History

After reading the article on the Wyandotte Native Americans consider the following. Much has been made of the Native Americans and their “Freedom”. However, when I read the article on the Wyandottes they do not seem very “free” to me. Write up a paper summarizing your own thoughts on this idea. With this paper either explain why you agree with me about their lack of “Freedom”, or teach me something and demonstrate what I have missed. Feel free to employ anything we use this week in your discussion, but focus on the Wyandotte article. When you are done submit your paper through your student folder for grading by Sunday evening before 11:55pm. ARTICLE- The Ouendots (aka Wyandots and Hurons) The presence and influence of Native Americans in the Great Lakes region is worthy of a site all its own. The same could be said of many of the individual tribes. The purpose of this site is to present a history of Detroit from the time of European settlement, I would be remiss to not include information on Native Americans, but I feel I must stress that the quantity of information here in no way reflects the presence or contributions of these indigenous peoples. As with all areas in this site, if you feel something needs to be added to corrected, please contact me. Ouendots “Huron” comes from the French word, “hure”, which roughly translates to “bristly”. The French gave this tribe the name because of their characteristic “bristly” hair. According to the Detroit Historical Museum, these Native Americans referred to themselves as Ouendot or Wyandot. Burton says that at one point the Hurons began calling themselves Wyandots. I will use the term Ouendot and hope to not offend anyone. Samuel de Champlain found a Ouendot settlement near the Georgian Bay on the east coast of Lake Huron in 1615. He estimated the settlement to consist of 30,000 people in 18 villages. The Jesuits immediately built a mission there. In 1649, a the Iroquois attacked and destroyed the mission at Georgian Bay. The Ouendots, abandoned the mission and took up residence with the Erie (another Native American tribe). In 1656, the Ouendots were again brutalized by the Iroquois. The Ouendots again fled, this time to Christian Island, then Michilimackinac, and finally, to Green Bay. Jesuits recorded a Ouendot settlement on Mantoulin island in 1670. In 1671, Father Marquette founded the mission, Point St. Ignace, on the same island. On June 28, 1703, thirty Ouendot families arrived at Fort Ponchartrain du Detroit, having traveled from St. Ignace. The Ouendots were described as the “most faithful nation to the French”. They were also very susceptible to conversion by the Jesuits as it seemed a safe haven from the Iroquois. In 1728, Father Armand Richardie established a Ouendot (Huron) mission on Sandwich Point, across the river from Detroit. The Ouendots moved their village to an area near Mission House where they enjoyed more profitable trade and a more peaceful lifestyle until tensions arose between them and their former allies, the Ottawa. For many years, the Ottawas and Ouendots lived in harmony in the area surrounding Fort Ponchartrain. Every year, they would make an annual trek to the Mississippi Valley where they would wage war on another tribe, the Tete Plattes. One year, a Ouendot warrior was captured by the Tete Plattes, who nursed him back to health and sent him back to his own people. The Ouendots were moved by this gesture and decided to stop waging war on the Tete Plattes. They tried unsuccessfully to get the Ottawas to also cease the yearly battle. The following year, when the Ottawas set out on the war path, the Ouendots sent a runner to warn the Tete Plattes. The Ottawas vowed revenge on the Ouendots, who fled to the Ohio River Valley. Still not safe, the Ouendots move to Bois Blanc (Bob-Lo) island in 1744. They lived on Bois Blanc for 5 years with Father Pierre Potier. When the Ottawas were finally ready to give up their revenge seeking n 1749, the Ouendots moved back to Mission House. In The City of Detroit, Clarence M. Burton says that a portion of the Ouendots settled at Fort Ponchartrain moved to the area of Sandusky, Ohio in 1745 as a result of the current French commandant’s (Longueuil?) conflicts with Ouendot Chief Orontony (Nicholas?). He goes on to say that while in Sandusky, Orontony made plans to attack the French posts at and north of Detroit. His plans were ruined when a Ouendot woman told a Jesuit priest of them. Orontony destroyed the Sandusky settlement and built a new one on the White River in present day Indiana. When Orontony died in 1748, the other Ouendots returned to Detroit and Sandusky (Burton says that this is when the tribe changed their name from Huron to Wyandot. Since “Huron” is somewhat derogatory, it is likely that these people never used it to seriously describe themselves). The Ouendots claimed a large portion of what is now Ohio. In 1815, they were granted a large parcel of land in present day Michigan and Ohio as a result of their support of the English during the War of 1812. In 1819, the land was ceded to the US in exchange for a reservation on the Ouendot River near Detroit, and another one near Upper Sandusky. In 1842, the reservations were sold and the Ouendots were moved to Wyandotte County, Kansas. In 1867, they were moved again, this time to the “Indian Territory”. Later they were moved yet again, this time to a reservation in the northeast corner of Oklahoma.

