Category: History

In the 1930’s, as part of the Federal Writers’ Project under President Franklin D. Roosevelt’s New Deal Program, the Works Progress Administration interviewed former slaves. These narratives, as oral history, are considered primary sources.
For this assignment, you will be utilizing the Library of Congress’ site that archives 2,300 oral histories, which you can browse by narrator, keyword, or state. From these narratives, you will select five different slave narratives to analyze, synthesize the information read, and then write a critical thinking reflection (essay format with citations) that addresses the following questions (the readings for this assignment are attached below):
What is the point of these narratives—why are they written?
What did the former slaves in the narratives you chose, do during slavery vs. afterward?
Some lives changed a lot, while others stayed the same. Some former slaves learned to read, some became teachers or railroad workers. Others continued to work on farms as poor sharecroppers. Some voted for the first time and earned their first real wages during Reconstruction. Did life change significantly for African Americans during Reconstruction, and after the Civil War?
How much time passed between slavery and interviews? How might this time lag affect their stories?
How old are the subjects when interviewed? Does age affect memories?
Who interviewed the people and documented their stories? Is it significant that interviewers were white, while the subjects were black? If so, why?
There are different perspectives that vary from each former slaves. What details intrigued or surprised you?
What are the strengths and weaknesses of oral histories?
How has the individual story of a former slave changed your understanding of slavery? Or has it?
Which story stands out in your mind the most? Why?
Your response should be written in sentence/paragraph format and include examples from the narratives as evidence of your analysis and evaluation.
Include an introduction that summarizes the purpose of the narratives and gives context to what the narratives highlighted in your analysis of them. Begin your paragraphs with topic sentences that identify what each paragraph will be about, making sure your paragraph stays on topic and illustrates your point. Include a conclusion that ties it all together.
Since you will quote from primary sources in order to illustrate your response, please utilize the Citation Guides in the Orientation Module which highlights the citation generator Noodle Tools in order to include footnote citations and a bibliography in Chicago-style for all quotes and any paraphrased materials (a separate page for a bibliography is required in this assignment). Expected minimum length of this assignment is 2-3 pages. This length does not include heading and title details, footnotes, or the bibliography.
Additional Articles:

Oral History: Defined

https://www.loc.gov/collections/slave-narratives-from-the-federal-writers-project-1936-to-1938/articles-and-essays/introduction-to-the-wpa-slave-narratives/wpa-and-the-slave-narrative-collection/
https://www.loc.gov/collections/slave-narratives-from-the-federal-writers-project-1936-to-1938/about-this-collection/

Write a one-page essay on the following:
“How can residents effectively advocate for their needs and priorities within the local government decision-making process?
I attached the chapter slides so you can see what this chapter is about. Pretty much the basics.

A conclusion about the plans. No plagiarism
Mandatory used quotes and citation from the wade-davis bill and chapter 14 of the american yawp

Topic: For this response, write 250+ words describe the different species of Cannabis and the various hallucinogenic mushrooms. Remember to use the right “Italics” when speaking about Cannabis.
Submission: Submit your response to D2L in PDF form by 11:59pm on the due date.
How to Get an “A”: Make sure to write at least 250 words. Include at least 2 parenthetical citations in which you acknowledge where you’ve drawn information from the readings (AUTHOR YEAR: PAGE #). Think critically about the topic and respond in a creative and insightful manner. Submit the file as a PDF. Follow all formatting instructions in the attached template and example. use ONLY the following articles, attached pdf, and lecture for information to write about: https://ebookcentral.proquest.com/lib/uaz/reader.a…
Protip: Make sure to check out the attached files which provide an “example” and “template” to see how you’re supposed to format this and to see what a really good response looks like. Follow in those footsteps and you shall succeed! use this link to access the document you will be writing on: https://docs.google.com/document/d/17VW2h2FWogsrvRpbvSveWvFQY-DtczuQ/edit?usp=sharing&ouid=102040416523175023224&rtpof=true&sd=true

This discussion assignment is a discussion and evaluation of four Egyptian Pharaohs. You are to pick ONE of these pharoahs and describe what they accomplished as a pharaoh during their ruling period. You are to use the text, supplementary material, and video .Choose one of these Pharaohs: Narmer, Djoser, Cheops or Khafre. You are to use the text, supplementary in the module and the video information. This assignment will give you insights into the life of times of your chosen pharaoh. You will have detailed comments on your pharaoh describe and you will now have insights in toe leadership qualities of your chosen pharoah and the various struggles of this pharaoh. These four were clearly among the key pharaohs of ancient Egypt.

You and your instructor are to discuss the leadership of Gaius Marius and Lucius Cornelius Sulla and their achievements. Your discussion will focus on which of these two leaders did you feel was the most impressive and most successful and why. This discussion will show how you understand the importance of these two men to the Roman Republic.

In this assignment you will describe Suleiman of the Ottoman Empire and Abbas of the Safavid Empire. This assignment will give you the opportunity to understand leaders of Muslim empires and to write about their leadership qualities and successes. This assignment will help you to understand two of the key leaders of Muslim empires.

