Category: History

Read the document that is posted for this week and answer the following questions. Use specific examples from the text as evidence to support your assertions, and use complete sentences. This is NOT an essay; answer each question by numbering the questions. Please type up your answers and either submit an accepted file type or copy and paste it into the textbox. [50 points total]
SOME TIPS:
connect evidence (quotes) to assertions (explain how your evidence supports what you’re saying, don’t just list quotations);
use quotation marks for your quotes;
maximum points cannot be achieved with meeting minimums: if you want the highest points, shoot for more than the minimum required;
most times, more than one piece of evidence is better;
sometimes we can only assert what is NOT true (reasonably connected to the context & evidence), rather than what is true about the speaker or time/place, etc
you can use a quotation more than once (sometimes a quote can tell you multiple things)
Speaker: What do we know about the speaker or author of this source? What are some things you can speculate about the speaker/author from the source? (you may not know his/her name, but you can draw conclusions about him/her and his/her position). What specific examples from within the source provide evidence to support your assertion(s)? [5 pts]
Occasion: When and where was the source created (what kind of historical context can you determine)? Make a guess based on the context or clues within the source (you do not need to guess a year; you can estimate a time period or context). What specific examples from within the source provide evidence to support your assertion(s)? HINT: names, places, technologies, etc can help us place things historically [5 pts]
Audience: Whom do you think is the intended audience of this source (to whom is the source speaking)? What specific examples from within the source provide evidence to support your assertion(s)? [4 pts]
Purpose: FIRST: What kind of source is it? (i.e., a speech, inscription, religious text, legal text, law code, proclamation, letter, treaty, etc [these are NOT the only things the source can be]) What specific examples from within the source provide evidence to support your assertion(s)? [3 pts]
SECOND: Why do you think this source was created? What is its purpose? What specific examples from within the source provide evidence to support your assertion(s)? [5 pts]
[8 pts total]
Subject: IN YOUR OWN WORDS, summarize the source (what is it about?). A good summary will give an overview of the content, breadth, and organization of the source. Your reader should have a good idea of what the source is about by reading your summary. Think about a summary as spoiling the movie plot for your friend who hasn’t seen it. Spoil this source for me! You do not need to quote from the source in your summary, but you should give enough detail to give the gist of what is happening within the source. HINT: a good summary will probably need a few sentences. [8 pts]
Tone: What is the attitude or tone of the speaker and/or source? Are there any emotions that can be detected in this source? What specific examples from within the source provide evidence to support your assertion(s)? [4 pts]
Digging Deeper: What does this source tell us about the people or time in which it was created? Give at least two examples supported by specific evidence from within the source of what we can know about their culture, religion, beliefs, politics, or social structure, etc. What specific examples from within the source provide evidence to support your assertion(s)? Two examples are the minimum. More examples and evidence mean more points. [12 pts]
Making Connections: Give one specific example of how our own society is similar to this one. Give one specific example of how our own society is different from this one. [4 pts]
I am more than happy to look over what you have or meet face-to-face beforehand, but we must do it before noon on Saturday the weekend it is due. This will allow me time to give better feedback and you enough time to make adjustments, if necessary.
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In what ways did the aftermath of World War I contribute to the rise of totalitarian regimes in Europe, and how did these regimes seek to redefine national identity and citizenship?

In what ways did the aftermath of World War I contribute to the rise of totalitarian regimes in Europe, and how did these regimes seek to redefine national identity and citizenship?

Please answer all of the questions Questzalcoatl
How did Quetzalcoatl look physically?
How would you characterize the Toltecs and their culture?
What is significant about the priests of Tula copying the conduct of Quetzalcoatl, according to the text?
What relationship develops between the Huaxtec (Tezcatlipoca in disguise) and Quetzalcoatl once the latter’s daughter has been healed?
How does the Huaxtec win the approval of the Toltecs?
What might be the significance of the Toltec’s inability to remove the corpse of the man they stoned to death, and of their reaction to this failure?
Before Quetzalcoatl leaves for Tlapallan, what does he do with his belongings?
What is ironic about the companions that Quetzalcoatl has with him on his journey between the mountains Popocatepetl and Iztactepetl?
What are the most remarkable things that Quetzalaocatl does on his journey beyond the mountains to Tlapallan?
Please answer all of the questions Huitzilopochtli
Who is Coatlicue related to and how does she become pregnant?
What do Coyolxauhqui and the four hundred gods of the south decide to do to Coatlicue, and why?
What did Cuahuitlicac do for Hutizilopochtli?
What became of Coyolxauhqui after Huitzilopochtli was born?
What did Huitzilopochtli do to the four hundred gods of the south?

