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AMERICAN HISTORY HOMEWORK AND ASSIGNMENTS

Instructions:

For this assignment students should assume the role of the “history professor.” Students will generate an assignment that would be acceptable for an instructor to use in our early American survey course. To create an assignment that would be worthy of college credit, you must assess what information is important in a course and what skills you think college students should be able to demonstrate. I challenge you to think about historical methodology from the perspective of an evaluator. Your job is to come up with an assignment that would require students to engage with local and regional history. You do NOT have to complete the assignment that you create (only create the assignment itself).

You should choose ONE of the following types of assignments to create. Remember that both assignments require a different skill set, but should require students to engage with major themes of our course including migrations, trade, first encounters, environmental impacts, and diverse populations.

An essay exam: Write the instructions, questions, and rubric for an essay exam that looks at early California history in the wider themes of our course. You must write between seven to ten essay questions that require students to not merely summarize material but discuss content within the framework of our class.

OR

Local history site assignment: Write the instructions and rubric for an assignment related to visiting a local historical site or museum. Select the local site that you would like “students” to visit. In addition, you must research this site and explain the important of the local/regional site and its connections to the wider themes of our course to your imagined students.

 

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AMERICAN HISTORY PROJECT 2

Social History developed as a historiographical force in the 1960s and 1970s. It involves looking at humans as aggregated categories to identify trends and social interactions of the past. Social historians spend a lot of time counting and investigating databases. The Transatlantic slave trade has relatively few individual stories to tell. But historians can get an understanding of the slave trade by looking at databases of aggregated slaves. Slavevoyages.org provides an opportunity to investigate social history of the slave trade. Go to www.slavevoyages.org.

  1. Under the heading “Assessing the Slave Trade” read the following essays:
  • “A Brief Overview of the Transatlantic Slave Trade”
  • “Seasonality in the Trans-Atlantic Slave Trade”
  1. Then go to “Voyage Databases” and click on “Searching the database.” Set the following search criteria:
  • Under “Voyage Itinerary” you should click on “Place where voyage began” and set the criteria for “Mainland North America.”
  • You should also click on “Ship, Nation, Owner” and select “Flag” and select “U.S.A.”
  • From here the student can add any other criteria of her or his choice to investigate their thesis.

III. Each student should build a spreadsheet containing the data for 30 voyages. These voyages should be identified with a hypothesis in mind and should be contained within a unit of time (a given year, a given decade, the Civil War, year of the Constitution, etc). The primary hypothesis should be an agreement or disagreement with Stephen Behrendt’s argument for seasonality in the slave trade. Students should also add a secondary thesis onto their project that allows them to look at another aspect of the slave trade such as gender, mortality, geography, or some other criteria.

The student will be evaluated on the clarity and originality of their project design, the organization of their project and spreadsheet, the visual representations of their data sets, and the overall integrity of the argument and the data. The student will not be evaluated on whether or not they agree or disagree with Stephen Behrendt’s seasonality thesis. The project will have an introduction, thesis, body, and conclusion. It will include the hard data and its description. It will also include a visual representation of the data that is symmetrical, user friendly, and full of information that can aid the writer’s and the reader’s interpretation of the data.

This project is worth 200 points.

  • 75 points = Project design and thesis
  • 75 points = Organization of the data collection and visual representation of data
  • 50 points = Overall integrity of the argument

 

 

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AMERICAN HISTORY ASSIGNMENT 3

Trans-Atlantic Slave Trade Extra Credit Assignment

 

One way to begin your understanding of the Atlantic Slave Trade is to view a series of maps from the Trans-Atlantic Slave Trade website.  Take a few minutes and look through these maps you may enlarge them for detail.  Be sure to read the commentary with each map as well as look at the illustration.  This exercise seems to work most efficiently if you do this first.  Look at all of the Maps and answer the following questions about specific Maps.

Map 1: Overview of the Slave Trade Out of Africa (between 1509 and 1900)

  1. From which African region was the largest number of slaves exported?
  2. What were the destinations within Africa for the slave trade? in the Near East? in South Asia?
  3. What were the two major destinations for enslaved Africans in the western hemisphere?

Map 2: The Migration of Sugar Cultivation from Asia into the Atlantic

  1. When did sugar production first move from Persia through the Near East to Egypt and the eastern Mediterranean?
  2. What were the two main islands (one Spanish and one Portuguese) where sugar was introduced between the mid-15th century (1450s) and the late 16th century (1500s)?
  3. According to the commentary what percentage of captives carried from Africa were taken to sugar producing areas?

Map 6: Countries and Broad Regions of the Atlantic World Where Slave Voyages were Organized & Shares of Captives Carried Off from Africa 1501 – 1867

  1. What European nation organized the slave voyages which removed the most slaves? What percentage of slaves were removed by voyages which originated there?
  2. What were the seven largest ports involved in organizing slave trading expeditions? What share of the trade was handled through these ports?
  3. What New World colony organized the greatest percentage of slave voyages? What percentage of enslaved captives were transported on voyages organized from this colony? (You may have to do some addition here)
  4. What percentage of total captives were transported on voyages which originated on the North American mainland?

Map 7: Major Coastal Regions from Which Captives Left Africa, All Years

  1. What region supplied the largest number of enslaved captives? Approximately how many enslaved people left through that region? What river system was a likely avenue of slaves exported from this location?
  2. What region ranked second?
  3. What percentage of the total number of embarkations do the authors of these maps and website maps believe they has located in the records?

Map 8: Major Regions Where Captives Disembarked, All Years

  1. What region within the territory that became the United States received the largest number of enslaved Africans?
  2. What were the top four ranking islands in the Caribbean for the number of enslaved captives disembarked?
  3. What region received the greatest number of slave arrivals?

