Category: History : History

Instructions
In history it is easy to look back and select something and be outraged over treatment in the past. Some of these issues are far more complex than anyone really wants to know, including those who study it. The war with the Native American tribes in the second half of the 19th Century (1800s) is one such example.
In Historian Stephen Ambrose’s work Crazy Horse and Custer he pointed out the Anglo Americans continued to do to the Native Americans what has been done to people since the dawn of humanity, the stronger, more technologically savy societies advance and push the weaker foe off the land. This had not changed since the dawn of time. As an example all Europeans from all the nations of Europe have a genetic connection that is culturally and nationally different from other Europeans for only for about 1000 years. If a Greek takes pride that they decended from the ancient Greeks, well genetically every European also decends from the ancient Greeks, along with many in North Africa, and vice versa. So pushing people out is not new. In the future it may be different kind of pushing out. Think of the tech savvy getting ahead and in many ways becoming the superiors of those who don’t understand it.
Ambrose then posed a difficult thought to the modern reader about the war on the Great Plains. Which was right, to leave the native tribes alone and let the 250,000 people inhabit the land knowing they were not going to change their ways? Preserving them. Or for the land to be developed to produce food whereby the Great Plains now feeds over 1.5 billion people a year. The development of the Great Plains has helped end famine in the world and has been a benefit to people in other societies all around the globe. If we look back in history the cost of feeding the world was the destruction of these tribal societies. Now what is the morally right answer?
In about 250 words What is the right solution? 

analytical essay on How did the US winning the space race affect the political climate of the world? 
using https://www.nasa.gov/history/sputnik/july59.html this article

I need a proposal and out line of paper by 18 April.
Please follow instruction / structure of the files I have posted below.
Students must complete one long research paper of approximately 6-8 pages and utilize 3-5 academic sources on some issue involving topics related to the course. In the term paper, students will be graded on clarity, style, and the use of appropriate evidence to defend an articulated argument. Purely narrative papers- which tell a story rather than analyze an issue- will receive poor grades. 
Course Description
This course uses cinema to explore the portrayal of contemporary South Asia. It traces the development of South Asia through film and highlights the changing images of the region since the 1950s. In addition to outlining the political history of South Asia, themes of nation-building, political culture, corruption, inequality, and social tension based on gender, caste, religion, region, and language, as well as transnational/global South Asian cinema, will be addressed. This course will be relevant to students interested in examining the social, cultural, economic, and political forces that shaped the development of post-colonial South Asia from independence to the present day through the medium of one visual medium – cinema.
-An understanding of the uses of cinema as a primary source for understanding social, cultural, and political change in South Asia. 
– To understand the changing relationship between cinema and the broader society through the period
– Awareness of the primary historiographical debates and themes in the study of post-colonial South Asia 
-Trace the creation of the idea of a nation through films like Mother India& and Bombay, and explore the positioning of culture, gender, and state in South Asian movies. 
-Consider films critically from the perspective of history and film studies and the historical and cultural context in which they have been created. 
Movies we watched:
Mother India (1957)
Jodha Akbar (2008) / Bajirao Mastani (2015) 
Rang De Basanti ( 2006) – India / (Matir Moina (2002) – Bangladesh 
Bombay (1995) – India 
 Roja (1992) / Thappad  (2020)  
slumdog Millionare (2008)
Readings:
Katherine Mayo, Mother India, Chapter Two, “Slave Mentality” (http://gutenberg.net.au/ebooks03/0300811h.html#ch-1Links to an external site.
Sanjeev Kumar, Constructing the Nation’s Enemy: “Hindutva,” popular culture and the Muslim ‘other’ in Bollywood cinema, Third World Quarterly, Vol, 34, No.3 ( 2013), pp. 458-469.
Rachel Dwyer, ‘New Myths for an Old Nation: Bollywood, Soft Power, and Hindu Nationalisms,’ In Cinema and Soft Power: Configuring the National and Transnational in Geo-politics, Edinburgh University Press, 2021.
https://scroll.in/article/674387/how-bollywood-uses-the-past-as-a-guide-to-the-presentLinks to an external site.
Ella Shohat and Robert Stam, ‘Unthinking Eurocentricism,’ pp. 13-31. In Ella Shohat’s Unthinking Eurocentrism: Multiculturalism and the Media, Routledge, 1994.