It is often assumed that the American colonies were established based on religious freedom, individual liberty, and economic opportunity, but this was not true for everyone.  Please explain examples of intolerance, persecution, and exploitation directed towards the following groups:   1.       Religious Dissenters 2.       Women 3.       Native Americans 4.       Indentured Servants 5.       Slaves                                 https://www.youtube.com/watch?v=hUlFY9AMxQI&feature=emb_title   https://www.youtube.com/watch?time_continue=8&v=dyk2s2EKkts&feature=emb_title

Research and explain why you believe that the end of World War I, with the Treaty of Versailles, lead to and/or caused the start of World War II -Research Paper itself needs to be 550 words or more (2 pages or more) not including bibliography -Must include footnotes/end notes in Chicago Style -Must have a bibliography page in Chicago style ****Must clearly state the thesis and explain thoroughly why you take that historical stance. Use at least 3 sources to back up your argument. *PAPER MUST BE IN CORRECT CHICAGO STYLE FOR FOOTNOTES, PAPER, AND BIBLIOGRAPHY

HTY233 Discussion Question. Explain the rise of al-Qa’ida in the 1990s and how it culminated in the terrorist attacks of September 11, 2001. What was their motivation? Who/what did they target? What was the U.S. response to AQ before and after 9/11?

Please let me know if you have any questions or concerns. The instructions and rubric are below. The format of the paper can be bulleted A, A1, A2, B, B1, etc. to answer all of the parts of each question fully. Sources only need to be included when used, there is no minimum needed. Thank you! COMPETENCIES 1002.1.2 : The Early Republic and the American Civil War The graduate analyzes the challenges of partisan politics and sectionalism in the Early Republic and Civil War eras. INTRODUCTION The adoption of the Constitution in 1787 established a strong federal government for the United States and codified the principles of a country that balanced the interests of divergent political, social, religious, and economic groups. The logistical necessities of organizing these interests on a federal level contributed to the establishment of national political parties during George Washington’s first term in office. Though President Washington warned of the dangers of factionalism in his farewell address, the advantages these organizations possessed for achieving their policy goals made parties an integral part of the political system. During the first half of the nineteenth century, the United States experienced a period of tremendous territorial expansion. The challenges resulting from the spread of political and social institutions—most notably, slavery—across the continent deepened sectional divisions into a national crisis by the 1850s. The Civil War was the bloodiest conflict in American history, and the war and its aftermath profoundly altered the political, social, and economic characteristics of the United States. In this assessment, you will explain the characteristics of the First Party System in the United States and its legislative consequences. You will also examine the growth of the sectional divisions in the United States during the nineteenth century leading up to the outbreak of the Civil War. REQUIREMENTS No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.  You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.  A. Explain (suggested length of 2–3 paragraphs) the reasons for the rise of partisan politics in the Early Republic (i.e., major conflicts and concerns, development of the First Party System).  B. Discuss the development of the Second Party System (suggested length of 2–3 paragraphs) by doing the following:  1. Compare the platforms of the Whig and Democratic parties.  Note: You may include both similarities and differences of the two parties.  2. Describe the leaders and constituents that defined each party.  3. Explain how the Second Party System contributed to increased democratization of American politics.  C. Discuss the major movements and events that led to the Civil War (suggested length of 2–3 paragraphs) by doing the following:  1. Explain the pro-slavery and abolitionist arguments of the antebellum period.  2. Describe the role of westward expansion in increasing sectional tensions.  3. Evaluate how three major events (e.g., significant legislation, territorial conflicts, court cases, political debates) contributed to the outbreak of the Civil War.  D. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content.  1. Include the following information when providing source references:  •  author  •  date  •  title  •  location of information (e.g., publisher, journal, or website URL) File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC ARTICULATION OF RESPONSE (CLARITY, ORGANIZATION, MECHANICS): NOT EVIDENT The candidate provides unsatisfactory articulation of response. APPROACHING COMPETENCE The candidate provides weak articulation of response. COMPETENT The candidate provides adequate articulation of response. A:RISE OF PARTISAN POLITICS NOT EVIDENT The candidate does not provide a logical explanation of the reasons for the rise of partisan politics in the Early Republic. APPROACHING COMPETENCE The candidate provides a logical explanation, with insufficient detail, of the reasons for the rise of partisan politics in the Early