Category: History

Watch the video and answer the following questions:
Who are the Founding Father’s discussed in the video?
Who was Daniel F. Bakeman? Why is he significant in the video?
Who was James Albert Hard? Why is he significant in the video?
What would be the threats to them if they traveled to our time?
What would astound them about our time?
How would they think about the internet and cell phones?
How much of the world did they know about?
What was the population at the time of the American Revolution?
What was the average life expectancy at the end of the 18th century?
What would they think of our level of food production, and if civilization collapsed tomorrow, would YOU be able to grow and produce your own food?
How would the founding fathers mentioned in the video, perceive the United States on the World Stage, ie within the global context?
When did Haiti outlaw slavery? When did Brazil outlaw slavery?

After reading Ch. 7 ” As Long as Grass Grows or Water Runs” in Howard Zinns A Peoples History of the United States (A Peoples History of the United States) (Links to an external site.), complete the following: https://www.historyisaweapon.com/zinnapeopleshistory.html
https://www.historyisaweapon.com/defcon1/zinnasl7.html
Reading Response Format
You will read academic articles relating to the week’s topic. For each of these readings you will complete a Reading Response. It will take the form of a multiple paragraph response. The elements of the format below must be present. This format will help drive our class discussions forward. Please note, that there is no right or wrong answer for these reading responses, though your response should show an understanding of the reading through the identification of the central argument and supporting evidence. You will be submitting your response in to Turnit-in via Canvas. Your turnit-in report must be below 30% in order to receive a grade. You will be able to view your report as soon as you turn it in. Any submission above the 30% threshold will be reassigned.
Read until the following paragraph: “In late 1831, thirteen thousand Choctaws began the long journey west to a land and climate totally different from what they knew. “Marshaled by guards, hustled by agents, harried by contractors, they were being herded on the way to an unknown and unwelcome destination like a flock of sick sheep.” They went on ox wagons, on horses, on foot, then to be ferried across the Mississippi River. The army was supposed to organize their trek, but it turned over its job to private contractors who charged the government as much as possible, gave the Indians as little as possible. Everything was disorganized. Food disappeared. Hunger came.”
Introduction: Overview of the topic(s) discussed along with identifying the thesis. The thesis is the main argument(s) that the author is making.
Supporting Evidence/Main Idea 1: You can present a quote, or a summary of the evidence with an analysis on how it supports the main idea.
Supporting Evidence/Main Idea 2: You can present a quote, or a summary of the evidence with an analysis on how it supports the main idea. Supporting Evidence/Main Idea 3: You can present a quote, or a summary of the evidence with an analysis on how it supports the main idea.
Conclusion/Your Understanding: What new knowledge/information/understanding can you gathered from the reading? How does it expand our understanding of American history? How does it connect (if possible) to lecture or to modern American history?
Questions: Any questions that you may have based on the readings (if applicable)
https://www.historyisaweapon.com/zinnapeopleshistory.html
https://www.historyisaweapon.com/defcon1/zinnasl7.html

I already have the essay done when I paid someone on this app to do it for me the didn’t do the summary of the chapter that’s all I’m missing for this assignment. I need a paragraph to summarize the chapter.

