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Battle of Pearl Harbor

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Was the creation of the Transcontinental Railroad in the 1860s a positive development for the people of North America?

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Topic Image: https://services.wwnorton.com/aws/image?&file=/wwnorton.college.public/coursepacks/history/worlds5/imgs/1404.jpg

Approach:  answer some combination of the the following QUESTIONS AS AN ESSAY. Again, you should present the answers IN THE FORM OF AN ESSAY (Intro, main points, conclusion) 

Possible Essay Questions
Observation

1. What type of document is this? (Ex. Newspaper, telegram, map, letter, memorandum, congressional record)

2. For what audience was the document written?

Expression
3. What do you find interesting or important about this document?

4. Is there a particular phrase or section that you find particularly meaningful or surprising?

Connection
5. What does this document tell you about life in this culture at the time it was written?

REQUIREMENTS:
    1. Write an essay (introduction, main points/body, conclusion) of MORE THAN 1100 words;
    2. In your own words - if you must quote, count the cut-n-pasted word count of the quote AND ADD IT 
              TO THE 1100 word minimum requirement. 350 words in quotes means the essay should total 
              MORE than 1450 words.
    3. Adhere to rules of English grammar, spelling and punctuation
    4. Keep the phrasing in the THIRD PERSON and the tense in the past.
              ("One may conclude" not "I believe", and "They WERE" not "They ARE"

Essays should be double-spaced, 12pt font, with one-inch margins all around. Citations should be given only at the bottom of the page or end of the paper, as FOOTNOTES or ENDNOTES, NOT IN THE TEXT OF THE ESSAY. However, students are expected to write the entire essay in their own words and SHOULD NOT use quotations. In other words, essays should be ENTIRELY in YOUR OWN WORDS. Footnotes or endnotes, as appropriate, should be the same font size as the text, or smaller, single-spaced, and at the bottom of the page or the end of the paper, NOT IN THE TEXT. 

Again, all papers must have an introduction with a clearly stated thesis statement or argument. The introduction should indicate what the paper is about, what arguments will be made, and how those arguments will be supported in the body of the paper. The main body of the paper should develop and support, with detail and examples, those points laid out in the introduction. The conclusion should summarize the findings and/or arguments of the paper, but should refrain from introducing any new facts or arguments. Students are expected to write all exam essays in their own words and SHOULD NOT use quotations from any sources. Correct application of the rules of grammar and punctuation, and accurate spelling, are required. All questions of grammar and punctuation will be resolved with reference to the Chicago Manual of Style. The use of personal pronouns such as I, me, my, and you are always to be avoided. Triple/quadruple spacing between paragraphs is always to be avoided. Direct quotes from primary or secondary sources are always to be avoided. All foreign terms (Spanish, Portuguese, Dutch, French, etc.), except names of people, places, or other foreign terms accepted as part of the English language are always to be underlined. Other specifications concerning style will be noted in writing to the class as required. 

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Depression, anxiety, and stress are responsible for an overwhelming number of mental health care visits, and cognitive behavior therapy (CBT) is the most common empirically supported treatment for these conditions. Yet little is known about the effectiveness of CBT with African Americans, Latinos, Asian Americans, and Native Americans — ethnic and racial groups conprising nearly half of the U.S. population.

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Explain how Whigs and Democrats differed on questions of slavery and race.

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Why did America’s first factories start in the northern countryside

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1700-1799
The American Revolution (sometimes referred to as the American War of Independence or the Revolutionary War) was a conflict that lasted from 1775-1783 and allowed the original 13 colonies to remain independent from Great Britain.
American politician and soldier George Washington became the first president of the United States in 1789, serving two terms.
Beginning in Great Britain in the late 1790s, the Industrial Revolution eventually made its way to the United States and changed the focus of the U.S. economy and the way it manufactured products.