Map 9: Volume and Direction of the Transatlantic Slave Trade from All African to All American Regions

  1. What are the estimates for the number of slaves imported into the northern US colonies, the Chesapeake? South Carolina? Jamaica? Barbados?
  2. How many slave captives were exported from West Central Africa?

 

 

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AMERICAN HISTORY ASSIGNMENT 4

The US Becomes an Empire, Late 19th and Early 20th Centuries

 

Films:

  • Business Interests Push US Involvement Overseas(3:50, an Intelecom film)
  • The Splendid Little War(2:34, an Intelecom film)
  • Spoils of Spanish-American War Extend beyond the Caribbean(4:21, an Intelecom film)
  • The Panama Canal(4:05, an Intelecom film)
  • Manifest Destiny: To Conquer or Redeem, Act I (to 26:09) and Act III: “Benevolent Assimilation” (58:52-1:29)

Readings:

  • “Confusing Occupation with Liberation” by Amy Kaplan (LA Times article)
  • Read the following articles: “The Monroe Doctrine” and “The US and Latin America since the End of the 19th Century” by Carlos Alberto Contreras

Take copious notes on these very important films and give expansive answers to the following big questions for each before our discussion. One question is from our article. All of these are on your exam.

  1. From film Business Interests Push US Involvement Overseasdiscuss the following:
    US expansion overseas
    Manifest Destiny
    Social Darwinism
    Frederick Jackson Turner’s “Frontier Thesis” (the “frontier” and “Manifest Destiny”)
  2. From film The Splendid Little Wardiscuss:
    US War with Spain 1898
    Teller Amendment
    Theodore Roosevelt’s “Rough Riders” and African American Soldiers
  3. From film Spoils of Spanish-American War Extend beyond the Caribbeandiscuss:
    US and the Philippines
    US and Puerto Rico
    The role of race and Rudyard Kipling’s “The White Man’s Burden“
  4. From film The Panama Canal, discuss in detail:
    How US foments the “independence” of Panama from Colombia
    The importance of a trans-isthmian canal to an expanding US
    The Hay/Bunau Varilla Treaty
  5. From film Manifest Destiny: To Conquer or Redeem, Act I, discuss in detail: Act I
    The role of violence
    Frederick Jackson Turner’s “Frontier Thesis” (the “frontier” and “Manifest Destiny”)
    1893 Economic Collapse
    The navy and US power
    Hawaii and what it has to do with Manifest Destiny, US power, and Empire
    The role of the US media
    Cuba, a canal, and coaling stations
    The US and the Philippines
  6. From film Manifest Destiny: To Conquer or Redeem, Act III: “Benevolent Assimilation,” discuss in detail:
    Race and US economic expansion
    US and Cuba and the Platt Amendment
    1898
    The US and the Philippines
    Ideology: Christianity
    Ideology: “Benevolent Assimilation”
    What does “Benevolent Assimilation” mean for the Filipinos? Consequences?
    US “Informal Empire,” US Hegemony, discuss in detail.
  7. Discuss the importance of our article: “Confusing Occupation with Liberation” by Amy Kaplan

 

Discussion Questions on the Film Manifest Destiny

 

Readings:

  • Chasteen, ch. 4 “Post-Colonial Blues”

and

Film:

  • To Conquer or Redeem: Manifest Destiny, Act II: “An Empire of Liberty” (26:09-58:52, middle portion, a Films on Demand Film) AND readings.

Readings questions: You’ll finish these first at home before we see our film clips and discuss.

  1. From Chasteen’s ch. 4, “Post-Colonial Blues.” Discuss in detail all of the difficulties most of the Latin American countries had economically and politically during the 1820s to 1850s. This is also a midterm essay question. Be expansive.
  2. Chasteen, ch. 4, pp. 144–47, section “Countercurrents: The Power of Outsiders”: Discuss in detail the significance of the Monroe Doctrine, “gunboat diplomacy” and the consequences of the US War on Mexico. Be expansive.

Film questions: Take copious notes on this very important film, especially on the territorial expansion of the US during the course of the 19th century and the ways that US policymakers and the US public have justified the US becoming an empire by 1898. Then give detailed answers to the following questions. Be expansive.

  1. Describe the ways that the early US colonists expanded and how they viewed the native peoples who lived there. In what ways are the seeds of Manifest Destiny laid during the early republic?
  2. Discuss Jefferson’s idea of an “Empire of Liberty” and how that played itself out in the early 19th century. Discuss how the US comes to control Georgia and Mississippi under Jackson.
  3. Discuss the emergence of “Manifest Destiny” by 1845. Now discuss some consequences of Manifest Destiny.
  4. Describe in detail the ways that California and the rest of Mexico’s north (Arizona, New Mexico, Utah, Nevada, Colorado) came to be part of the US.
  5. How do US policymakers at the time rationalize the contradiction between empire and democracy? In other words, how does a democracy justify the taking of the territories of others by force?
  6. Discuss John Gast’s painting entitled American Progressand how it illustrates Manifest Destiny. What does it include? What does it exclude? What difference does that make?

 

 

 

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Revolutions, Independence and New Nations: The Great Transformation

Read:

  • Kicza, ch. 8, “Enduring Connections Between the New World and the Old”
  • Benjamin’s The Atlantic World, p. 203 and
    • “The American Revolution” by Jack Greene, pp. 206–18
    • “Sister Revolutions: America and France” by Susan Dunn, pp. 218–27
    • “The Haitian Revolution” by Franklin Knight, pp. 227–35
    • “The Spanish and Spanish American Revolutions” by Jaime Rodriguez, pp. 235–47

Carefully answer the following questions from your readings (with depth and examples):

  1. From Kicza, ch. 8, “Enduring Connections Between the New World and the Old”:
    1. Describe in detail the importance of “The Movement of Animals” (with examples)
    2. Describe in detail the importance of “The Movement of Plants” (with examples)
    3. Describe in detail the importance of “The Movement of Precious Metals” (with examples)
    4. Discuss in detail the major points in “By Way of Conclusion- Enduring Patterns”
  2. From Benjamin’s The Atlantic World:
    1. Discuss in detail the major points in “The American Revolution” by Jack Greene, pp. 206–18:
    2. Discuss in detail the major points in “Sister Revolutions: America and France” by Susan Dunn, pp. 218–27:
    3. Discuss in detail the major points in “The Haitian Revolution” by Franklin Knight, pp. 227–35:
    4. Discuss in detail the major points in “The Spanish and Spanish American Revolutions” by Jaime Rodriguez, pp. 235–47.