Reading Questions on ‘Metaphysical and Theological Ideas of the Nahuas’
Please answer all of the questions.
At the beginning of their comments, do the tlamatinime seem humble or proud?
Whom do they speak for, and why do the tlamatinime do what they do?
Why are they “disturbed…[and] troubled”?
According to these wise men, what do the gods do for humanity?
What do the tlamatinime have to say regarding the beginning of the gods and man’s worship of them?
What do the tlamatinime say regarding the teachings of the Spanish priests?
Reading Questions on ‘Philosophy, Education and the Aztecs’
Please answer all three questions “From the heavens they come” poem
1. Using the reading as your guide, what do you think Cuetzpalin is saying in the first seven lines of the poem?
2. Using the reading as your guide, what do you think Cuetzpalin is saying in lines 22-28?
3. Using the reading as your guide, what do you think Cuetzpalin is saying in lines 29-36?

The Spanish Conquest – Fact & Fiction’
I would like you to simply single out at least one item of information for discussion that you found interesting?
please use video below

Explain the complexities of slavery using the readings attached (e.g., Transatlantic Slave Trade, etc.) and the Catholic Church (e.g., Martin Luther, etc.).

***I need the term paper Bibliography only at this time.
The paper will be completed in three stages:
1. Draft bibliography. Worth 50 points. Due by midnight Saturday (Eastern Time) at the end of Week 3 of the course.
2. Draft paper. Worth 100 points. Due by midnight Saturday (Eastern Time) at the end of Week 6 of the course.
3. Final paper, which includes revisions to both the text of the paper and the bibliography. Worth 150 points. Due by midnight Saturday (Eastern Time) at the end of Week 9 of the course.
An integral part of the course will be the writing of a term paper 5-6 pages long. In the paper the student will examine a topic arising from the course material, such as the forces that drove a particular change in American society or they ways in which American society or the lives of Americans changed as a result of some particular historical event or development (such as one of the World Wars or the influx of immigrants in the late 19th century).
The Term Paper calls for you to use and cite at least (2) primary sources, and (4) secondary sources. It is important, therefore, to be clear about the distinction between primary and secondary sources.
For submitted bib., you need to separate primary from secondary and give full info on sources such as author, publ, date, and how accessed. Urls do not take place of full bib. entry. Style should follow that of University of Chicago.
Let’s suppose, for example, that you were writing a paper about immigration in the 1880s and wanted to set about gathering the ten required sources for your paper. Under the guidelines of the grading rubric for the assignment (and please read those guidelines carefully), you would need to assemble at least two primary sources. The remainder may be secondary sources.
A primary source is a document that comes directly from the time period being studied or a document that was produced by someone who had direct involvement in that period’s events. Primary sources generally include letters, journals, government documents, photographs or newspaper articles from the immediate time period of the events under discussion.
A diary or letters or a memoir written by someone who emigrated to America in the 1880s would be considered a primary source. So would government records from the 1880s showing numbers of immigrants arriving at, say Ellis Island in New York Harbor or Angel Island in San Francisco Bay. An article about the new immigrants published in the New York Times during the 1880s also would be considered a primary source. Many primary documents are available online through the Library of Congress, the various presidential libraries, and major public or university libraries.
Books and articles published in later decades that discuss immigration in the 1880s would be considered secondary sources.
One final reminder: Do not use Wikipedia as a source, nor any other web site that is not in the .edu or .gov domains, unless you have received specific prior approval from the instructor.

Research paper of approximately 35 pages in total length–similar to a journal article that follows the guidelines for developing a historical research topic, question, problem, and working hypothesis as laid out in Part I, Chapter 2 of Turabian.