Republic. COMPETENT The candidate provides a logical explanation, with sufficient detail, of the reasons for the rise of partisan politics in the Early Republic. B1:COMPARISON OF WHIG AND DEMOCRATIC PARTIES NOT EVIDENT The candidate does not provide an appropriate comparison of the platforms of the Whig and Democratic parties. APPROACHING COMPETENCE The candidate provides an appropriate comparison, with insufficient detail, of the platforms of the Whig and Democratic parties. COMPETENT The candidate provides an appropriate comparison, with sufficient detail, of the platforms of the Whig and Democratic parties B2:LEADERS AND CONSTITUENTS NOT EVIDENT The candidate does not provide an appropriate description of the leaders and constituents that defined each party. APPROACHING COMPETENCE The candidate provides an appropriate description, with insufficient detail, of the leaders and constituents that defined each party. COMPETENT The candidate provides an appropriate description, with sufficient detail, of the leaders and constituents that defined each party. B3:INCREASED DEMOCRATIZATION OF AMERICAN POLITICS NOT EVIDENT The candidate does not provide a logical explanation of how the Second Party System contributed to increased democratization of American Politics. APPROACHING COMPETENCE The candidate provides a logical explanation, with insufficient detail, of how the Second Party System contributed to increased democratization of American Politics. COMPETENT The candidate provides a logical explanation, with sufficient detail, of how the Second Party System contributed to increased democratization of American Politics. C1:PRO-SLAVERY AND ABOLITIONIST MOVEMENTS NOT EVIDENT The candidate does not provide a logical explanation of the pro-slavery and abolitionist arguments of the antebellum period. APPROACHING COMPETENCE The candidate provides a logical explanation, with insufficient support, of the pro-slavery and abolitionist arguments of the antebellum period. COMPETENT The candidate provides a logical explanation, with sufficient support, of the pro-slavery and abolitionist arguments of the antebellum period. C2:ROLE OF WESTWARD EXPANSION NOT EVIDENT The candidate does not provide an accurate description of the role of westward expansion in increasing sectional tensions. APPROACHING COMPETENCE The candidate provides an accurate description, with insufficient support, of the role of westward expansion in increasing sectional tensions. COMPETENT The candidate provides an accurate description, with sufficient support, of the role of westward expansion in increasing sectional tensions. C3:THREE MAJOR EVENTS NOT EVIDENT The candidate does not provide a logical evaluation of how three major events contributed to the outbreak of the Civil War. APPROACHING COMPETENCE The candidate provides a logical evaluation, with insufficient support, of how three major events contributed to the outbreak of the Civil War. COMPETENT The candidate provides a logical evaluation, with sufficient support, of how three major events contributed to the outbreak of the Civil War. D:SOURCE ACKNOWLEDGEMENTS NOT EVIDENT There is evidence of quoted, paraphrased, or summarized content without acknowledgement of source information in in-text citations and references. APPROACHING COMPETENCE The candidate provides insufficient acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, and summarized content. COMPETENT The candidate provides sufficient acknowledgement of source information, using in-text citations and references, for all quoted, paraphrased, and summarized content. D1:SOURCE INFORMATION NOT EVIDENT The candidate does not include the given points when providing source references. APPROACHING COMPETENCE The candidate includes the given points, with incomplete or inaccurate information, when providing source references. COMPETENT The candidate includes the given points, with accurate and complete information, when providing source references.

You have been divided into two groups.  For this discussion, Group A (Last name A-L) will assume the role of an individual who supported the American Revolution (a Patriot or Whig), while Group B (Last name M-Z) will argue against it as Loyalist or Tory citizens. Loyalist James Chalmers, under the pseudonym of Candidus, wrote Plain Truth in response to Thomas Paine’s famous pamphlet Common Sense.  You can select the enclosed link to read Thomas Paine at Gutenberg Project. Then read the excerpted text from Chalmers, shaping your statement in support or in opposition to Chalmers’ argument.  Try not to make assumptions.  Instead, assume the historical role of someone who lived in the colonies in the period up to, and including, the American Revolution. You could be a Colonial politician, a merchant, a farmer, a shop owner, or even a Southern plantation owner. Be creative. After your initial submission, you are then required to continue the debate by responding to three of your classmates. Your initial response is due by 11:55pm, ET, Friday and your responses to 3 other students by 11:55pm, ET, Sunday.  [1] Excerpt taken from: Drake, Allison Stark.  Headlines From History:  The Boston Massacre      Five Colonists Killed By British Soldiers.  New York:  The Rosen Publishing Group, Inc., 2001 ***MY LAST NAME BEGINS WITH S, SO i AM IN GROUP B AND NEED A AN ARGUMENT AGAINST THE AMERICAN REVOLUTION AS A LOYALIST OR TORY CITIZEN***