 

 

 

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Discussion Questions on the Film Black in Latin America

 

Readings:

  • “Brazil’s Links for African Americans”
  • “The Survival of African Religions in the Americas” by Frey & Wood, pp. 122-133 in Benjamin’s The Atlantic World in the Age of Empire

Take copious notes on these two very important films. Then, give thoughtful responses to the following questions for each film (Final exam questions are taken from here). For each question, bring in analysis from our readings, especially from Benjamin’s The Atlantic World.

From the film “Black in Latin America: Brazil, a Racial Paradise?”:

  1. Tell me about the numbers of Africans that were brought to Brazil and tell me how that contributes to Brazil’s racial/ethnic complexity:
  2. Tell me about the historical significance of Capoeira
  3. Tell me about the historical significance of Candomblé
  4. Tell me about Brazil’s complicated attitudes towards Blackness
  5. Tell me about the historical significance of Xica da Silva
  6. Tell me about the historical significance of Branqueamento
  7. Now relate this film to the article “Brazil’s Links for African Americans” (handout)

From the film “Black in Latin America: Haiti and the Dominican Republic” (begins with the Dominican Republic)

  1. Tell me about the significance of merengue
  2. Discuss the black brotherhoods of Villa Mella
  3. Discuss the Dominican Republic’s struggle for Independence (1844) and “Blackness”
  4. Discuss the US occupation of the Dominican Republic in the early 20th century, sugar plantations and their significance for Dominican ideas of “Blackness”
  5. Tell me about African slavery to the Dominican Republic and how that shaped attitudes towards Blackness there
  6. Rafael Trujillo: what is his significance when it comes to Blackness in the Dominican Republic?

Haiti:

  1. Tell me about the number of Africans brought to Haiti and the development of the economy there. Now tell me how that was different in the Dominican Republic.
  2. Discuss the fusion of African cultures in Haiti and the emergence of Creole culture
  3. Given the magnitude of the number of Africans brought to Haiti- how does this influence Haiti’s Black culture and Haiti’s national identity? How is that different from the Dominican Republic?
  4. Tell me about the historical significance of vodoun (also spelled vodun)
  5. Tell me about the Haitian Revolution and the significance of vodoun
  6. Now relate this film to the article: “The Survival of African Religions in the Americas” by Frey & Wood, pp. 122–33 in your Atlantic World reader. Be expansive. Show complexity.

 

 

 

 

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Films and Readings on the African Slave Trade and the Atlantic World

 

Short films:

  • Introduction of Slavery in Colonial America
  • The Process of Enslavement
  • The Black Atlantic, 1500–1800

Readings:

  • “The Paradox of American Development” by Charles Bergquist in Benjamin’s The Atlantic World(p. 153–65)

Questions:

  1. Read first: “The Paradox of American Development” by Charles Bergquist. Take copious notes on this important article, especially on the various forms of coerced labor (from coerced native labor—native slavery, the encomienda and the mita—to indentured servants, to African enslaved labor) across the Americas and the development of different regions of the Americas.
    Now, take copious notes on these three very important film clips. Then, give thoughtful responses to the following questions for each film (Final exam questions are taken from here). For each question, bring in analysis from our readings, especially from our articles in Benjamin’s The Atlantic World.
  2. Discuss in detail the importance of this short film: Introduction of Slavery in Colonial America
  3. Discuss in detail the importance of this short film: The Process of Enslavement
  4. Discuss in detail the historical significance of all of these items from The African Americans: Many Rivers to Cross, The Black Atlantic, 1500–1800
    1. Juan Garrido
    2. Esteban
    3. 1619: Describe “how things changed” for Africans with Jamestown and the gradual emergence of slave based plantations
    4. Anthony Johnson and the emergence of “race based” slavery
    5. Describe slavery in the rest of the Americas before Virginia and Tobacco
    6. Sierra Leone and the complexities of Africa, especially along the African coast, in the development of the African slave trade
    7. Discuss the role of coastal African kingdons (the Temne people for example) and the enslavement of other Africans; then commercial exchanges;
    8. Then discuss how Europeans changed the equation as they come to rely on enslaved Africans (“race” as a new marker of “who’s enslaveable”) for their American plantations
    9. Discuss Bunce Island, Sierra Leone, as a slave-trading “factory” (or “feitoria”) and what goes on there
    10. 1756 “Priscilla” and discuss the complexities of the “Middle Passage”
    11. Charleston, South Carolina, and its centrality in the slave trade to the US
    12. Rice and its role in the plantation economy and its consequences for enslaved Africans
    13. Culture and Food
    14. Ideas and St. Augustine, Florida (and Fort Mose)

 

 

 

 

 

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Africans in the Americas: Discussion Questions from Lepore, Benjamin, Articles, and Film

 

Handouts:

  • “A Day on a Coffee Estate” by Stanley Stein
  • “Brazil’s Link for African Americans” (LA Timesarticle)

Carefully answer the following questions before we see the film clip: Questions 1–7 are from Lepore; 8–9 from handouts; 10–13 from film “Terrible Transformation”; and 14–17 from Benjamin’s The Atlantic World. Be expansive; these are very important primary sources and articles.

