History

Illustrate of Western Art with One page

Plan National Aid at Negroes’ Trial Digital History ID 1127Date:1933Document: Leaders of Race Here Move to Raise Funds and Stir a Country-Wide Protest.Confer With LeibowitzDefense Attorney Will Speak Tonight at Labor Defense Meeting in Union Square.Nationally organized Negro defense of the nine Negroes involved in the Scottsboro case is being planned by New York leaders of the race.Bill Robinson, Negro dancer, visited Samuel Leibowitz, counsel for the Scottsboro defendants yesterday and submitted a proposal that funds be raised with several benefit performances. Delegations representing various Negro organizations also called on the attorney.”It now become apparent,” Mr. Leibowitz said last night, “that irrespective of any small differences that may have arisen in the past between different organizations seeking to lead this fight, the race has reached the conclusion that this case marks a turning point in the life of the American Negro, who has been kept shackled by intolerance of the bigots. They are going through with the fight.”Mr. Leibowitz was announced as one of the principal speakers for a demonstration in Union square at 6 o’clock tonight by the International Labor Defense. Mrs. Janie Patterson, mother of the Negro reconvicted in Decatur this week, is due in New York this afternoon and will attend the meeting.Hays Listed as Speaker. Others scheduled to speak are Joseph R. Brodsky, chief counsel for the International Labor Defense; John Haynes Holmes, Arthur Garfield hays and Roger Baldwin.The International Labor Defense, through William L. Patterson, its national secretary, assailed the National Association for the Advancement of Colored People yesterday for its statement of Monday to the effect that the injection of communism into the trial affected the verdict in the Patterson case.”The directors of the N.A.A.C.P. have seen fit to gloat over the death verdict against Heywood Patterson,” said the defense secretary. “They take the occasion of this verdict to bring forward a ridiculous claim that had they been in the case the verdict would have been different.”They say that ‘racial prejudice closed the eyes of the jurors’ and at the same time that the injection of communism into the case brought about the death verdict.””Aside from the completely gratuitous confusion of the International Labor Defense, a non-partisan organization, with the Communist party, which is brought for ward merely to hide the existence of a workers’ organization of defense, this statement is in itself a contradiction.Statement Declared Untrue. “This statement that the N.A.A.C.P. went to the aid of the Scottsboro boys at the trial is another. The records prove this conclusively.”Harlem Negroes, led by several ministers of their race and by W. H. Davis, owner of The New Amsterdam, a Negro publication, plan to hold a number of mass meetings in Negro churches and at various outdoor points in Manhattan as well as in the other boroughs, Davis announced last night.A.J. Muste, chairman of the conference for Progressive labor Action, sent a letter yesterday to President Roosevelt asking that he use his influence to obtain a new trial for Patterson.The conference, in a letter to The Amsterdam News, suggested yesterday that 50,000 Negroes be enlisted to march to Washington to protest against the Patterson verdict and that 50,000 white workers be asked to join the march.Additional information: The New York Times, Wednesday, April 12, 1933What does this article show about the state of race relations in America in the 20th century? Also, do you think that the posed argument is a valid argument? Why or why not? 1 full page, single spaced.Document 5″Meredith Enrolls at Ole Miss ” The Birmingham News front pageComplete answer must be 1 full paged, single spaced1) What city does this newspaper come from?2) On first glimpse, what is the context of the newspaper? What do you think is going on when this is published?3) What is the tone of the stories in this newspaper?

This week is about thinking critically about the master narratives that have shaped how world history has been written and taught. Namely, the paradigm of Eurocentrism that has dominated the story, which holds western civilizations as supreme.*Think about the narratives of western civilization that you have been taught, and answer the following questions.1. What is one way that you learned these narratives? (Lessons in school, movies/shows in popular culture, etc,.)2. What is one particular historical moment/event that you remember being portrayed and framed in this way? (ancient Egypt, Columbus’ conquest, etc,.)3. Finally, how would you invert or flip that narrative to re-write the story into a “new global storyline”? (For instance, what we are taught is the heroic story of Columbus and conquest could actually be a story of Indigenous resilience to invasion.)