You will join with students and your instructor in a discussion of Muslim Empire leaders including Osman, Suleiman, Abbas and Akbar. You and our instructor will discuss which of these leaders was most impressive and most successful. You and your instructor will share insights into the leadership qualities of these impressive Muslim empire leaders. This will greatly help you in your understanding of the three major Muslim empires.

Instructions: Complete and then submit the answers to the questions below.
Describe some of the differences between Spanish and British colonization in regards to settlement, religion, and assimilation.
Describe the Columbian Exchange and explain how it influenced the different regions of the world.
Compare the Atlantic system with European trading in Asia.
Explain how the Protestant Reformation and the Counter-Reformation influenced relations between European countries.

Primary Source Analysis (Please make sure to follow the rubric for this assignment)
When you analyze a primary source, you are undertaking the most important job of the historian. There is no better way to understand events in the past than by examining the sources — whether journals, newspaper articles, letters, court case records, novels, artworks, music or autobiographies — that people from that period left behind.
Each historian, including you, will approach a source with a different set of experiences and skills, and will therefore interpret the document differently. Remember that there is no one right interpretation. However, if you do not do a careful and thorough job, you might arrive at a wrong interpretation.
In order to analyze a primary source you need information about two things: the document itself, and the era from which it comes. You can base your information about the time period on the readings you do in class and on lectures. On your own you need to think about the document itself. Please review the rubric for your analysis.
Directions:
Complete your primary source analysis on the assigned source in Canvas on one of the primary sources provided this week. Your document must be typed in Microsoft Word with the appropriate heading (Name, Course, Instructor’s Name, and Date). Be as in depth as possible and draw upon information from the lectures and course readings. The Primary Source Analysis assignment will be available until Sunday 11:59PM. If the assignment is not submitted by Sunday at 11:59pm you will not be awarded points. Plagiarism will be checked. No use of artificial intelligence will be accepted and will be considered academic dishonesty.
Rubric
Primary Source Analysis Rubric Online
Primary Source Analysis Rubric Online
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeAuthor/Speaker
The voice that tells the story or the article. Who is telling the story or doing the writing? How does the unique voice and personality of the author come across? What details (words, language, assumptions) are sued to show us who the author is? What is their age, gender, nationality, religion, occupation, etc.?
2 pts
Full Marks
The student offers an accurate and in-depth discussion of the author and their bias which is supported by evidence from the source.
1 pts
Partial Marks
The student attempts some discussion of the author and their bias. Student might be lacking some evidence from the source.
0 pts
No Marks
The student does not attempt to discuss the author.
2 pts
This criterion is linked to a Learning OutcomeContext
What is the time and place of the primary source? When was it written? Where was it written? Was there anything important occurring during that time or in that place that might be reflected in the text or give reason for the text being created?
3 pts
Full Marks
The student offers a clear, relevant, and cogent discussion of the context surrounding the document with evidence from the source.
1 pts
Partial Marks
The student offers an attempt of some discussion of the context surrounding the source. The student might be lacking on evidence from the source as well.
0 pts
No Marks
The student does not attempt to discuss context.
3 pts
This criterion is linked to a Learning OutcomeAudience(s)
Who is the group of readers to whom the source is being directed? Who is going to be listening to these words or seeing this image and why? Is there more than one audience? How does this impact its purpose for being created?
5 pts
Full Marks
The student offers a clear, relevant, and cogent discussion of the audience(s) surrounding the document with evidence from the source. The student also ties it into purpose.
3 pts
Partial Marks
The student offers an attempt of some discussion of the audience(s). The student might be lacking on evidence from the source as well not tying it into purpose.
0 pts
No Marks
The student does not attempt to discuss audience(s).
5 pts
This criterion is linked to a Learning OutcomePurpose(s)
Why was this source written or created? What audience is it intended for and how does this shape its purpose? Does this document attempt to describe, entertain, explain, or persuade an audience for a certain reason?
5 pts
Full Marks
The student offers a thorough evaluation and in-depth analysis of why the source was created using evidence from the document. The student also ties it back in to audience(s).
3 pts
Partial Marks
The student makes a vague attempt at discussing purpose, but fails to provide evidence from the source and does not tie it into audience(s).
0 pts
No Marks
The student does not attempt to discuss purpose.
5 pts
This criterion is linked to a Learning OutcomeSubject
What is taking place in the source? What is the text about? What is the main idea or claim in the source? What are some important details in the source? What is the overall tone of the source? Are there any voices that are left out of the document?
5 pts
Full Marks
The student offers a thorough analysis of the subject matter of the source by providing details and evidence from the source. The student also discussed the main ideas/claims from the source. The student will also attempt to address the voices not heard in the document.
2 pts
Partial Marks
The student makes a vague attempt at discussing the subject matter of the source, but fails to discuss certain details in the source, the main claims in the source, or fails to discuss the voices not heard in the source.
0 pts
No Marks
The student makes no attempt at discussing the subject matter of the source.
5 pts
Total Points: 20