History

1) Primary Source Analysis: Read the Justice Department’s amicus brief submitted for the Brown v. Board case. (It is dated 1952). As you read, consider the influence of the Cold War on what the Justice Department wrote. What is the main argument in the brief? What evidence, from the brief, shows that the Justice Department lawyers were thinking about the Cold War?2) Base your answer to this question on readings and videos included in the Race and Cold War lesson. Why did non-violent direct action work in gaining support for the Civil Rights Movement? Consider the images that you saw and the statements by those who took part in the Freedom Rides. Describe what you saw and how it would influence people to support the protestors? What was it about the use of non-violent direct action in the age of TV that was effective?

Pick two of the three questions and write a 3-5 page paper (roughly 2 to 2.5 pages each) in a Microsoft Word document (double spaced, 12 point font). Draw from your readings. Please upload your answer in a Microsoft word document.1) In our course, we have learned that the colonial years were marked by many conflicts. Thinking about your readings and lectures, describe at least one example of the following types of conflicts: 1) a religious conflict, 2) a racial conflict, 3) a gender conflict, and 4) a class conflict. Explain why these conflicts were significant. Illustrate your points with specific examples from the readings. You must write about all four types.2) As we have learned, colonial authorities were interested in maintaining social control. Thinking about lectures and readings, explain how they attempted to maintain social control with respect to the following categories: 1) class, 2) gender, 3) race, 4) and religion. Illustrate your points with specific examples from the readings. You must write about all four types.3) In our course, we have discussed a number of different types of labor. Describe at least three different types of labor carried out by individuals and/or groups in the colonial period. Under what kind conditions did these figures perform such work? Where did these figures perform their labor? Why did they engage in this type of labor? Explain and be specific. Illustrate your points with specific examples from readings.

Write a reflection, review this activity 100-200wordsjust a 2 page summary of group members evaluation of the various tutorial activities – which ones were the most influential and why etc. See if you could rank them according to “impact” on group members thinking about M, L, and S

Our Semester Writing Assignment is based on Benjamin Franklin’s Autobiography. Franklin was truly one of the greatest men of his generation. His discoveries, inventions, and enlightened attitudes improved the lives of everyone around him. What great American men and women do you see in modern times (from the 2000’s) who have “made a difference?”Please share one contribution for the class’ consideration, as a “warm up” activity for the monograph.

write a visual analysis (minimum 250 words; maximum 375 words) that examines ONE of the videos (listed below) from Sue Williamson’s series of video installations, There’s something I must tell you (2013).Pick one of the videos from There’s something I must tell you (2013):‘Amina and Luiza Cachalia’: https://vimeo.com/114130032 Length: 6:18‘Caroline Motsoaledi and Busisiwe Khatibe’: https://vimeo.com/115241643 Length: 5:32‘Vesta Smith and Tammy Leigh Lodge’: https://vimeo.com/116657792 Length: 4:49‘Rebecca and Mpumelelo Kotane’: https://vimeo.com/116648846 Length: 4:36‘Ilse Fischer and Thandi Lewin’: https://vimeo.com/115243903 Length: 7:05‘Brigalia and Busiswa Bam’: https://vimeo.com/114221431 Length: 6:46Using only the video lectures and Sue Williamson’s series, examine your chosen video by discussing:Who is in the video installation?Summarize the conversation taking place between the two individuals in the video.CompositionHow many screens are there and how are they arranged?How are the people portrayed on the screens?How is this video similar (in terms of content and/or formal elements) to other works by Sue Williamson?Specifically, reference Truth Games series (1998) and A Few South Africans (1980s), which are discussed in Images of Apartheid.Discuss at least 2 similarities.Since your visual analysis should only draw from the video lectures and Williamson’s series, you do NOT have to include citations.

watching Benjamin Wigley’s Paa Joe and the Lion (2016), you were asked to keep the following in mind:Contexts in which coffins are commissioned and usedBritish public’s reactions to Paa Joe and Jacob’s coffin-making and attitudes towards deathThe funeral for Paa Joe’s mother (the family’s preparations for the funeral, coffin-making, burial)The unveiling of the lion coffin and ceremony in the National Trust’s Clumber Park in Nottinghamshire, UKAfter watching the film, write a response (minimum 250 words; maximum 375 words) that fully addresses the prompt below.Prompt: For your response to the discussion question, pick 1 of the topics (e.g. “Contexts in which coffins are commissioned and used” etc.) listed above. In your response, discuss:Your initial reactions and/or thoughts to the filmHow does the film address, illustrate, or make use of your chosen topic?Be sure to discuss at least 2 examples from the film for your chosen topicWho do you think is the primary audience for this film? Why?Optional: any questions that came up for you while watching this film

Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?Step TWO: Choose TWO READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.If there is only one assigned reading, then extract two meaningful examples instead of comparisons.Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.Consider the author’s perspective (national origin, class, ideology etc) for each document.STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citationsREADINGS-CHOOSE ONLY 2.Avalon Project – Treaty of Westphalia (yale.edu)Internet History Sourcebooks (fordham.edu)Internet History Sourcebooks (fordham.edu)

