History

2 separate assignments. each 160ish words 1.Read the Black Panther Party’s Ten Point Program  (1966) here: http://www.blacklivesmattersyllabus.com/wp-content/uploads/2016/07/BPP_Ten_Point_Program.pdf  (Links to an external site.) What surprises you about this program? How do the demands listed here challenge the way the Black Panthers are represented in popular culture? 2.listen to the Sexing History podcast episode “Bandstand and the Closet.” Here: https://www.sexinghistory.com/episode-2-1  (Links to an external site.) How does this episode challenge your understanding of postwar youth culture

Freedom and Progressivism: Often, the story of the United States is told as one of ever-expanding freedom. While there are ways in which that may be true, we have also seen many examples of how freedom was restricted, particularly in moments of social upheaval and change. In your essay, choose three moments of crisis where freedom remained an unfulfilled promise for an individual or group. Use your examples to analyze definitions of freedom that were being contested at that time (contextualize based on example). In each example, consider how power was exercised on and by individuals and groups: who benefitted from this definition of freedom, and how was it explained, and who contested it? Explain this power and your examples in terms of race, class, gender, nationality, sexuality, and ability, as appropriate. Use links in attached for sources of references.  1) Exceptionalism by Donald Pease: https://keywords.nyupress.org/american-cultural-studies/essay/exceptionalism/ 2) What a white supremacist coupe looks like by Caleb Crain: https://www.newyorker.com/magazine/2020/04/27/what-a-white-supremacist-coup-looks-like 3) Ida B. Wells – A Red Record – Chapter 1: https://www.gutenberg.org/files/14977/14977-h/14977-h.htm#chap1 4) Zinn – the Socialist Challenge: https://www.historyisaweapon.com/defcon1/socchal13.html

Massacre and Insurrection in the 1898 Racial Conflict in Wilmington, NC. Look at the topic and determine the search terms and phrases needed to locate secondary sources. Then provide three secondary sources in proper Turabian format for a bibliographic entry. Next, you will locate an archive or digital collection for the topic and, from within the collection, provide a citation to a single primary source document in proper Turabian format.  Remember, you cite the document as part of the collection, not simply the collection as a whole.

nstructions In Unit VII, submit your research paper on your chosen domestic pre- and post-9/11 terrorist event. The research paper must be written using the following outline structure: Title page Introduction: In this section, identify the two terrorist events that have been previously selected, and briefly explain why these events serve as good comparison points for evaluating how terrorist activities have evolved over time.         Pre-9/11 terrorist event: In this section, describe the first terrorist event that is being used for comparison. The description of this terrorist event must include the nature of the event, methods used by the terrorists, and eventual outcome of the event. Post-9/11 terrorist event: In this section, describe the second terrorist event that is being used for comparison. The description of this terrorist event must include the nature of the event, methods used by the terrorists, and eventual outcome of the event. Terrorist events comparison: In this section, compare and contrast the two terrorist events that were described in the previous sections. Suggested areas for comparison include (1) motivations for attacks, (2) methods of attack, (3) impact on society, and (4) lessons learned from attacks that can be used to develop counterterrorist strategies. You should also discuss how terrorist strategies have evolved from the first event to the second event.   Summary and conclusions: In this section, summarize the evolution of terrorism based upon the two selected events.  References: Provide a reference list. While the level of detail in each section of the research paper will vary, it is expected that the final paper will be at least three pages in length, not counting the title and reference pages. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

For this RP you will use especially a chapter from A People’s History of the United States by Howard Zinn. The URL to the document is here: http://www.historyisaweapon.com/defcon1/zinncol1.htm (Links to an external site.) Answer and explain the following question in detail: What sources are the textbook authors using? Pay special attention to Zinn’s sources; they give his history a certain credibility on this topic.

Discuss the outcome of the French and Indian War and its effect on native peoples. Were there native people that experienced detrimental effects because of the end of the war? Were there native peoples who benefited from the War’s end?  Discuss the reasoning behind Pontiac’s Rebellion. Were the goals of Pontiac and other native leaders realistic? Could their goals be obtained through war?

Two questions one per page: must be done within 90 mintues! (I know price woud be higher) 1. What were the key ways American foreign policy in the Persian Gulf region (Iran, Iraq, Saudi Arabia) changed from 1972-2003? What were the most important reasons for these shifts? 2. How effective was the United States in pursuing its foreign policy goals in the Middle East in the post-Cold War era (1992-2005)? To answer this, please consider the key challenges the US faced in this period, what it hoped to accomplish, and why.  One of the source you must use is the book called: Crisis and Crossfire: The United States and the Middle East Since 1945 by Peter L. Hahn.