  1. “Kidnapped” by Olaudah Equiano (p. 130–32)
    What does this document tell us about the institution of slavery?
  2. “Tips for Slave Traders” (132–33)
    1. What tips do the owners of the Dispatchissue to the captain before he sets out for Africa and subsequently the West Indies or South Carolina in 1725?
    2. What is the importance of George Kingston’s journal? (134–35)
  3. “Ships of Death” (135–36)
    What does this document by Olaudah Equiano tell us about the transatlantic voyage, the “middle” passage of the African slave trade to the Americas?
  4. “For Sale” (137–38)
    Tell us about the importance of this article written by Mary Prince (early 19th century).
  5. “Africans’ New Worlds” (138–42)
    1. What does Hugh Jones’ account, written in the 1720s, tell us about plantation slavery?
    2. What does Mary Prince’s account tell us about the vulnerability of slave women?
  6. “Two Views” (142–44)
    1. What does this 1740 article from London Magazinetell us about the argument for or against slavery?
    2. What does Mary Prince say about that?
  7. “Runaways and Rebels” (144–45)
    How did Black people in British North America resist slavery? What does the lieutenant governor of Virginia, William Gooch (1729) say about this?
  8. Tell me about daily life for slaves from your handout “A Day on a Coffee Estate” by Stanley Stein.
  9. Tell me about the significance of “Brazil’s Link for African Americans” (LA Timesarticle)

From the film The Terrible Transformation describe the importance of the following; include details:

  1. The first passage
  2. “Factories”
  3. The second passage (or middle passage)
  4. The third passage (some have called it the “second middle passage,”, but its not really middle)
  5. Benjamin’s The Atlantic World: “Africans, the Involuntary Colonists” by Fernández-Armesto, pp. 185–91. Tell me all about this very important article.
  6. Benjamin’s The Atlantic World: “The Transatlantic Slave Trade” by Hugh Thomas, pp. 145–53. Tell me all about this very important article.
  7. Benjamin’s The Atlantic World: “The Survival of African Religions in the Americas” by Frey & Wood, pp. 122–33. Tell me all about this very important article.

 

 

 

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Discussion Questions on the Film Manifest Destiny

 

 

Readings:

  • Chasteen, ch. 4 “Post-Colonial Blues”

and

Film:

  • To Conquer or Redeem: Manifest Destiny, Act II: “An Empire of Liberty” (26:09-58:52, middle portion, a Films on Demand Film) AND readings.

Readings questions: You’ll finish these first at home before we see our film clips and discuss.

  1. From Chasteen’s ch. 4, “Post-Colonial Blues.” Discuss in detail all of the difficulties most of the Latin American countries had economically and politically during the 1820s to 1850s. This is also a midterm essay question. Be expansive.
  2. Chasteen, ch. 4, pp. 144–47, section “Countercurrents: The Power of Outsiders”: Discuss in detail the significance of the Monroe Doctrine, “gunboat diplomacy” and the consequences of the US War on Mexico. Be expansive.

Film questions: Take copious notes on this very important film, especially on the territorial expansion of the US during the course of the 19th century and the ways that US policymakers and the US public have justified the US becoming an empire by 1898. Then give detailed answers to the following questions. Be expansive.

  1. Describe the ways that the early US colonists expanded and how they viewed the native peoples who lived there. In what ways are the seeds of Manifest Destiny laid during the early republic?
  2. Discuss Jefferson’s idea of an “Empire of Liberty” and how that played itself out in the early 19th century. Discuss how the US comes to control Georgia and Mississippi under Jackson.
  3. Discuss the emergence of “Manifest Destiny” by 1845. Now discuss some consequences of Manifest Destiny.
  4. Describe in detail the ways that California and the rest of Mexico’s north (Arizona, New Mexico, Utah, Nevada, Colorado) came to be part of the US.
  5. How do US policymakers at the time rationalize the contradiction between empire and democracy? In other words, how does a democracy justify the taking of the territories of others by force?
  6. Discuss John Gast’s painting entitled American Progressand how it illustrates Manifest Destiny. What does it include? What does it exclude? What difference does that make?

 

 

 

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Paper Assignment: Encountering Commodities in the Atlantic and the Pacific

This paper assignment has three major parts: a list of sources for you to read and study along with guiding questions on each reading; a mapping exercise; and the five page paper. All three parts will be turned in for grading on the due date listed on the course syllabus. This project is worth 20 percent of your final course grade. You must include all parts of the assignment; failure to include all three parts will result in a zero for the entire assignment.

Parts of the Paper Assignment:

  1. Reading and Assessing the Sources– Read the assigned sources for your commodity (you get to choose which item you’ll focus your study on). Each commodity has 1-2 primary sources and 2-4 secondary sources that you need to study and analyze.
    1. For each primary source, you’ll fill out a “Six C’s of Primary Source Analysis” worksheet (these are available on D2L)
    2. For each secondary source, you’ll address questions on the secondary source worksheet.
      1. All worksheets must be attached to the end of your paper.
    3. Mapping Commodity Encounters– On the blank map you’ll trace your commodity around the Atlantic or Pacific based on your primary and secondary source readings. Among the items you should mark and include (based on the material provided in your assigned reading, the course reading, lecture material, etc.):
      1. Origin of your item (and rough dates)
      2. Where the item traveled (draw lines tracing its movement around the world) – include rough dates
  • What encounters did your item involve (between people around the Atlantic or Pacific); when did these encounters take place?
    1. You may chart these items on a single map or chart each one on a different map. Colors, how you incorporate information, etc. is entirely up to you.
    2. However, your handwriting needs to be neat and legible. If you have terrible handwriting (and I suffer from this myself), you should type up written information and tape it onto your map/along the lines you draw.
  1. The Five Page Paper– The final piece of this assignment is a five page paper that draws from your sources, the maps, as well as lecture and class reading materials. This is a formal history paper and should include proper, footnoted, sources (see the student checklist and syllabus for more information on this). In your paper you’ll address the following:
    • What was the importance of (your commodity: Pacific fur/whaling OR sugar) in shaping encounters between people, events/politics of the era, labor systems, and the environment?
      1. Your thesis should focus on the importance of the commodity, what encounters it shaped in the Atlantic/Pacific, and how it shaped events. Your thesis must be underlined in your paper.
      2. Body paragraphs should focus on tracing the development of the commodity and providing evidence for the importance of the commodity, the encounters it shaped in the Atlantic/Pacific, and its effect on events, labor, and the environment in the era.
        1. You must use specific evidence from the assigned texts (see below) for your chosen commodity.
        2. You are not allowed – under any circumstances – to consult internet sources for this assignment.

