Category: History

TOPIC : [Have you ever wondered where a food was from? Where did a spice originate, or was a meat first
prepared in a specific way, or did several ingredients come together?]
Assignment: Choose a food (a plant, animal, or dish/recipe) and research its origins. Write an essay
that summarizes your findings. You may use non-scholarly sources, such as cookbooks or other
popular writing, 
but 1) no Wikipedia (not because it is necessarily wrong, but because we often can’t
evaluate the original source of its information), 2) all sources you use must be referenced on a Works
Cited page, 3) you must find at least three sources, and 4) you must cite specific pieces of
information so that we know their source. See citation instructions below. 
Each essay must be 400-500 words in length, double-spaced, with 1-inch margins and 12 point font.
Essays shorter (or longer!) than this will be penalized, although if you are asked to complete
additional documents (e.g., a list) as part of your assignment that page will not count towards the
word limit. You do not need a title page; just write the title and your name at the top of the first
page, along with the assignment topic number. Your paper must have a title that reflects the content
of your specific essay. Please include a separate “Works Cited” page if you have sources to cite – i.e.,
anything you used beyond class notes and your own experience. Be sure to check your paper for
spelling, grammar, and other typographical errors before turning it in. If you do not follow these
formatting guidelines, you will not be able to earn full points on the paper.   
Justify your points by citing relevant points, but given the brevity of these essays you may not use
lengthy quotations (avoid even a long sentence) and should avoid summary of single works in favor
of a synthesis of your own creation. You must properly cite all information presented in your paper
using parenthetical in-text citations following the format below: (Author date:page numbers). The
following are examples of the types of statements you might make in your paper and how they
should be credited:
1. Many peoples in northern China enjoy noodles as a part of everyday cuisine. [Here there
is no citation needed since this is information that you would find in a number of places
and is not an opinion or conclusion of one author].
2. Sites of the Neolithic period in China also include those of the Yangshao culture, as seen
at sites such as Banpo, where the inhabitants planted and harvested rice, millet, and
cabbage (Feder 2004:360). [Here the citation lets the reader know that the information
has been complied by a specific person in a specific way; the citation gives credit to the
author for his hard work and also points the reader towards the location of additional
information if it is needed. The page number is used even though this is not a direct
quote because it will help the reader locate the information within a longer work]. 
3. The Great Wall, just like other monuments such as Stonehenge and the ancient pyramids
of Egypt, may be “merely the incidental effects of the evolution of complex social,
political and economic structures” (Feder 2004:397). [Here you make use of the author’s
eloquence and credit his words directly with quotation marks and a page number with
the reference – you must include a page number with any direct quote].

ESSAY TOPIC
critically account for the causes of the current conflict between Russia and Ukraine
Submission should include the following:
1) Title Page
2) Descriptive Title
3) Sources listed in Alphabetical Order use APA or MLA style citation
4) Annotation for each source – 150 words for each annotation. The text should include a
synthesis of the source – why you chose it? How is the source relevant to your topic?
How is the source going to help you construct your essay and argument?
5) Page numbers
I have attached 6 sources down below you must use 

I did some of the work I need you to fix it and redo it if needed I’m doing a annotated bibliography on dr Martha Luther King Junior about peaceful protest and I have a dream speech. Need it done the latest is 10

