and
legal obstruction, culminated with the passage of the Voting Rights Act in 1965. Analyzing History Assignment Paper. The struggle to desegregate public schools and win equal educational opportunities for African­American children—first
affirmed in the landmark Supreme Court case, Brown v. Board of Education (1954)—has continued for
generations. In this theme, we will look specifically at the tumultuous and emotionally charged effort to
desegregate Boston’s public schools in the mid­1970s. Analyzing History Assignment Paper.
We will use these two case studies to examine the historical concept of contingency and to learn how to
use historical evidence to draw conclusions about the impact of historical events on American society,
through the process of historical analysis.
Learning Objectives
In this learning block, you will:
Review the historical context behind the struggle for civil rights for African Americans, the core
concept of this theme
Analyze the relationship between the following key approaches to studying history: research
question, historical evidence, and thesis statement
The house in Atlanta where Martin
Luther King Jr. was born is now part
of the Martin Luther King Jr. National
Historic Site. (Click icon for citation)
References
Madison, J. (1820). Letter to the Marquis de Lafayette, November 25, 1820. Retrieved from
http://lcweb2.loc.gov/mss/mjm/19/19_0641_0643.pdf
National Center for Education Statistics (2012). Fast Facts: Degrees Conferred by Sex and Race. Retrieved from
https://nces.ed.gov/fastfacts/display.asp?id=72
U.S. Census Bureau (2012). American Community Survey. Retrieved from
http://blackdemographics.com/households/african­american­income .  Analyzing History Assignment Paper.