Explain how and why slavery developed in the American colonies.Describe in what ways the practice of slavery was different between each colonial region in British North America.Analyze the differences between slaves and indentured servants.Writing Requirements (APA format)Length: 1-2 pages (not including title page or references page)

The mid-term paper is on the readings and lectures of the first part of the course, Day 2-3-4, 6-7. Paper must be an essay of 2000 words (quotations excluded) summarizing only one reading at choice of the first part of the course. It is possible or to summarize the entire reading, or expand one-two subjects inside of it (for instance one or more paragraphs, or one part). Please choose only one among these readings: – The Age of Enlightenment, Readings Day 2 (Greer-Lewis 423-432)  – Revolutions in North America and France, Readings Day 3 (Greer-Lewis 446-471)  – The Industrial Revolution, Readings Day 4 (Greer-Lewis 503-530)  – Rise of Ideologies and Fighting for Democracy, Readings Day 6 (Greer-Lewis 473-484, 491-501)  – Age of Imperialism, Readings Day 7 (Greer-Lewis 542-556)      Information:    – Daily readings and my classes in Blackboard are obligatory to write the paper. Material and info from outside the class (such as books, articles and websites) are not obligatory but recommended, and will allow to obtain the highest grades. Please list at the end of the paper all the material that has been used, also the course’s textbook.    – The 2000 words must be reached with the student’s own words and sentences. Quotations are welcome, but cannot be included in the 2000 words (as well as the bibliography). To quote a source, put the text in between “…,” and then add a parenthesis with a short reference to the author (or link), and the page: for example, (Greer-Lewis 455).     – Interline of the paper must be single space.    – Sources from the WA can be used only if different from those used in WA1.   – Print and review your paper before presenting it. Attach it here as “.doc” file.

Prompt:Biological anthropologists rely on material remains (bones, tools, etc.) to understand humans’ evolutionary history. For this essay, you are asked to review and analyze the work of anthropologists in a site where remains of hominins were found (early hominins, Homo habilis, and/or Homo erectus).The purpose of this assignment is to:1.    Situate the site in a historical and geographical perspective (where is it located, who lived there, and when);2.    Provide a detailed description of the remains found, as well as how these remains were dated; and3.    Explain how these remains contribute to our understanding of hominin evolution.This essay must rely on three authored sources pertaining directly to the site chosen (archaeology/science magazine articles, anthropology research blogs and/or reports, newspapers articles), including at least two peer-reviewed sources (available on databases such as Academic Search Complete, accessible on the Columbia College library website). You may not use your assigned textbook to as a peer-reviewed resource. These sources should be used in the essay to support your original refection. These sources should also be properly cited in ASA style.This essay must be at least 1,000 words long.

How did Hitler’s rule in Nazi Germany exemplify totalitarian rule?

Using your textbook readings, presentations and the sources listed below, assess the role that Christianity played in shaping the Emancipation experience, and explain how churches informed the political and economic opportunities available to newly freed slaves.Each thread must be 200–250 words and demonstrate specific knowledge of the primary sources provided, the textbook and presentations for Module 1.

To what extent did civilizations represent “progress” in comparison with earlier Paleolithic and Neolithic societies? And in what ways did they constitute a setback for humankind?

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Criteria Level 5 Level 4 Level 3 Level 2 Level 1 Criterion Score Grade Criteria For Discussion Posts 10 points Online posting is on time and answers given for all questions. Answers have substantial, relevant detail based on the assigned readings. Answers are complete, concise and state an original point. 8 points Assignment has answers for all questions. Answers state an original point, but has room for further development. Student did not post the required minimum to thread by Wednesday of the assigned week. Answers lack substance, detail or are not complete and/or concise. 6 points Assignment answers are not complete and/or student did not complete a Wednesday post. No original point was stated in answers. Answers lack substance, detail or are not complete and/or concise. 3 points Assignment contains little substance, and did not adequately address questions of assignment. 1 point Assignment is late or not turned in at all. Answers did not address the questions or did not present evidence of following the assignment. / 10 Rubric Total Score Total / 10