English 9 Research Paper:  Impactful Individuals
Remember:  the goal is to persuade the reader that this person had a tremendous impact on the United States or the world in three different ways. 
Requirements: Students must follow these guidelines for their research papers:
Find and use a minimum of FOUR reputable sources in your research. 
Reminder:  You already found these sources, completed your citations, and recorded important quotes on your annotated bibliography. 
Search your Google Drive for Annotated Bibliography Template or go to the Friday, March 15, 2024 Schoology folder to access your annotated bibliography. If you do not have access to copy and paste from your annotated bibliography at this time, please make a copy of it.  
Include a properly formatted MLA-style Works Cited page, including MLA-style citations for all sources used in your paper. 
Complete a double-spaced paper that is five paragraphs and in MLA format with parenthetical citations for directly quoted AND paraphrased information. 
Your essay must be completed on a Google document and your final draft must be submitted through TurnItIn.com on Schoology. 
Paragraph Breakdown:
Introduction Paragraph:  
Cover the basic bibliographical information about the early life of your chosen individual
Use parenthetical citations for all directly quoted and paraphrased information
End with your thesis statement
First Body Paragraph:  
Begin with a claim statement explaining the first prong of your thesis statement
Include two pieces of evidence (either direct quotes or paraphrased) with parenthetical citations
After each piece of evidence, provide your own analysis (Why was this action significant? How did it change the country or world? Who did it influence? How did it influence people?)
End with an original concluding statement
Second Body Paragraph:  
Begin with a claim statement explaining the second prong of your thesis statement
Include two pieces of evidence (either direct quotes or paraphrased) with parenthetical citations
After each piece of evidence, provide your own analysis (Why was this action significant? How did it change the country or world? Who did it influence? How did it influence people?)
End with an original concluding statement
Third Body Paragraph:  
Begin with a claim statement explaining the third prong of your thesis statement
Include two pieces of evidence (either direct quotes or paraphrased) with parenthetical citations
After each piece of evidence, provide your own analysis (Why was this action significant? How did it change the country or world? Who did it influence? How did it influence people?)
End with an original concluding statement
Conclusion Paragraph: 
Restate your thesis and main prongs/claims
Explain how this person’s actions connect to current trends, laws, or attitudes
Sources:
http://www.biography.com/activists/martin-luther-king-jr
http://www.history.com/topics/black-history/martin-luther-king-jr
https://www.britannica.com/biography/Martin-Luther-King-Jr
http://link.gale.com/apps/doc/K1606000767/BIC?u=westspringfield1&sid=bookmark-BIC&xid=4dca4ecb
add 3 more

I now challenge you to think back through this adventure and recall some important topics/people/eras/events/discussions.
Which do you personally feel were the most significant items we covered in class?
Did you find interest in a particular part of the course more than others?
If so, why, and what did you learn or take away from our coverage of that particular section of American history?
Do your best to share your thoughts openly and fully. Your responses should be approximately one page in length..
(please use the first person tense)
For this topic I have added Southern Horrors: Lynch Law in All Its Phases
By Ida B. Wells-Barnett