Background to this exercise:
Search engines are just search engines, increasingly trained to provide you with the information they have been trained to show you based on your previous search history. LLMs (Large Language models) powered by Artificial Intelligence operate differently – they will provide you with answers that are based on probabilistic answers – they are not scraping the internet, they are putting together answers that it is learning to understand (like a 3 year old with a huge processing power).
Between these two computational modes of digital inquiry there is a lot of room to get wrong answers. Some of them are intentionally wrong – like fake news websites, others are wrong because the humans who are training the AI or establishing the guardrails of its training are embedding value judgements (see the recent Gemini debacleLinks to an external site.), and because of the way AI works, it will make things up. 
But AI can be great – it can help you organize your sources chronologically, and even make sure you are citing them correctly. It can help you write formulas for excel and code in any language. 
https://www.npr.org/2024/03/18/1239107313/google-races-to-find-a-solution-after-ai-generator-gemini-misses-the-mark
PROMPT: this exercise is to produce a piece of research and demonstrate how you know what you know about it. You will start with AI, then move to primary and secondary sources and keep track of this process and share it in your storymap. 
For this assignment, we want you to use the LLM model of your choice to ask as much as possible about an event in history that you are interested in. Go ahead – give it a go. Think of any historical question. 
Whatever question you ask, keep track of the LLM’s answers [take screenshots]. Then confirm the answers using steps you have learnt in class.
You have been using sources assigned in class.  You also want to use Mike Caulfield’s Web Literacy for Student Fact-CheckersLinks to an external site. in module 1. The summary of his advice/technique is: 1) check for previous work, 2) go upstream 3) read laterally 4) circle back. Each of these steps is detailed in the e-book, you don’t have to go through each substep – but you do want to take these 4 steps seriously because they will protect you from making bad calls.
suggestions:
-possible LLMs:  Google’s Gemini, Open AI’s ChatGPT, Anthropic’s Claude – it does not matter to me which one you use
-take screenshots of these steps so you have visuals to include in your storymap
-repeat the exercise: you may need to rephrase the question or ask follow up questions. In order to complete this exercise, you will have to ask multiple questions (remember that each question leads to more questions). If your first question leaves you with no more questions – ask a new question. You should have at least 3 related questions.
-confirm the answers. Use Mike Caulfield’s Web Literacy for Student Fact-CheckersLinks to an external site. to practice safe web-searching and avoid common pitfalls
-use all this information to present your research in a storymap, and use all the skills you have learned to make this the best possible expression of your research savvy. Your questions will have led you to a thesis statement – make sure it is explicit. Your presentation is a formal piece of research that is illustrated with images and other media, so make sure you are writing in full sentences and paragraphs and include each step of the research in the storymap.

write 500 words about the documentary “13th” on netflix about racism.
Think back to our original unit of study (Civil Rights Movement)
What does the documentary you have watched say about the direction our society has taken since the original event? What has changed? What seems the same? What are your personal
takeaways? Use specific examples from the documentary

Your essay must be based on one of the topics from the list provided or another topic pre-approved by the professor. ONLY ONE PERSON IS ALLOWED TO WRITE ON EACH TOPIC. You need to choose a topic by February 9. If you know for sure that you want a certain topic, please let me know ASAP because once someone chooses a topic, no one else will be able to do the same one.  Your essay should be a minimum of 1500 words. The essays can be longer, if you wish, but not shorter!  You should use Turabian/Chicago style—the accepted style for history papers—(I will also accept MLA or APA as long as you are consistent) for citations, and your papers should be clear, detailed, and grammatically correct (be sure to proofread!). Points will be lost if this is not the case.  Use direct quotes very sparingly (no more than one or two very brief quotes per essay; quoted material will not count towards the word limit) and only to highlight a point or two that you are trying to make. In other words, the essays should be in your own words. Be sure to put any direct quotes into quotation marks (“”) to avoid plagiarism. Quoted material will not count towards the word limit!  DO NOT submit an old essay that you’ve done in a previous class and try to pass it off as new research (yes, this has happened in the past and it is cheating!)  For each of the essays, you will need to use the internet and also books, articles, or periodicals. But remember to put any/all the information you learn into your own words!  You should use at least 3–4 sources (books, journals, internet sites, etc.) while researching your essays. Each essay should contain a bibliography page that lists the sites (and any other sources) used. Wikipedia can give you a basic overview of a topic but is not considered a reliable source because the information on it can be changed and is not necessarily verified. You should only use sources that are considered historically acceptable, such as reputable books, journals, or websites. They should be written by a historian or other academic. You may also use primary sources, but they should be from newspapers or other accepted sources (peer-reviewed sources). If you have a question about whether a source is acceptable, please contact me or Southworth Library.  Please don’t use images (pictures, maps, diagrams, etc.) in your essay. This tends to make essay submission very difficult.  VERY IMPORTANT!: Completed essays should be submitted as Word documents in the dropbox provided.

The final paper requires a minimum of 2 primary sources and 3 secondary sources.
Students need to use pagination citation throughout their papers to show how and where they used their sources. Example: “The War of 1812 was started by America.” (Kucsan, 2009) or (the authors last name). Now if you are using more than one article by the same author then you need to put in the title of the article such as (Kucsan, 2009, Consequences of the War of 1812). If you are using 2 different works with authors of the same last name then do the following; (Kucsan, P, 2009) Just put in the first initial.
paper topic 
The 1850s was a particularly tumultuous time in the United States.  Choose 4-5 events, compromises, publications, or people and explain how they propelled the United States towards the Civil War.