Students must write a minimum 1-2 page paper over Plagiarism. Not to exceed two pages. Answer the following questions: 1.   What is Plagiarism? 2.   Why don’t Colleges/Universities allow plagiarized work? 3.   What are the consequences of submitting plagiarized work? 4.   How can a student avoid submitting Plagiarized work?

1) As you have read in this week’s material, race is a social construction and a biological fiction, but it is also responsible for real consequences in our world insofar as prejudice, discrimination, and negative stereotypes are concerned. For this week’s Discussion post, you will be sorting people based on the race with which you identify them. Please take the Race Literacy Quiz from California Newsreel.  (Links to an external site.) When you’re done with the quiz, complete the activity Sorting People  (Links to an external site.)  found on the PBS website. After you’ve completed the quiz and activity, reflect on how you did and whether you were surprised by the results. For your Discussion post this week recall the reading material and engage deeply with what you read and respond to the following questions: Why do social scientists consider race a social construction? What is an example from news or social media that demonstrates how race is a social construction? Please include a link to share in your post. Finally, reflect on the activities from this week’s lecture material and use a personal example from the sorting quiz results to discuss how race is a social construction. 2) Investigating language, arguments, and cognitive biases For your initial post, address one of the following: Watch Cohen’s video How can you have a fair argument?  (Links to an external site.)  In Cohen’s view, what is the true benefit of philosophical or academic argumentation? Explain how we can go beyond argument as war, proof, or performance in academic discourse, or any discourse, in a spirit of collaboration rather than contention. How can we overcome the dominant war metaphor in our arguments? After reviewing the interactive lecture this week and the reading Let’s think about cognitive bias  (Links to an external site.)  (Anonymous, 2015), explain how vague or imprecise language can lead to cognitive biases. Can you point to an example? Explain how we can address imprecise/vague language and associated cognitive biases in our own thinking. Review Arguing with other people  (Links to an external site.)  (Lau & Chan, 2019) and How to criticize with kindness: Philosopher Daniel Dennett and the four steps to arguing intelligently  (Links to an external site.)  (Popova, 2014). Explain how could you use Dennett’s four steps to strengthen your critical thinking when conversing with others.