So today, it is time to discuss your FINAL PROJECT.  You will have three options of what you may turn in as your final project.  This is the Primary (Default) version of the paper.
Civil Rights Project Instructions
Default (Option 1): Primary and Secondary Source Analysis
Overview of the Assignment: 
For the DEFAULT version of the project, you will write a 5-7 page analysis of a 5-10 minute segment from one of the Episodes of EYES ON THE PRIZE.  This may be one of the episodes you have already seen for discussion boards or a different episode from either series I or II.  (All of series I is available through the link you used to see Episodes 1-4 of series I through the library.) 
Your paper will consist of two sections. 
Section I will be a breakdown of the documentary’s sources by time stamp, where you list what elements the documentary used to tell its story over the 5-10 minutes you have selected.
Section II will be an analysis of how the documentary used its different sources – primary and secondary – to craft the story.  You will be given a set of possible analysis questions to answer in order to help guide your discussion of the topic.
SECTION I Instructions:
Section I will look like a list of time stamps (documenting where in the episode a clip was and how long it played) and the sources used over that time period.  There is a specific format I will ask you to use and I am going to give samples below. 
For each source used you must include:
A Timestamp
Identify the type of source. For example, documentaries often include items such as “Talking Heads” (Experts or Interviews of people who were there), film clips, pictures from the time period, drawings, newsreels, documents, voiceover narration, background music, or even “Dramatic Recreations.”
Identify if the source is a primary or secondary source. Or, if it not a “source” but a piece of art or music used simply as ornamentation (done to evoke mood, a transition graphic, etc.) identify it as such.
Give a short description of what the purpose of the source is.
Below find two examples of two very different styles of documentaries. First, a sample minute from five minute Documentary uploaded to Youtube and how you would document it as an example:
Life Aboard a Slave Ship
(https://www.youtube.com/watch?v=PmQvofAiZGA&list=PLHlTZpb3iP-UyHjIwtRe4iKgZsXmtjCzA&index=8&ab_channel=HISTORYLinks to an external site.)
[0:00-  ]  Voiceover Narration (unseen Narrator, Secondary Source) – Unnamed female voice is the narrator of the documentary, telling the story of slaves’ journey on slave ships.
[0:00- ]  Background instrumental music (most likely ornamental) — The music sets the mood of the documentary.  While there is some drumming to suggest an African theme, it is not clear this is music from the time period and seems to be selected to set the ominous and serious tone of the documentary.
[0:00-0:08] Line Drawing (Recreation, Secondary Source) – picture of slavers taking slaves.
[00:8-0:16] Historical Map (Primary) Animated text (Secondary) — The map and slave ship animation highlights the journey, and numbers how facts on how many slaves were moved.
[00:16-0:35] Historical architectural drawing of slave ships and slaves (Primary) accentuated with animation (secondary) — This image shows the layout and the numbers of people cramped into a ship.
[0:35-1:02]  Cutouts of historical drawings (primary) animated or done only in part (secondary) – To tell the story of slaves being forced onto the ships, the documentary takes historical line drawings and makes a form of digital animated collage.  The individual images are primary sources, but the fact they are being used selectively (like cutouts), some are selective colored versus black and white, and animated are the secondary components.
And for a very different kind of Documentary, more traditional in many ways, here is a sample from UK Channel 5’s documentary series on British royals:
Queen Victoria’s Reaction To Prince Albert’s Death
https://www.youtube.com/watch?v=CxBcwBs-BnE&list=PLN-GuLUgIqK1HNkLR_PtbTDxF5a5ftiKT&index=35&ab_channel=Channel5Links to an external site.
[0:00-0:47]  Voiceover Narration (Unseen Narrator, Secondary Source) – Female narrator will later be revealed as Professor Jane Ridley, who wrote a book on Prince Albert.
[0:00- ]  Background instrumental music (most likely ornamental) — The music sets the mood of the documentary.  Sad violin music sets the tone of a discussion of someone falling ill and dying.  Does not appear to be from the time period.
[0:00-0:14] Video Clip of Windsor Castle (Recreation, but primary location) – the video shows shots of Windsor Castle, where the events took place, but is footage from the modern day.
[0:15-0:25] Historical Painting (Primary) — The painting show Prince Albert ill in bed, family surrounding him.  One assumes from the large number of people there may have been some embellishment on the part of the painter.
[00:26-0:32] Talking Head Expert (Secondary, historian) — Professor Jane Ridley is shown as a “talking head.”  Identified her by her title and the book she published relating to the topic.
[0:33-0:46] Historical Recreation (Secondary) – Actors are used to suggest the ill Prince and his caretakers, but heavily blurred so it is more an impression rather than a strict historical recreation.
[00:47-0:51] Talking Head Expert (Secondary, historian) – narration is taken over by Professor Kathryn Huges
[0:51-1:11] Historical Recreation (Secondary) – Actors recreate the deathbed scene as shown before, narration returns to Professor Ridley.  At 1:11, the recreation continues with an unnamed male narrator taking over.
SECTION II Instructions:
Analysis:  Section II resembles a more standard formal analytical essay.  Utilizing the deconstruction of sources you did in Section I, analyze why the documentary uses its different kinds of sources and how that shapes the historical narrative it is trying to tell.  The following are some examples of analytical questions you can use to guide your analysis.  Some questions are more complex than others (like #6) and remember you can answer your own analysis questions in addition to choosing some or all of the ones below:
What was the balance between primary sources and secondary sources used the documentary? Was there a reliance on one over the other?
What did you learn from the primary sources used in the documentary? What did they contribute to the story, and how impactful were (for example, did they set an emotional tone, ground you in the time period, illustrate historical fact, intrigue you to keep watching, or have some other function(s)?)
Consider the same parameters of question 2 for your Secondary sources.
What was the main point the documentary was trying to tell? How did its use of primary or secondary sources make the point it was trying to make?
How did the documentary use ornamental elements? (non-historical music, camera transitions, reenactments, etc.)
Imagine a racist group like the KKK from the time period wanted to make a propaganda film that was trying to argue the Civil Rights movement was evil – what we might call an argument made in bad faith. (Like the KKK propaganda version of Civil Rights.)  How do you imagine they would change the narration, characterization, language, or add or omit images in order to make a propaganda film?  How can we tell the difference between good use of sources and bad history? (Obviously, this question requires maturity, because you have to put yourself into the head of people with bad motives.  This is NOT a required question, and if it makes you uncomfortable to be in that headspace do not feel like you have to use this analysis question.)
Select one or more piece(s) of primary, secondary, or ornamental elements from the documentary and discuss what it specifically adds to the documentary. If you removed that source or ornamentation, how would that change the impact?  Would it make the documentary stronger or weaker?
Describe if you were putting together the documentary how you might add or change something from the time frame you chose to make it more impactful, make the timeline clearer, or otherwise improve the documentary.
What kinds of sources are missing? Are there any sides of the story of voices left out?
How does the documentary use sources to show different sides or approaches to Civil Rights? In what ways and with what kinds of sources does it show the people who were fighting for freedom and those who opposed them?
FORMAT
The paper will be in a standard 12 point font (Arial or Geneva are nice ones).  Please make sure to have a title and your name at the top of your paper.  The title should include the episode title of Eyes on the Prize you are analyzing.
STRUCTURE / GRADING RUBRIC
Section I (50 points): 
Section I will have two components: An introductory paragraph explaining what time clip you chose and why you chose that particular part of the documentary and a listing of time stamps along with the identifications of different types of sources. 
The introduction is double spaced.
The time stamps should follow the format I demonstrated above.  Think of it like a modified bibliography or writing a screenplay.  Below I present one of my examples from above and then give the generic format:
Example:
[0:15-0:25] Historical Painting (Primary) — The painting show Prince Albert ill in bed, family surrounding him.  One assumes from the large number of people there may have been some embellishment on the part of the painter.
Generic Format:
[BOLDFACE time stamp in brackets] Briefly Describe the Source (in parentheses label it as primary, secondary, or ornamental) – Now write a short description of how the source was used.
Realize that some sources may overlap – particularly things like voiceover narration (which often continues over multiple images) and background music (whether ornamental or a primary source from the time period.)
Section II (50 points): 
Section II will be your analytical essay component.  Chose at least a few of the suggested ten questions above (and feel free to pose / answer your own questions as well) about how sources are used to tell history. This section is more like a traditional analytical essay and is double spaced.
If you would like to visualize the paper, here is what the formatting might look like:
=================================================================================
Civil Rights Project: Analysis of Eyes on the Prize Episode 3 [15:00 – 17:32]
Bow Tie Guy (your name here)
Here’s my introduction and oh boy are you going to love ME TAKING ABOUT ANALYZING Eyes on the Prize.  And I am telling you WHICH episode and time stamp I chose and why I thought this was a good section of the documentary to discuss.  Note that this section is double spaced. (Sorry, Canvas does not allow me to double space properly so you can’t see this section in its double spaced glory)
Sources Listed by Time Stamp (header, centered and bold)
[BOLDFACE time stamp in brackets] Briefly Describe the Source (in parentheses label it as primary, secondary, or ornamental) – Now write a short description of how the source was used.
[BOLDFACE time stamp in brackets] Briefly Describe the Source (in parentheses label it as primary, secondary, or ornamental) – Now write a short description of how the source was used.
Note that like a Bibliography each time stamp is single spaced with a space between each entry.
Analysis (header of start of Section II, centered and bold)
Now here I go, answering my analysis questions!  Make sure to be clear which questions you are answering and if you made up your own questions to analyze the material state them clearly.  Also note this section is double spaced again like a normal essay.
pick one of the choices 