Instructions
There is talk in Washington D.C. of finally giving the descendants of slaves reparations for slavery, over 150 years after their ancestors actually got their freedom. Reparations are by definition given to those who directly suffered. So this will be controversial, maybe more so than it was back in 1865. Those fighting this today are saying it is not reparations or wondering why they must pay for the sins of ancient ancestors, or even the pay for the sins of those who were here before their own immigrant families arrived like new immigrants of families that arrived after 1865. The real crime is that it was not done in 1865.
When the Confederacy surrendered many of its citizens later said that first summer that they were on their knees and would have done anything they were told to do, it is a reason they accepted the end of slavery. President Johnson would give them hope and boost the south due his racism and as you read helped create a segregated system. There were those who wanted Congress to take land from the planters, the main ones who fought against the US, and give it to the freed slaves. These measures failed due to the opposition of President Andrew Johnson and the old southern creed of the sacredness of private property. 
In about 250 words answer the question, what would have changed in the United States if the ex-slaves were given their ’40 acres and a mule.’ How do you think it would have changed the United States culturally, politically and economically? Would there have been a need of a Martin Luther King, Jr.? This would not have gotten rid of racism, so no neverland scenarios, but would it have tempered it? Would race relations be better? Would America be better, stronger?

I need a background information through the resources provided for Pinchot Gifford and John Muir, along side a thesis statement that circles around comparative analysis of John Muir and Pinchot Gifford’s philosophies on Forest management

Here is the basic outline of this essay, which you should give an original title:
I. Introduction of general topic, with brief description of the historical argument accompanied by a thesis statement. (1-2 paragraphs)
II.  Description of both sides of the historical argument you have chosen to examine. (2-3 paragraphs)
III.  Justification of the side you believe is the “correct one” with evidentiary proof from primary and secondary sources. (6+ paragraphs)
IV.  Conclusion restating the basic argument, and summary of your justification. (1-2 paragraphs)

The Civil War: A Turning Point, or a Continuation?
The Civil War is often seen as a clear break in American history. Choose a social, political, or economic aspect of American life before the war (1840s) and compare it to the same aspect after (1870s). Did the war cause a major shift, or were the underlying trends simply amplified? Use specific examples to support your argument.

The Civil War in Black and White: Propaganda vs. Reality
The Civil War era saw a surge in propaganda. Choose a specific Civil War image (photograph, illustration, poster) and analyze it. Who created it? What message is it trying to convey? Research the reality it depicts. How does the image fit into the broader themes of the Civil War?

Choose ANY TWO of the primary sources assigned for this module (documents are attached, video and audio source links are below these instructions). Draw a conclusion about what their depictions of/attitudes towards murder tells us about social or ethical attitudes in the twentieth and twenty-first centuries. Support your conclusion with evidence drawn from the sources and from the assigned scholarly sources or lectures; if you feel you need more information, you may only use scholarly sources you find in the Rice Library databases.Your paper should be no longer than 1500 words (six pages double-spaced). In it, you will do the following; 
Begin with a paragraph that identifies the source you will examine and concludes with an assertion about an ethical or social justice challenge evident in the source, and whether this situation is sustainable.
Paragraph 2 provides background information necessary to understand the source and the context in which it was produced.
Subsequent paragraphs: 
Identify the language, events, ideas that are expressed in the sources that you think reflect ethical or social attitudes of their time, and explain why you think so.
Use secondary sources (assigned readings and lectures or scholarly articles you find on your own) as the basis for your interpretation of modern social or ethical attitudes – do not base your argument on your opinion. You must base it on the work of experts who have studied and researched the topic.
Reassert the key points you’ve made at the end to demonstrate how they support the conclusion.
Cite all sources using Chicago Manual of Style format.  
If you use footnotes, use this format: https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
If you use in-text citations, use this format: https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-2.html
Write persuasive, fluid, and error-free prose.
Primary source link, other is attached

Examine the leadership and legacy of Kwame Nkrumah in the struggle for African independence and post-colonial nation-building. Analyze Nkrumah’s role as the first President of Ghana, his Pan-Africanist ideology, and his contributions to the decolonization movement. Evaluate the successes and challenges of his leadership, including economic development initiatives and political reforms. Explore Nkrumah’s influence on African nationalism and the formation of regional organizations such as the Organization of African Unity (OAU). Utilize primary sources, historical accounts, and scholarly research to critically assess Nkrumah’s impact on Ghana and the broader African continent. Present your findings in a comprehensive research paper.