Hello Time Travelers:  For this discussion you are to act as a time traveler and report back on the things that you have experienced through your travels so far. Choose an event from the places and periods we have discussed in weeks three and four. As a time traveler your job is to observe but not interfere and not pass judgement on the civilization you are exploring. Your purpose will be to provide a first hand account of the event to report back to the present. Your report must be accurate and it must be well researched. these are the instruction Athens Much different from Sparta in government and in other respects its rival, was Athens. Located near the coast of the Attica Peninsula, Athens was ruled by a monarch until the seventh century BCE. Then, economic problems and a near-civil war gave the polis’s aristocrats the chance to take control of the city. In 594 BCE, as the polis was hopelessly burdened by great debt, Athens was placed under the control of an archon named Solon, who was given dictatorial powers in order to save the polis. http://ezproxy.apus.edu/login?url=http://ebooks.apus.edu/HIST111/Week3.pdf 5.10 THE CLASSICAL PERIOD So far, the story of the Greek world in this chapter has proceeded from a narrative of the fragmented Greek world in the Dark Ages to the emergence and solidification of a Pan-Hellenic identity in the Archaic Period. The story of the Greeks in the Classical Period, by contrast, is best described as the strife for leadership of the Greek world. First, Athens and Sparta spent much of the fifth century BCE battling each other for control of the Greek world. Then, once both were weakened, other states began attempting to fill the power vacuum. Ultimately, the Classical Page | 197 CHAPTER 5: THE GREEK WORLD FROM THE BRONZE AGE TO THE ROMAN CONQUEST Period will end with the Greek world under the control of a power that was virtually unknown to the Greeks at the beginning of the fifth century BCE: Macedon. 5.10.1 From the Delian League to the Athenian Empire In 478 BCE, barely a year after the end of the Persian Wars, a group of Greek city-states, mainly those located in Ionia and on the island between mainland Greece and Ionia, founded the Delian League, with the aim of continuing to protect the Greeks in Ionia from Persian attacks. Led by Athens, the league first met on the tiny island of Delos. According to Greek mythology, the twin gods Apollo and Artemis were born on Delos. As a result, the island was considered sacred ground and, as such, was a fitting neutral headquarters for the new alliance. The league allowed member states the option of either contributing a tax (an option that most members selected) Map 5.8 | Map of The Athenian Empire in 431 BCE Author: User “Marsyas” Source: Wikimedia Commons License: CC BY-SA 3.0 Page | 198 WORLD HISTORY or contributing ships for the league’s navy. The treasury of the league, where the taxes paid by members were deposited, was housed on Delos. Over the next twenty years, the Delian League gradually transformed from a loose alliance of states led by Athens to a more formal entity. The League’s Athenian leadership, in the meanwhile, grew to be that of an imperial leader. The few members who tried to secede from the League, such as the island of Naxos, quickly learned that doing so was not an option as the revolt was violently subdued. Finally, in 454 BCE, the treasury of the Delian League moved to Athens. That moment marked the transformation of the Delian League into the Athenian Empire. Since the Athenians publicly inscribed each year the one-sixtieth portion of the tribute that they dedicated to Athena, records survive listing the contributing members for a number of years, thereby allowing historians to see the magnitude of the Athenian operation. While only the Athenian side of the story survives, it appears that the Athenians’ allies in the Delian League were not happy with the transformation of the alliance into a full-fledged Athenian Empire. Non-allies were affected a well. The fifth-century BCE Athenian historian Thucydides dramatizes in his history one particularly harsh treatment of a small island, Melos, which effectively refused to join the Athenian cause. To add insult to injury, once the treasury of the Empire had been moved to Athens, the Athenians had used some funds from it for their own building projects, the most famous of these projects being the Parthenon, the great temple to Athena on the Acropolis. The bold decision to move the treasury of the Delian League to Athens was the brainchild of the leading Athenian statesman of the fifth century BCE, Pericles. A member of a prominent aristocratic family, Pericles was a predominant politician for forty years, from the early 460s BCE to his death in 429 BCE, and was instrumental in the development of a more popular democracy in Athens. Under his leadership, an especially vibrant feeling of Athenian patriotic pride seems to have developed, and the decision to move the Delian League treasury to Athens fits into this pattern as well. Shortly after moving the treasury to Athens, Pericles sponsored a Citizenship Decree in 451 BCE that restricted Athenian citizenship from thence onwards only to individuals who had two freeborn and legitimately-wed Athenian parents, both of whom were also born of Athenian parents. Then c. 449 BCE, Pericles successfully proposed a decree allowing the Athenians to use Delian League funds for Athenian building projects, and, c. 447 BCE, he sponsored the Athenian Coinage Decree, a decree that imposed Athenian standards of weights and measures on all states that were members of the Delian League. Figure 5.15 | Model of the Acropolis, with the Parthenon in the middle Author: User “Benson Kua” Source: Wikimedia Commons License: CC BY-SA 2.0 Page | 199 CHAPTER 5: THE GREEK WORLD FROM THE BRONZE AGE TO THE ROMAN CONQUEST Later in his life, Pericles famously described Athens as “the school of Hellas;” this description would certainly have fit Athens just as much in the mid-fifth century BCE as, in addition to the flourishing of art and architecture, the city was a center of philosophy and drama. The growing wealth and power of Athens in the twenty or so years since the Persian Wars did not escape Sparta and led to increasingly tense relations between the two leading powers in Greece. Sparta had steadily consolidated the Peloponnesian League in this same time-period, but Sparta’s authority over this league was not quite as strict as was the Athenian control over the Delian League. Finally, in the period of 460-445 BCE, the Spartans and the Athenians engaged in a series of battles, to which modern scholars refer as the First Peloponnesian War. In 445 BCE, the two sides swore to a Thirty Years Peace, a treaty that allowed both sides to return to their pre-war holdings, with few exceptions. Still, Spartan unease in this period of Athenian expansion and prosperity, which resulted in the First Peloponnesian War, was merely a sign of much more serious conflict to come. As the Athenian general and historian Thucydides later wrote about the reasons for the Great Peloponnesian War, which erupted in 431 BCE: “But the real cause of the war was one that was formally kept out of sight. The growing power of Athens, and the fear that it inspired in Sparta, made the war inevitable” (Thucydides, I.23).