Category: History

Complete the Task 5_Immigration Experience Essay. 
Also, look at the annotated bibliography with the professor’s comments and fix it. 

For your theme project presentation, you’re required to incorporate primary and secondary sources, with an emphasis on using at least two primary sources from the time period covered by our class. You can reuse any primary sources you’ve already used in previous assignments. Additionally, I’m asking you to find one primary source created during your lifetime to explore how history rhymes. If possible, connect this source to the course theme you’ve chosen for your project, and consider using the memory marker you shared in the Identity and Memory discussion if it aligns with your theme. Remember, primary sources can take various forms, such as news articles, videos, images, or personal stories, as long as they were created during your lifetime and relate to your theme. These sources will serve as evidence to illustrate how history sometimes repeats itself and how your course theme relates to your identity. This will help you structure the story that you will tell and help you decide which primary sources and sections of our text or videos to use. What does it mean to be “American”? Use this for citation The American Yawp Reader Online Primary Sources for History Students It can be tough to find primary sources for time periods and locations that are distant from our own. Make sure that the source you select fits the time period for the assignment. This page lists online resources that I have used or learned about over time, and the sites are listed alphabetically by host organization: American Library Association, Primary Sources for United States History American Social History Project, History Matters | Many Pasts Ashland University, TeachingAmericanHistory.org Brigham Young University, EuroDocs California Historical Society, CHS Digital Library Fordham University, Internet History Sourcebooks Library of Congress, Digital Collections National Archives, Finding Primary Sources for Teachers and Students National Archives, Documents from DocsTeach National Humanities Center, Primary Sources for History & Literature Teachers – America in Class Smithsonian Institution, Smithsonian Collections Stanford University Press, The American Yawp Reader University of California, Calisphere University of California, Santa Barbara, American Presidency Project University of Groningen, Documents University of Southern California, USC Libraries Primary Sources by Event & Era, History: U.S. & Canada University of North Carolina at Chapel Hill, Documenting the American South Wisconsin Historical Society, American Journeys Yale Law School, Avalon Project Please help me keep this list current by letting me know if you find bad links on this page or have new ones to contribute by filling out the form Primary Sources Errata.

Our class explore world history since 1500, from the “Great Divergence” to the “Great Convergence.”  Write an essay to explain what those two concepts mean and how they frame the historical development that we have discussed.  Then share your thoughts about what challenges you will face in the age of the “Great Convergence.” You should write about the last point from your personal perspective, either as an American, immigrant, or international student from a particular country.
Requirement:
First, the minimal length of the paper is 1,500 words.
, specifically designed to test your mastery of the required reading and documentaries as well as your ability to use the information and classroom discussion to engage in critical thinking.  Therefore, you are allowed to use only our textbooks, assigned articles, and the documentaries as well as classroom discussion as your reference.  The rule is strict: you cannot use any other sources. Online information is not permitted.  Chat GPT is not allowed.
Third, you must demonstrate that your discussion is well informed by our textbook and other teaching materials and that you can conduct evidence-based thinking: whatever argument you make, you must provide evidence; whatever evidence you present, you must give a footnote.  When you cite our textbook, you should simply put the page number in parenthesis since there is only one textbook.  If you cite a documentary or an article, just write the title (such as China’s van Gogh) in the parenthesis. I expect at least 10 footnotes.
USE THE VIDEOS : The documentary, China’s Van Gogh,
American Factory”: how could a factory owned and run by Chinese be called “American Factory”
USE THE ESSAY: 
The Great Convergence,
ALL UNITS DISCUSSED:
Part I: Globalization:
January 17: Introduction and Organization
January 22: The Maritime Revolution
392-421;
January 24: The Reformation, Scientific Revolution, Enlightenment, Bourgeoisie
422-439;
January 29: European Political Innovations
439-450;
January 31: The Columbian Exchange
452-466;
February 5: The Atlantic System
467-495;
February 7: East Asia in Global Perspective
532-553;
Part II: Industrialization:
February 12: The Industrial Revolution
554-571;
February 14: The Impact of the Industrial Revolution
571-583;
February 21: The Opium War
623-632;
February 26: Technological Changes and the Rise of Socialism
696-710
February 28: The Rise of Italy, Germany, and Japan
710-724;
March 4: The World War I and Russian Revolution
726-739;
March 6: China, Japan, and the New Middle East (Mid-Term)
740-749;
March 18: The Soviet Union and the Great Depression
750-763;
March 20: The World War II
763-774;
March 25: The Cold War
806-819;
March 27: The End of the Cold War
834-848
Part II: Our current world
April 1: The Great Convergence
“Global Equality and Its Discontents” By Branko Milanovic
April 3: China’s van Gogh (documentary)
April 8: China and the U.S. for Superpower
“Wonking Out: How Super Is Your Superpower?” By Paul Krugman
April 10: American Factory (documentary)
“Why We’re in a New Gilded Age” By Paul Krugman
April 17: The Golden Age for Blue-Collar
“A new age of the worker”, Three Articles
April 22: The End of China’s Rise”
“Why Xi Can No Longer Brag About the Chinese Economy”By Greg Ip
MOST IMPORTANT THING TO USE IS 
The Earth and Its Peoples: A Global History, Seventh Edition, Volume II. THE MAIN THING TO GET INFORMATION FROM IS THIS BOOK SO USE N FOLLOW AS FREQUENT AS POSSIBLE. LINK TO BOOK ATTACTHED BELOW:
https://ebooksbasics.com/download/f211ccp21j222o2pvi1f65brlb3162hb80203448
Copy and search link.