Choosing your commodity: Below is a list of the commodities (and the required reading that goes along with each) that you must choose from in preparing this project. You must choose ONE of these commodities. You may NOT write about more than one commodity.

Please note: All primary sources are available on D2L (via pdf or through links). Secondary source books and chapters are available on reserve at the Ammerman campus library or through purchase (cheap copies may be had on Amazon and other online retailers – I’d encourage you, if you are able, to purchase). Some econdary source articles are available on D2L as pdfs or through JSTOR/Project Muse on the library’s website.

  1. Sugar
    1. Primary Sources
      1. “A Portrait of Barbados”
        1. Pdf on D2L
      2. Secondary Sources
        1. Alan Taylor, “Chapter 10: The West Indies” in American Colonies: The Settling of North America
          1. Pdf on D2L
        2. Sidney Mintz, Sweetness and Power: The Place of Sugar in Modern History
          1. On reserve at the Ammerman campus library or cheap copies available for purchase online (recommended)
        3. Trade in the Pacific: Whaling/Furs
          1. Primary Sources
            • . Charles Newhall. The Adventures of Jack, or a Life on the Wave. Short, easy, engaging memoir first published by the author in 1859. (Ye Galleon Press, 1981)
              1. This is available on Google Books
  1. Secondary Sources
    • . David Igler, “Chapter 4: The Great Hunt,” in The Great Ocean: Pacific Worlds from Captain Cook to the Gold Rush
      1. Pdf is on D2L
  1. Paul Mapp, “The Alluring Pacific Ocean,” in Morgan and Warsh, eds., Early North America In Global Perspective
    1. Pdf is on D2L
  2. Alan Taylor, “Chapter 19: The Pacific, 1760-1820”
    1. Pdf is on D2L

 

 

 

 

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Paper Assignment: Localizing Global Encounters, Case Study: New Netherland/New York

What is now New York (and Long Island and Manhattan, specifically) was once the haunt of “explorers, entrepreneurs, pirates, prostitutes, and assorted scalawags from different parts of Europe who sought riches on this wilderness island …We are used to thinking of American beginnings as involving thirteen English colonies – to thinking of American history as an English root … [this] is to ignore another European colony, the one centered on Manhattan, which predated New York … its muddy lanes and waterfront were prowled by a Babel of peoples – Norwegians, Germans, Italians, Jews, Africans (slave and free), Walloons, Bohemians, Munsees, Montauks, Mohawks, and many others – all living on the rim of empire, struggling to find a way of being together, searching for a balance between chaos and order, liberty and oppression.”
– Russell Shorto, Island at the Center of the World (p. 4)

This paper assignment has three major parts: 1. a list of sources for you to read and study along with guiding questions on each reading; 2. a mapping exercise; and 3. the five page paper. All three parts will be turned in for grading on the due date listed on the course syllabus. This project is worth 20 percent of your final course grade. You must include all parts of the assignment; failure to include all three parts will result in a zero for the entire assignment.

Parts of the Paper Assignment:

  1. Reading and Assessing the Sources – Read the assigned sources for this paper topic (see below for the list).
    1. For each primary source, you’ll fill out a “Six C’s of Primary Source Analysis” worksheet (these are available on BLACKBOARD )
    2. For each secondary source, you’ll address questions on the secondary source worksheet (template is on BLACKBOARD).
      1. All worksheets must be attached to the end of your paper.
    3. Mapping Encounters – On the blank maps you’ll trace the New Netherland’s connections in the Atlantic and Pacific worlds based on your primary and secondary source readings. Among the items you should mark and include (based on the material provided in your assigned reading, the course reading, lecture material, etc.):
      1. New Netherland/English New York settlements (with dates, population numbers, origin of people); native peoples; and encounters between them
      2. New Netherland/English New York trade networks (draw lines tracing its movement around the world) and connections/encounters – include rough dates/li>
        1. You may chart these items on a single map or chart each one on a different map. Colors, how you incorporate information, etc. is entirely up to you.
        2. However, your handwriting needs to be neat and legible. If you have terrible handwriting (and I suffer from this myself), you should type up written information and tape it onto your map/along the lines you draw.
      3. The Five Page Paper – The final piece of this assignment is a five page paper that draws from your sources, the maps, as well as lecture and class reading materials. This is a formal history paper and should include proper, footnoted, sources (see the student checklist and syllabus for more information on this). In addition to turning in a hard copy of your paper in class (with the reading worksheets and maps attached), you must also upload an electronic copy of your paper to the Blackboard dropbox. Failure to upload an electronic copy = grade of zero on the project. In your paper you’ll address the following question/topic:

Topic

Describe diversity on Long Island and New Amsterdam/New York City from 1609-1741 and how that diversity shaped people’s lives.