Draft Essay # 2 Assignment
History 30B: History of Chicanos since 1848
Spring 2024
Due Date: TBA (toward end of March)
Exploring the History of the Farm Worker Movement Through Historical Evidence & Contemporary Research
Objectives: Understanding the history of the farm worker movement from a variety of perspectives
Applying research skills to the history of the farm worker movement using a variety of evidence
Analyzing primary and secondary source evidence to construct historical narrative
Evaluating the importance of farm workers in Chicano and United States History
Evaluating the relationship between the past and the present
Creating new interpretive historical narratives and archives generation
Overview: In this assignment, you will use primary and secondary sources to explore the history of the farm worker movement. The farm worker movement was an important catalyst event in modern Chicano history, galvanizing a Mexican American civil rights struggle, as well as serving as a cultural renaissance for a larger Chicano/a nationalist movement. César Chávez, Dolores Huerta, and other multiethnic participants and leaders in the farm worker movement helped bring national and international attention to the struggles of farm workers, including fair working conditions, but also social justice issues beyond wages, contracts, and working conditions. La causa, as the broader social movement came to be known, was championed by ethnic Mexican communities and their allies across the United States. Critical to the struggle were the contributions of other ethnic minority groups beyond Mexican Americans, for example, sympathetic white American consumers who supported farm worker boycotts, Filipinos, African Americans, and women. The farm worker movement was uniquely a multiracial movement and moment in United States history in the late 1960s and 1970s. Directions: https://www.archives.gov/education/lessons/worksheets
Step 1: Using the primary and secondary source evidence linked below, select 3 primary sources to explore the history of the farm worker movement. Complete worksheets for each of the primary sources you select, e.g., photograph, written document, artifact, etc. Visit the National Archives website to find the Document Analysis Worksheets for Intermediate or Secondary Students that list the different worksheets for evidence type, e.g., photograph, written document, artifact, etc. These completed worksheets will be submitted as a pre-writing assignment and are a requirement for submitting your draft # 2 essay. Step 2: Use these primary source analysis worksheets to help you construct a 1,250-1,500 word narrative essay exploring aspects of the farm worker movement brought forth in your source selections. As you will be submitting a draft and revision of this essay assignment, in your primary source analysis worksheets, make sure to answer the question about what potential secondary sources and further research might be needed in order for you to have a deeper historical understanding and contextualization to the primary sources selected for this assignment. I’ve listed below some possible secondary sources for you to explore. For the draft stage, the emphasis should first be on analyzing the primary sources. During the revision stage, it is more appropriate to include the secondary sources necessary to provide deeper and more meaningful historical context to your primary source analysis. However, this is a balancing act and if at the draft stage you wish to include secondary sources to support your primary source analysis, go for it! But do not supplant or diminish your focus on primary source analysis at the draft stage by focusing on summarizing secondary source content.
When you are ready to craft your thesis and organize your narrative, consider the following questions as guidelines to formulate your historical argument:
In what ways do the primary sources you select shed light on the diverse history of the farm worker movement? How do the sources help you better understand the ways ordinary people were impacted by this important moment of the Chicano/a civil rights era?
Other Important Notes: Please follow directions closely for this assignment. Completing all steps is necessary for success, from selecting primary sources to explore, to completing the primary source analysis worksheets, to drafting the essay, and then onward toward revisions. Finally, at the end of the semester, you will in some capacity be presenting aspects of your research and writing process in the portfolio assignment, which will require you to discuss publicly your research and writing related to this assignment.
Primary Source Options for Research