These are five-page minimum papers (the cover page and bibliography are not counted in the page count). Students will be given a list of questions from the four weeks have learned about. Students will be able to use citations and information from Postings and Responses. Students will be required to use two primary sources and two three sources. Proper grammar, spelling, and citations are required. A proper bibliography is required. My topic question was, What was the Scientific Revolution, how did it change Western Europe and the world. Explain to individuals, or two scientific breakthroughs’ during this time period.

Students will relate historical themes covered in the unit to contemporary society.
News Journal 6: Monitor an international news outlet (For example, any of the following: New York TimesLinks to an external site.; the BBCLinks to an external site.; The Wall Street JournalLinks to an external site.; The Washington Post Links to an external site.or National Public RadioLinks to an external site. for stories that are global in context. For this unit select an article that relates to war. Read it, post the link here, and write a short news journal entry (250-350 words) relating the content of the article to the themes explored in your readings. Submit the journal entry as a Word document.

I’m working on K-12. In this assignment, you will combine all of the information you have learned this week to evaluate a teaching scenario. For each learning context, you will be observing a teacher in the classroom. After watching the video, answer the questions, based on your context, using the information from the week as your guide. Respond to either the K-12 or adult learning questions, but not both.
To structure your writing,
Your audience will be another group of colleagues and/or a teaching supervisor. You are reporting on how the teaching/ideas are best-practice based on what you have learned so far.
Your role is that of someone who is observing teaching practices of an ELL teacher.
The format will be an essay.
The purpose is to evaluate the teaching practices for best-practices, according to research (class content you have learned so far)
Children or Students in a K-12 Learning Context
Watch Differentiated instruction and the English language learner Links to an external site.
Sections:
Comprehensible Input
Teachers Incorporate Comprehensible Input
Affective Filter Theory
Tools, Tools, Tools
Summary: Differentiated Instruction and the English Language Learner
Address the following items in your paper:
Thinking of all of the information we have learned related to planning for ELLs,
Describe how the teachers use comprehensible input hypothesis and what can be done to include more comprehensible input.
Explain if and how the teachers are using communicative language teaching.
Evaluate how students might vary in their interactions during lessons based on their proficiency with basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP).
Determine what language objectives might be important for ELLs to be successful in this lesson? Determine what language objectives might be important for ELLs to be successful in this lesson? https://digital.films.com/p_ViewVideo.aspx?xtid=60329

Alexander I: The Russians or Typhus which hurt Napoleon more?
* Research that item on the internet so you have a general idea of who or what that person, thing or event is about. The information you find and write up should include:
1. The actual event(s) that happened (or what the individual accomplished or was done to him)
2. The causes of why it (they) happened (or why he did what he did)
3. The results of what happened (or what he did).
Write this up in 2-3 pages.  Pinpoint a specific focused topic that you can describe clearly in 2-3 pages.
Go to EBSCO multi-search (in the Touro Library electronic data bases section).[1] You may log in from home.  Enter the key words about the event, person, or object. Specify “peer reviewed journals” and “full text articles.” Conduct a Boolean [computer] search.
1. Locate TWO articles written by three different authors that focus on this person or subject. If you have a problem finding articles broaden your search terms or consult with me.
2. Read the articles comparing the different authors’ point of view on the subject. Examine the similarities and differences. Keep this short.  (one to two pages)
3. Account for their differences or agreements. (one-two pages for this section—including all the items listed below) This is the most important part of the paper!
4. Possible reasons for differences (or agreements) might be:
1. approach of the author (a political, economic, social, religious, literary or psychological perspective [See what kind of information s/he brings.])
2. where and when s/he lived and who his/her professors were (Often you can find this information on Wikipedia.)
3. the time and place in which the article was researched and written (An earlier article might not have had certain sources available, or the second author might not have had access to certain sources that the other author possessed.) [Compare the sources in the footnotes.])
4. languages each author used in conducting research (Check the footnotes. Were they in the primary languages?   [If the author does not know a crucial language, that could hamper his research.])
5. thoroughness of each author’s research (What was the number [& quality] of primary and secondary sources?)
6. apparent perspectives or prejudices (liberal, conservation, communist, fascist, religious [to mention only a few)] that might have influenced the authors’ points of view
7. logical nature of the article based on the available documents (and/or earlier research)