  • In your essay be sure to describe racial diversity, religious diversity, cultural/social diversity, and economic diversity.
  • In your essay be sure that you chart encounters between people, with commodities/goods, and between empires
  • Your essay should use both secondary sources and at least three or more primary sources from the list below

Sources

All of these sources are available as pdf files on BLACKBOARD (in the Contents folders)

Secondary Sources (use both):

  1. Alan Taylor, American Colonies: The Settling of North America (New York: Penguin Group, 2001), pp. 245-285 (excerpts from Chapters 12 & 13).
  2. Edwin G. Burrows & Mike Wallace, Gotham: A History of New York City to 1898 (New York: Oxford University Press, 1999), pp. 27-43; 46-56; 57-74; 87-112; & 118-137
    1. Note: This is a longer reading; I expect you to skim it and use what you need and focus on the parts that best relate to your paper topic.

Primary Sources (use at least three):

  1. “Letter of the Eight Men to the States-General of United Netherlands Provinces Regarding the Fear in New Amsterdam of the Indians During the Wars of 1643-1645”
  2. “Description of New York City in 1748, from Travels into America, Peter Kalm”
  3. “Description of the Towne of Mannadens, Anonymous (1661)”
  4. “True Copy of Articles Whereupon … The New Netherlands Were Surrendered (January 1674)”
  5. “Sarah Kemble Knight Encounters Dutch and English in New York, 1704”
  6. “Sir William Johnson Confers with Iroquois Leaders, 1762”
  7. “The New York Conspiracy: Trial Records (1741)”
  8. “Dutch Ministers Discuss New Netherland (1655-1654)”
  9. “Stuyvesant Explains the Fall of New Netherland (1655)”
  • “Advice to Planters of New Netherland (1650)”
  • “van der Donck, A Dialogue between a Patriot and a New Netherlander upon the Advantages which the Country presents to Settlers (1655)”

 

 

 

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Sample Assignments from Globalized US History Courses

 

 

Three years was a sufficient time to research, realize, and redo the way I teach US history. My initial response to the Bridging Cultures premise of situating American history into a global narrative was, Maybe I’ll change some of what I do in the classroom. That later thought was replaced with, I need to change much of what I teach, and not just in the US history classroom. The next consideration was how I would globally challenge myself and my students.

I obtained a copy of our Metropolitan Community College course outline and objectives for the “US History to 1877” and “US History from 1877” courses. Both class overviews mentioned the courses would “cover major time periods and fundamental themes of American history and examine the prevalent aspects of North America within global topics and geography.”

The global topics were already in place, but I wasn’t using them as much as I could. The word “geography” resonated because I had spent years researching James Cook, his cartography, and the fact that he was a transnational figure between the East and the West. He was a way to broaden the borders of US history, along with more global subjects and more maps. The Huntington Library and Library of Congress research completed in the first and second Bridging Cultures workshops also provided me with resources, enriching my American history course and inspiring several teaching moments.

Sample Assignment 1: PechaKucha PowerPoint

First, I challenged students to do a PechaKucha. Needing a visual to explain the process, I showed them the PowerPoint I had created and presented at the AHA 2015 annual meeting in New York City. The students enjoyed researching the project almost as much as they liked presenting it!

PechaKucha is a simple presentation format where you show 20 images (no writing!) and talk about the image for 20 seconds. The images advance automatically and you talk along to the images. The key to a great presentation is to present something you historically love. It could be your passion for Irish clog dancing or your interest in Faberge Eggs or even holiday snapshots you took in Greece! The best PechaKuchas tell stories; some are incredibly personal, some may be incredibly funny. May 6, 2015 will be our Pechakucha Day! Go to this website to see PechaKucha presentations.

Sample Assignment 2: “Finding her Artifact,” from HIST 1060 Black Women in America

Second, I added assignments that tied together American and global history. The one below is from my HIST 1060 “Black Women in America” course:

For your weekly “Finding Her Artifact” assignment which is worth 10 points, you will need to research the Internet and find a recipe that an enslaved or free black woman could have used, particularly a family recipe that was from her African ancestry, during this module’s time frame of early slavery in the United States from 1700-1780 c.e.

Find the recipe and try making it. Write at least a two paragraph description of the recipe and what happened when you tried to make it. Include a picture of it! The possibilities of “Finding Her Artifact” recipe are endless!

Sample Assignment 3: Essay question from HIST 1120 U.S. History from 1877

Third, I added more maps to each of my courses. Below is an assignment from HIST 1120 “US History from 1877,” and underneath it is an essay assignment from HIST 2220 “US and Global Military History.” I’m delighted to say that the HIST 1120 students responded to the global visual well by wanting to understand the ramifications of Vietnamization.

At Kent State University, college students clashed with the Ohio National Guard. Four students died. For your Discussion Question this week, read or listen to three of the Kent State University oral history interviews related to these May 1970 shootings.

Now, write an essay using what you learned from the oral histories, your textbook chapter and any internet or book sources.

Sample Assignment 4: Essay question from HIST 2220 U.S. & Global Military History

Analyze the “West versus the Rest” mentality today. Is this a true statement or not?

  1. Click on this Edward Said internetarticle to decide.
  2. Still undecided? Try reading thisarticle on warfare.

Now, write your essay and use plenty of facts, statistics, and good arguments to support your findings. Feel free to interject your personal thoughts as well.

 

 

 

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Operation War Diary Project [ Assignment]

 

The Project

Before Class

  1. Go toZooniverse and register for an account.
  2. Once you are registered, search for and sign in to theOperation War Diary (OWD) project.
  3. Start and complete the10-minute tutorial. (Note: You can always restart the tutorial, available under the Field Guide tab.)
  4. You are now ready to become a citizen-historian and start tagging!

In Class

  1. Work on 6-8 war diary pages. As you tag the pages (for dates, location, people, activity, etc.) please keep a careful record in the graphic organizer provided. Be sure that you also provide a screen capture for your pages.
  2. Please consult the printed or onlineField Guide with any questions you have about the military information in the pages.
  3. You may work with each other to decipher handwriting or to ask questions. I will also be on hand to help answer questions, provide clarification, and add historical context.