Essays by Author

Suggested Oral History/Personal Essays Written by First-Hand Participants (there are others to choose from on the Farm Worker Movement Documentation Project website; explore!)
Interview with Susan Drake
https://libraries.ucsd.edu/farmworkermovement/essays/essays/003%20Drake_Susan.pdf
Interview with Gilbert Padilla
https://libraries.ucsd.edu/farmworkermovement/essays/essays/005%20Padilla_Gilbert.pdf
Interview with Chris Hartmire
https://libraries.ucsd.edu/farmworkermovement/essays/essays/006%20Hartmire_Chris.pdf
Interview with Jessie De La Cruz
https://libraries.ucsd.edu/farmworkermovement/essays/essays/010%20De%20La%20Cruz_Jessie.pdf
Interview with Andy Imutan
https://libraries.ucsd.edu/farmworkermovement/essays/essays/015%20Imutan_Andrew.pdf
Interview with Elaine Elinson
https://libraries.ucsd.edu/farmworkermovement/essays/essays/054%20Elinson_Elaine.pdf
Interview with Gloria Rodriguez
https://libraries.ucsd.edu/farmworkermovement/essays/essays/GLORIA%20SERDA%20RODRIGUEZ%20ESSAY.pdf
“My Life as a Farmworker in the 1960s” by Yolanda Barrera
https://www.syndicjournal.us/syndic-no-6/memoir-narrative-my-life-as-a-farmworker-in-the-1960s-by-yolanda-barrera/
Oral History Interview with Cynthia Bonta
https://d1y502jg6fpugt.cloudfront.net/11651/archive/files/0d6c9fe0a6a756bcfe7a70f032194a40.pdf?Expires=1709769600&Signature=IZ78JmgwqZq5%7ECLHg9C-tdj-ZYOb4pU%7EE9NKpDGgtRzdHu99ZoPL4ZmD0mCUqo097iN9KY90Af3B%7EE%7Egos1q2g9dy4ANom4NnugMwFQgCcDVZW9bFl-kDXtlUJJow1Eg3t6WkGQxN1KUDO0wPQa%7EnSdK-%7E6XRqfIn-JuHZSgOONPoKT4zmN7fOgi6lplZsSAm7Y3Pvq52bfz8YKimDNCu0EJ%7Efk3yKbbR-46ei5mbIvdAUcYU8i73f3IAObRjUGCPIbLNXIWk7ydJbpevETyykwQv6rqKUfUJzKIVB9TKwmBxOrS3rIZ4B4APxOUa30Fv7eYb-scWy-bmXInp5mwZQ__&Key-Pair-Id=K6UGZS9ZTDSZM
Interview with Doug Adair
https://libraries.ucsd.edu/farmworkermovement/essays/essays/017%20Adair_Doug.pdf
Visual Evidence/Historical Artifacts
https://libraries.ucsd.edu/farmworkermovement/
There is lots of visual evidence and historical artifacts you can find at the Farm Worker Movement project website if you explore. The search tabs are fairly easy to navigate and have an “archives” and “documents” tab. The site is run by UC San Diego, so it’s pretty user-friendly.
Secondary Source Options for Potential Inclusion in Revision Process

“Now We Work Just as One”

Yemeni Farm Workers and the Politics of Arab Nationalism in the UFW

“Yemeni Farm Workers and the Politics of Arab Nationalism in the UFW” by Neama Alamri
“Now We Work Just as One”: The United Farm Workers in Florida Citrus, 1972–1977 by Terrell Orr
Chapter 5-6 in Neil Foley’s Mexicans in the Making of America
Documentaries & Multimedia for Potential Inclusion in Revision Process
https://digital.utsa.edu/digital/collection/p15125coll5/id/3758/
Voices of the UFW in Texas, 1966-2013
Latino Americans, Episode 5 “Prejudice and Pride” (available through BC Library Academic Video Online)
CSU Northridge’s Farm Worker Movement Collection You Tube Channel

Contemporary newspaper and media
“Not the Cesar I Knew,” by Marhsal Ganz (The Nation, 2014)
https://www.thenation.com/article/archive/not-cesar-chavez-i-knew/
“BC’s new course on history of agricultural labor draws ire, discussion,” Bakersfield Californian, Nov 11 2022
https://www.bakersfield.com/news/bcs-new-course-on-history-of-agricultural-labor-draws-ire-discussion/article_6d079804-6225-11ed-b373-bbbb67368fb4.html
“Forgotten Hero of Labor Fight; His Son’s Lonely Quest” New York Times (2012)
https://www.nytimes.com/2012/10/19/us/larry-itliong-forgotten-filipino-labor-leader.html

its a final exam consists of two questions and each question needs to be answered with 750 words so minimum 3 double spaced pages for each question. and there has to be citations from the textbook which is online and i will attach it as well. Page numbers for citations are MUST.

Discuss the reaosns for the introduction of the indentured labours system in Fiji and Samoa and analyse its impacts on the islanders of the countires they worked in.