Directions
I picked these 2 museum
These are the website The palace Museum (Beijing,China)
and American Battlefield Trust (U.S.)
Tour two museum exhibits related to a historical topic of your choice. These can be exhibits in two different museums or same museum. You have several options for your tours, and you can combine any of these options:
• virtual museum exhibits from the list below
• virtual museum tour not on the list
• in-person museum tour
1. Describe the two museum exhibits you selected.
a. What is the name and location of the museum holding each exhibit?
b. What is the topic or event represented by each exhibit?
c. What are some aspects of the exhibits that you found interesting?
2. Describe the historical context for two specific artifacts from each exhibit.
a. How is each artifact related to the historical event?
b. How does the exhibit explain the importance of the artifact?
3. Summarize how each museum exhibit presents the historical narrative.
a. What story does the exhibit tell about the historical topic?
b. How do the artifacts included in the exhibit tell the historical narrative?
4. Summarize how one of the exhibits shows how elements of the past can relate to events in the present.
a. What have you learned about the historical topic?
b. Why do you think this is an important topic for a museum exhibit?
c. What connections do you see to current issues today?

Do not use any AI or generated responses please.
Short Essay Questions
1. In class lectures we discussed two key features (veracity and reproducibility) which made the photographic image different from previous image-making technologies (painting, drawing, etc.). Describe these two features and their historical development, and explain how they are reflected in our cultural experience of the photographic image.
2. When photography was invented in 1839 there were two very different, existing, attitudes about the “truth” of visual images. What were these attitudes, and how did they shape early perceptions of photography? (consider the comparison or relationship of artwork and photography)
3. What role did photography play in the regulation of crime during the late nineteenth and early twentieth centuries? How was photography used to regulate criminal behavior, and how did it reflect larger cultural anxieties about the degeneration of the European type? What techniques were employed in the visual analysis of criminal bodies, and what two general purposes did they serve, as evidenced in the work of figures such as Francis Galton, Cesare Lombroso and Alphonse Bertillon?
4. What role did photography play in the regulation of industrial labor in the late nineteenth and early twentieth-centuries? What techniques were employed in the visual analysis of worker’s bodies, and how did they relate to the administrative techniques of scientific management or Taylorism and the division of labor?
5. How was the experience of cultural and ethnic difference in the United States mediated through new forms of urban entertainment and spectacle (stereoscopic images, cabinet cards, amusement parks, human zoos, expositions, etc.) during the late nineteenth and early twentieth centuries? And how did these images relate to ongoing fears about immigration at the time?
Long Essay Question
Answer the question below (2-3 pages). If you cite additional sources (essays, books) include a footnote that lists the name of the publication, author, title, date and page number or other source.
We outlined three different types of images produced as part of the western expansion of railroads in the United States following the Civil War (by photographers such as Carlton Watkins, William Henry Jackson and Edward Curtis). Describe these three types of images, and the role that each of them played in the settlement of the west. (Refer to Question 1 Material)

Primary Source Analysis: Course Learning Outcome (20
points)
Prompt: Carefully read the
following primary source excerpts and analyze their respective relevance by:
1.     Contextualizing the documents within their respective historical eras (5
points).[1]
2.     Evaluating the impact that the central issue(s) had on a group or groups
within or between societies (5 points).
3.     Analyzing the documents’ significance and discussing any change over time
(10 points).[2]
·   
Use both excerpts to
answer all three questions. Limit your response to 250-300 words, double-space
your answer, use Times New Roman font, and use size 12 text. Capitalize proper
nouns (specific names, places, or things). Avoid vague sentences, avoid
contractions, avoid vague nouns, and avoid writing in the first person. If any
portion of your response is plagiarized or generated from writing applications,
you will receive zero points on the assignment.
– Write it similar that it sound like Im writing the paper and I have included a paper that write before so you get familiarized with my writing.  
– Use only the two sources in the document
– Use the souces in the document only and quote the evidence. 
– make sure to follow instructions from the document included
[1] To
contextualize means to place the
document in its historical frame. In other words, what was going on during the
period in which these documents were written?
[2] To analyze means to explain the document’s
significance or impact. In other words, why are these documents important?