Written Assignment

After tagging and reading your Operation War Diary pages, submit a historically informed reflection (a minimum of 400 words).

Your reflection should include:

  1. The names and types of diary pages (which regiment, years, etc.) you tagged. Also, include the location(s) for your divisions. (Are the locations near the battles we discussed in class?)
  2. The types of findings you encountered in your transcription. (What was going on in the diaries? Any battles or engagement with the enemy? Other activity?)
  3. Informedcomparisons (or contrasts) with class materials, the recommended online sources (such as The Long, Long Trail), and information from the textbook on the war. Be sure to use evidence from the pages you tagged.
  4. An overall look at how your work connects to the historical record. (Number of casualties, the experience of war, the characteristics of trench warfare, specific battles, the shifts of the stage of war, etc.)

 

 

 

 

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Visualizing the Past  Assignment]

 

 

In this assignment, you will use data from one of the digital archives provided to you by the instructor to generate a visualization that will lead to a greater understanding of the past. With the instructor’s approval, you will identify a historical topic that is both suitable to further visualization and appropriate to the course. Using the Visualization Periodic Table created by Ralph Lengler and Martin J. Eppler choose a visualization method that will help novices and/or experts better understand your chosen topic. The visualization you create can be generated by a computer or drawn by hand. I encourage you to think about the resources you have available to you for this project. In particular, look to the library as a resource. They might have data tools in their computer lab and, most importantly, your librarian might be able to offer assistance.

A word of caution when choosing what to examine. Make sure the scope of your project is narrow enough to generate a visualization that will serve as a meaningful contribution to our understanding of the past. In particular, think about controlling the chronological, temporal and demographic scope of your project.

After creating your visualization, you will compose a two-page guide to your visualization that explicitly discusses where and how you got your data, identifies and defends the choices you made during the research process, and explains how your visualization connects and extends our current understanding of your chosen topic. Your guide should discuss how you used historical thinking skills identified by the College Board as suitable for undergraduate level study in the creation of your visualization. Remember to use sound research practices when creating your visualization. It will be much easier to write your visualization’s guide if you carefully document your process. If you are stuck look at the prompts below:

  • What are the variables available through the database I identify? Your data visualization does not need to look at every aspect of whatever part of the past you are examining. Is there one or two you can isolate to get a better picture of some facet of your chosen topic?
  • Look online for examples of other visualizations of your topic. What makes them work? How could they be improved?

 

 

 

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Mapping the Early Modern World [Instructions)

 

 

Over the course of the semester, the class will create a digital map of the early modern world, starting with Europe and branching out to the New World and the east. An interactive Google map that demonstrates how people, goods, and ideas flowed to/from Europe during the period will showcase the connectivity of the early modern globe as well as continuities and changes in history.

Students are required to submit 4 entries to the digital assignment over the course of the semester (see below for a list of due dates). These entries will be ~150–200 words in length. At the end of the semester, students will reflect on the assignment in a two-page report, demonstrating how this map acted as a supplemental learning tool.

There is a three-step process to each entry:

  1. Claim your entry via the shared Google Spreadsheet. Make sure you’re not repeating an entry. Stake your claim by entering the name for your entry and your name under “Author.” You’ll enter the rest of the data back in on step 3.
  2. Submit your entry. The instructor will grade it and give you feedback. Make changes to your entry as necessary based upon the feedback.
  3. Upload your entry to the Google Map.

You’re encouraged to add to your classmates’ entries. This is especially important for the “Connected to” column. You may earn additional (extra credit) points by commenting, correcting, adding to your peers’ posts. This will prove VERY helpful on the exams!!

What goes into an entry:

  1. Entries are about 150–200 words in length. They can be a person, a place, an event, a commodity/thing, or an idea. If the entry doesn’t fit into one of those broad categories, it’s fine, just let the instructor know. Write in full sentences.
  2. Entry Name/Title – make it easy to understand
  3. Date(s) – Does not need to be exact year; Some entries may be centuries
  4. Location – Necessary for the map pinpoint!
  5. Historical Significance – The “why” does this matter. What is important about this entry? Did it effect history? Is it a representation of a particular theme? What’s the broader story here? Try to limit this to a few sentences.
  6. Important Notes – Anything that you deem to be particularly noteworthy about your entry. Sometimes this section will be left blank but if you find you’re left with extraneous material from the Historical Significance category then fill it in.
  7. Connected to – Are there other people, places, events, ideas, etc that this entry could be connected to? If so, mention it and then be sure to draw a line to that on the map.
  8. Author – That’s you! Don’t forget to put your name. If you edited the comment, place your initials like this: “Edit JMG”

How to post to the Google Map:

With the Google Map open in your browser:

  1. Determine that you are posting in the correct “Layer.” To the left-hand side, there will be a white box that has the categories: People, Places, Events, Commodities/Things, Ideas. Be sure that you have the correct one selected. It will have a blue line next to the selected layer. [See Figure 1 below, Number 1]
  2. To navigate around the map, be sure the hand symbol [See Figure 1 below, Number 2] is selected. You can zoom in, zoom out, etc with the hand symbol to find your location. You can also search for a location using the search bear at the top [See Figure 1, Number 3].