Present a biography of an important figure in American history from the Revolutionary period (1763-1789). Choose someone that played an influential role in the fight for American Independence. You may choose any figure as long as you are able to explain why we should want to know more about them and why they were important to American history. The biography can be presented as either a 6 to 8-page scholarly paper.Notes must be in Turabian (also known as Chicago) format and include at least three sources.
state why you chose the individual, give a brief synopsis of their background, describe their careers, and explain their impact on the history of the United States to include why you think we should know more about them. The important thing is to answer the “so what?” question which means giving us the reasons why we should learn more about this person.
Papers will be formatted with 1” margins, use 12-point Times New Roman font, be double spaced, include a title page and bibliography.

Please source in APA format
Touchstone 4: Thinking Like a Historian
ASSIGNMENT: In this course, you have been introduced to the skills of historical thinking by examining events in modern U.S. history with attention to the Five C’s: change over time, context, causality, contingency, and complexity. Recall each of these historical thinking skills from the Analyzing Primary Sources lesson.
Change Over Time: History happens over a period of time. During any given period of time, people, events, and ideas can change.
Context: Think about historical events in terms of their greater context. Nothing occurs in a vacuum, isolated from the social, cultural, economic, or political setting of the day.
Causality: All historical events have multiple causes and effects. Before the first shot of World War II was fired, a long history of political, economic, and social unrest set the stage.
Contingency: Everything is related. Historians think about the ways in which historical trends and events are related to other trends and events, making connections between them.
Complexity: We live in a complex world. Historians understand this and create historical narratives that reflect a world of different meanings and perspectives.
Historians apply these critical thinking skills when creating accounts of the past. Now, it’s your turn to apply these skills of historical thinking by analyzing topics or events using the same framework.
To complete this assignment, you will use the template provided below. You will return the completed template as your Touchstone submission. A sample assignment is also provided.
Thinking Like a Historian Template
Thinking Like a Historian Sample
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Part 1: Change Over Time
Step 1: Download the Template
Download the Thinking Like a Historian Template.
Step 2: Choose Topic and Time Period
From the chart below, choose a combination of one topic and one time period. Within that topic, you will identify and describe something that changed and something that stayed the same throughout that period.
EXAMPLE You might choose to write about U.S. foreign policy between 1970-2016, or immigration between 1877-1920, or the U.S. economy between 1890-1945. You may select any combination of topic and time period that interests you.
Choose One Topic Choose One Time Period
Western Expansion
U.S. Foreign Policy
National Politics
Race Relations
U.S. Society and Culture
Technology and Innovation
Immigration
The U.S. Economy 1877-1920
1890-1945
1940-1990
1970-2016
Once you’ve selected a topic and time period, prepare to respond to the prompts in Part 1 of the template.
HINT
Revisit the US History II tutorials. Navigate to the most relevant course units and explore the tutorials related to your selected topic.
Step 3: Record Your Responses
Record your responses in Part 1 of the template. Responses to each prompt should be roughly 5-6 sentences.
Part 2: Context, Causality, and Contingency
Step 1: Choose a Primary Source
Review the U.S. History II Touchstone Primary Source List and choose one for your assignment.
You must select from the provided list of primary sources. No other sources are allowed.
You do NOT need to choose a source from the same time period as Part 1 or follow those time periods in your response to Part 2.
Submissions that discuss a primary source that is not on the provided list will be returned ungraded.
Study the source and prepare to respond to the prompts in Part 2 of the template.
Step 2: Record Your Responses
Record your responses in Part 2 of the template. Responses to each prompt should be roughly 5-6 sentences.
Part 3: Complexity and Reflection
Step 1: Reflect
Answer the reflection questions in Part 3 of the template.
Step 2: Review the Rubric
Review the rubric (Section B) to ensure you understand how your Touchstone will be evaluated, and revise as needed.
Step 3: Review the Requirements
Review the requirements (Section C) and the checklist below to ensure your Touchstone is complete and ready to submit. Do not submit your Touchstone until it meets these guidelines.
❒ Check that you recorded your responses in the Thinking Like a Historian template.
❒ Check that you completed all parts of the template.
❒ Check that your source for Part 2 is on the provided list. Other sources will not be accepted.
❒ Check that you have included your name and date.
❒ Check that your work is proofread for proper grammar, punctuation, spelling, and capitalization.