Part 1. “Things never turn out the way you plan “a.The story of the coming of the Revolution, as often in life in general, is one of unintended consequences, i.e., acts or policies with one purpose but a different unintended or unexpected result. Describe how British policies from 1763 to 1775 and the colonial reaction to them illustrate this point.b. For a specific example, go to the following website and locate the Boston Massacre trial. Read some of the trial transcripts and other materials. How do the origin and consequences of this event demonstrate unintended consequences? In other words, is this where the British wanted to go? Did they achieve their goals?Famous trials sitePart 2: Compromise and the ConstitutionThe creation of the Constitution required a number of compromises over some bitterly divisive issues, including how to deal with slavery.a. What were the various compromises made in creating the Constitution?b. Why were the drafters able to make these compromises considering how deep the divisions were over the structure of the new government, representation in the Congress and slavery?1) In contast, why did compromise fail to prevent the Revolution? What was different?2) Why is compromise so difficult or impossible in our government today–what is the difference?c. What were the compromises over slaves and slavery? Why were they made? Could slavery realistically have been handled differently at that time? How?Part 3: Election of the PresidentWhy was the electoral college set up as it was? What were the issues surrounding this question? Was this also a compromise?Part 4: Go to the following Famous Trials website and locate the entry for “Celia, A Slave Trial”Famous trials siteRead through the account and read the ‘Statement of Celia to the Justice of the Peace’ and look through the Trial Testimony, both of which are linked on the right side of the entry. Answer these questions:1. How did the national tensions over the events of the 1850s, especially the Kansas Nebraska Act and ‘Bleeding Kansas’ affect Celia’s trial and its outcome?’2. How was the trial rigged against Celia? Could she have been acquitted under any circumstances?3. What does this story tell you about the realities of slavery and the lives of female slaves in particular?Part 5: For this assignment you will need to familiarize yourself with the issues involved in and conduct of the impeachments of President Trump in order to compare with our first presidential impeachment.Go to the Famous Trials website below and locate the entry for ‘Johnson Impeachment’Famous trials siteRead the account of the case and study these topics on the links provided: ‘Constitution and Impeachment’, ‘Opinions of Senators in the trial’, ‘Proceedings of the Senate’ and any others you may find useful.Cite each document that you use so that I know that you investigated the links and what sources you used.Answer these questions:1. a. What were the charges against President Johnson? What was their constitutional basis?b. What are the differences and similarities with the charges against Trump?2. Was the impeachment of Johnson justified under the law?3. Why was Johnson acquitted? What message was sent by this action?4. Using the links listed above on senators’ opinions and Senate proceedings,a. Do you see the senators as so strictly divided along partisan lines in the Johnson trial as ours were in the Trump trial or was there more division over the issues and crossing of party lines?b. In what ways was the conduct of the Johnson trial different from the Trump trials?

The Republican victory in 1896 gave heart to proponents of prosperity through foreign trade. McKinley sought neither war nor colonies, but many in his party wanted both. Called “jingos,” they included Assistant Secretary of the Navy, Theodore Roosevelt; John Hay, the ambassador to London, and senators Albert Beveridge and Henry Cabot Lodge. Britain, France, and Germany were seizing territory around the world, and jingos believed the United States needed to do the same for strategic, religious, and economic reasons.QUESTION (give response in 1-2 paragraphs):Several reasons are proposed explaining why the United States decided to join the “Imperialist Club”. Which argument was the strongest, and which argument was the weakest? Explain your position.

‘The Columbian Exchange’.1. Select 3 items or elements of the exchange in the Columbian Exchange that you think had the greatest impacts on the Old and New Worlds and history going forward. Explain in detail how and why?2. Decisions for slavery: Why did the colonists make the decisions that led to race based chattel slavery rather than adopting other forms of labor like wage based work or continuing to use indentured servants? What were the steps creating the legal framework? What factors went into these decisions?Do you think slavery was inevitable under the circumstances or could things have gone differently?3.Research a big London slave trader, Humphrey Morice, at the link below or listed in the assignment folder. Describe his business operation in detail. What is your reaction to his story? How do you explain his participation and that of those like him in this trade? What kind of a man was he?http://www.ampltd.co.uk/collections_az/slavemorice/editorial-introduction.aspx4. Search the article from the William and Mary Quarterly to learn about the operation and economics of the British slave trade, which supported the American colonies. Use highlights from the article to describe the many economic interests and persons involved in the slave trade in England and the colonies. Prepare 2 paragraphs discussing the various interests involved in the operation of the slave trade and what role they played and how they profited.Think outside the box to include everyone who was in some way connected with the trade and slavery itself or who benefited, even those who never saw a slave, not just traders and owners.In light of all this, can you make a case that nearly every American’s hands were in some way, directly or indirectly, sullied by slavery?