Figure 1

  1. To drop a pin, make sure the pin symbol is selected [See Figure 2, Number 1]. Then click on the location where you want the pin to be placed.
  2. In the white box [See Figure 2, Number 2] enter the Name/Title and Entry information in the box. Be sure to put your name!
  3. Be sure that your pin shows up in the correct layer [See Figure 2, Number 3]

Figure 2

  1. Do you have connections to another entry on the map? Perhaps your entry is a commodity that is traded between the Netherlands and the New World; perhaps your Queen got married to a King in a different country. Add those connections by inserting a line. Be sure to look around at your classmates’ entries and see if you entries relate and then draw lines!
    1. To draw a line between to existing points:
      1. Make sure the line symbol is selected [See Figure 3, Number 1]
      2. In the white box [Figure 3, Number 2] name the line and give a brief description.
  • Be sure that your line shows up in the correct layer [Figure 3, Number 3]

Figure 3

  1. You’re done! Make sure your entry is both on the map and in the Excel Spreadsheet on Google.

 

 

 

 

 

 

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New Perspectives on 19th-Century America [Assignment]

 

 

Recently we looked at different ways to present information on the changes in 19th-century America. Most of these centered on mapping, but there are many other ways to visually represent change. In this assignment you will use data from the US Census Bureau’s Historical Statistics of the United States to create a visualization of changes taking place in America during the 19th century.

The Census Bureau’s data series spans the 1800s (and more), and is broken up by topics including population, labor, prices, transportation, and much more. Using the Visualization Periodic Table created by Ralph Lengler and Martin J. Eppler, choose a visualization method that will help novices and/or experts better understand the changes and/or the costs of those changes during the 19th century. The visualization you create can be generated by a computer or drawn by hand. I encourage you to think about the resources you have available to you for this project. In particular, look to your library as a source. It might have data tools in its computer lab and, most importantly, your media specialist might be able to offer assistance.

After creating your visualization, you will compose a guide that explicitly discusses where and how you got your data, identifies and defends the choices you made during the research process, and explains how your visualizations connects and extends our current understanding of 19th-century America. In addition, you should discuss how your visualization differs from those in American Panorama. Your guide should explicitly discuss how you used historical thinking skills in the creation of your visualization. Remember to use sound research practices when creating your visualization. It will be much easier to write your visualization’s guide if you carefully document your process. If you are stuck look at the prompts below:

  • What are the variables available through Historical Statistics of the United States? Your data visualization should not look at every change of the era, but rather isolate one or two to forge a new understanding.
  • Look online for more examples of the changes in 19th-century America. What makes them work? How can they be improved?

 

 

 

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 Assignment: Tracking a Slave Ship with Voyages

 

 

This assignment asks students to investigate a specific slave vessel and contextualize its journeys within their broader knowledge of the trade and concurrent historical events/processes that might have affected it. After using the database to choose a vessel and analyze its voyages, students complete a worksheet that asks them to look at the vessel in its historical context. After completing the worksheet, students participate in a class discussion where they compare the experiences of various vessels, the ways that historical context shaped the transatlantic slave trade, and continuities and changes in the trade over time. Ideally the discussion will provide openings for discussions on the complex historical thinking skills of periodization and causation. In an undergraduate classroom this assignment could involve a research essay on the chosen ship rather than a worksheet.

 

 

 

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 Assignment: Visualizing the Transatlantic Slave Trade with Voyages

 

 

This assignment offers students the opportunity to use their visual and/or technical skills to create a visualization of the transatlantic slave trade. In the past I have asked students to create their own digital projects or data visualizations of various historical events, even if those projects only exist in the analog world through story boarding. Here, students will use the information provided by Voyages to create either a digital or an analog data visualization of the trade. In addition they will write a detailed guide explaining their process and defending their choices. This assignment asks them to think deeply about the process of visualizing history and personally involves them in the process of generating a better understanding of the past. What does it mean to create a visualization? How does any presentation of the past make an argument? After completing the project, the students will conduct a “gallery walk,” where they post their visualization and guides in the classroom and their peers provide peer review via sticky notes.

The visualization’s guide requires students to explain their use of the historical thinking skillsidentified by the College Board for AP World, European, and US history. In addition, the assignment meets Common Core standards for writing and social studies by asking them to compose a detailed explanatory text and by pushing them to look at the ways they constructed their own secondary source. The assignment is suitable for undergraduates and can easily be paired with a trip to the library or a media center to increase media literacy and introduce students to digital tools for data visualization.

 

 

 

 

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Assignment: Charting Your Journey with ORBIS

 

 

This assignment asks students to craft a hypothetical journey using ORBIS, a digital humanities project at Stanford University that allows users to plot a route between sites in the Roman Empire and simulate the journey. After rationalizing the choices made when planning their trip, students use a comic strip or travel diary to recount the trials and tribulations of their journey. I first used this with my 7th grade students as I prepared them to take the AP World History exam in the coming years. As part of my drive to explicitly include literacy skills in the curriculum, it coincided with the 7th grade Common Core standards on writing narratives, real or imagined. In addition, it develops the historical skills of contextualization and causation by asking the students to ground their narratives in a place they have already learned about and then justify the steps in their journey.

While designed for middle school students, the attached assignment and rubric could easily be adapted for students ranging from elementary school to entry-level undergraduate. The assignment contains a blank comic strip, as well as the QWANTZ template. Created by Ryan North, QWANTZ uses the same template made up of two dinosaurs, a log cabin, and a car for comics on subjects ranging from birthday parties to gender politics. While there were no dinosaurs in the Roman world, students who use this comic often surprise me with their creativity.

 

 

 

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Sample Assignment: Comparing Spatial Depictions of the Roman World

 

This assignment is an essay on ORBIS and the Digital Atlas of Roman and Medieval Civilizations. Using the projects’ detailed explanations, as well as their own knowledge of the period, students analyze the projects’ depictions of the Roman world. What do the projects include? What do they leave out? Designed with high performing high school students and freshman/sophomore undergraduate students in mind, the assignment pushes students to compare the two projects and gives them the opportunity to explore how purpose, argument and data shape a project. This assignment fits well with Common Core standards on Integration of Knowledge and Ideas for both 9th-10th and 11th-12th grades, as well as the historical thinking skills of interpretation and argumentation. As middle school students may have difficulty with this assignment, I’ve included a series of questions with the assignment that, with some prompting, they may be able to complete as short answers

 

 

 

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