The ONLY sources you need is the ones I listed in the DIRECTIONS! I will read the work and know if you did not use what I gave you. Please text me if any questions

The primary source mini-essays are intended to introduce students to the importance of using primary sources in history. While historians often use primary sources only as evidence, this assignment asks that we pay close attention to a primary source, reflect on it and, using our historical knowledge of the context as well as our imaginations, see what stories it might be telling us. 
For this week’s assignment, the primary source is a leaflet, based on a sermon, and illustrated by J. W. Benbough, for the Dominion Alliance for the Suppression of the Liquor Trade. It was probably produced in 1898 for the Dominion referendum on national prohibition, but the information we have is pretty limited. Here is the  document document – Alternative Formats , and here is a link to where it is hosted: https://www.canadiana.ca/view/oocihm.08204/1
What kinds of assumptions does the leaflet make about the reader, their life, and their values? What arguments does it make? To what extent are these religious or political arguments? How does the leaflet try to motivate the reader to care about other people’s drinking? How are Canadians implicated in the liquor trade, even if they themselves don’t drink? 
The mini-essay should have an essay structure (i.e. several paragraphs, plus an introductory and a concluding paragraph that convey a central claim or argument), and be 750-1000 words or three-five pages in length. The mini-essays should rely on course content (i.e. lectures and the textbook) for evidentiary support, and should not involve external research.
Referencing should be in Chicago, with footnotes and a bibliography. 
https://www.chicagomanualofstyle.org/tools_citationguide.html

500 word biography about Mansa Musa personal life, Occupation,important life events,achievements,significance to thier field and impact on the world.

Step 1.  First, locate a credible websitethat deals with the internment (such as a museum or educational page).  [For suggestions on evaluating web pages, read this informative guide from UC Berkeley.]
Here are some useful websites for this assignment:
National Archives ALIC Resources Page
National Archives Internment Documents
Densho: The Japanese American Legacy Project
Sacramento State University Library’s Japanese American Archival Collection
National Park Service’s Manzanar National Historic Site
Ansel Adams’ Photographs Taken at Manzanar
Documenting Manzanar – a series on the website Discover Nikkei that includes photographs of the internment camps by Ansel Adams, Dorothea Lange, and Toyo Miyatake
Step 2.  Find 2-3 primary sources — such as photos, diary entries, poems written by internees, government reports, and interviews — that are archived in the site(s) you have visited. 
Step 3.  Once you have located the sources, you can write and submit (using the Reply button at the bottom of the screen) a posting of 3-4 paragraphs in which you address the following points:
Provide basic information about each source, such as the author and title (if given) of the source, the date and location, and the website where you found it.
Describe the contents and features of the sources.  (If it is an image like a photograph, you can also attach it to your posting; or, you can simply provide the URL for the page.)
Compare and relate the documents to Jeanne Wakatsuki Houston’s book: how do the primary sources confirm or enhance what you learned about the internment experience as depicted in the book (such as the material conditions of the camps, the strategies that internees employed to deal with their situation, etc.)?  Be sure to refer to specific details from the book in your analysis. https://www.archives.gov/research/alic/reference/military/japanese-internment.html https://www.archives.gov/education/lessons/japanese-relocation#documents https://densho.org/ http://www.nps.gov/manz/index.htm http://www.loc.gov/pictures/collection/manz  http://www.discovernikkei.org/en/journal/2011/6/27/documenting-manzanar-1/ http://www.discovernikkei.org/en/