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Homework Assignment 2
Read the following two essays, including the text at each of the
hyperlinks, and answer the 10 questions. Please try to offer
thoughtful, insightful, and thorough answers to each question.
Guidelines
1. Write the paper in Microsoft Word or in a comparable program.
2. The text should be in 12 point CG Times, Times Roman, or New
Times Roman.
3. Single spacing is fine but skip a line between questions.
4. Use a spell checker!
5. Include the corresponding question before each answer in your
document.
6. Upload the file of your assignment in Canvas as indicated.
7. Submit the assignment before the deadline.
I. Jim Crow America
Following the Civil War, Southern states began passing laws that
virtually reinstated slavery through a series of "Black Codes" that
governed political, economic, and social status of former slaves freed
by the passage of the 13th Amendment in 1865. The enactment of
these restrictive codes aroused a storm of protests in the Republican
controlled Congress and ushered in a new policy of Reconstruction that
divided the South into five military districts and initiated new
amendments to the Constitution to guarantee equal rights and extend
suffrage to African American males. The 14th Amendment, ratified in
1868, defined citizenship and prohibited states from limiting civil rights
and liberties of a citizen under the due process and equal protection
clauses of the amendment
(www.law.cornell.edu/constitution/constitution.amendmentxiv.html).
The 15th Amendment, ratified in 1870, guaranteed that the rights of
citizens to vote "shall not be abridged by the Untied States or by any
State on account of race, color, or previous condition of servitude."
The constitutionality of the 14th Amendment came into question within
a few years after ratification. In a 5-4 decision in the Slaughterhouse
Cases in Louisiana (1873), the Court narrowly interpreted the
"privileges and immunities" clause in the first section of the 14th
Amendment. In an 1883 decision in the Civil Rights Cases, the Court, 
by an 8-1 decision, held that the 14th Amendment only prohibited
states and not individuals from discriminating on the basis of race. The
decision left it up to state governments to determine if private
interference of a person's civil rights were in violation of the law. The
majority opinion in the case asserted that the U.S. Congress did not
have the authority to prohibit private interference with the rights to
vote, to serve on juries, or to appear as a witness in state courts as
these matters were solely within the realm of states rights.
State laws establishing a rigid segregation policy came to be called
"Jim Crow" laws. The term "Jim Crow" is believed to have originated
from a 19th-century minstrel song and dance act, "Jump Jim Crow."
The Tennessee legislature passed the first "Jim Crow" law in 1881
requiring segregation of the races on railroad cars. Shortly thereafter
states throughout the South passed similar laws strictly forbidding the
mixing of races. Please read through this list of “Jim Crow” laws for a
better understanding.
(https://www.nps.gov/malu/learn/education/jim_crow_laws.htm).
In 1894 the Supreme Court agreed to hear a case involving a
challenge to a Louisiana Jim Crow that required railroads operating in
the state to provide "equal but separate accommodations for white and
colored raced." In 1896 the Court rendered its decision in the Plessy v.
Ferguson case
(www.watson.org/~lisa/blackhistory/post-civilwar/plessy.html). For
the next half-century "separate but equal" became the litmus test for
cases involving racial segregation. African Americans were at the
mercy of bigoted state laws that enacted a rigid segregation policy.
Jazz musicians were continually plagued by Jim Crow America, often
not being able to stay at the same hotels or dine at the same night
clubs in which they were performing. Refusing to accept a status of
second-class citizenship, individuals and organizations persistently
challenged Jim Crow legislation and ultimately prevailed when the
Supreme Court reversed the Plessy v. Ferguson decision in 1954.
Part I: Questions
1. How did the Supreme Court reinterpret the 14th
Amendment to justify segregation?
2. What was the purpose of Jim Crow laws? How effective
were these laws?
3. What was the Court's ruling in the Plessy case? What
effect did the decision have on government policy
between 1896 and the 1950s?
4. Describe how did Jim Crow laws impact jazz musicians?
How did they impact the music?
Further Exploration:
The Strange Career of Jim Crow by C. Vann Woodward
For further information and/or to order this book from
amazon.com, click on the following URL address:
https://www.goodreads.com/book/show/97484.The_Strange_Ca
reer_of_Jim_Crow?from_search=true
II. Jazz Musicians as Cultural GoBetweens
Jazz was born out of the cultural experience of African Americans and
can be traced in a direct line to the slave songs of the plantations
through the Negro Spirituals, Ragtime, and the Blues. Music was an
essential aspect of African American life. Many of the great spirituals
expressed faith, perseverance, and a passion for freedom. "In the
riotous rhythms of Ragtime" according to James Weldon Johnson, a
prominent African American poet and musician, "the Negro expressed
his irrepressible buoyancy, his keen response to the sheer joy of
living." Blues were a reflection of the trials and tribulations of life. The
cultural experiences of African Americans weave in and out of the
lyrics and reflect emotions ranging from lamentation to exuberance.
In 1921 Johnson published an anthology of African American poetry
and spirituals, entitled The Book of American Negro Poetry. In his
preface Johnson wrote that artists accomplish their best when working
with something they know best and, according to Johnson, "race" is
what African Americans know best. In his poem, "O Black and
Unknown Bards,"
(http://www.poetry-archive.com/j/o_black_and_unknown_bards.html)
Johnson recognizes the power of song and celebrates the memory of
"slave singers, gone, forgot, unfamed." The poem reflects Johnson's
view that music formed the core of African American culture.
Jazz was born in the lower Mississippi Delta and was nourished in New
Orleans. In the first decades of the twentieth century its emotional
rhythms moved north with the Great Migration, a mass movement of
Blacks from the South to urban areas seeking better opportunities and
attempting to escape from rigid Jim Crow laws that held them in a
state of virtual slavery. This distinctly American music, with an
emphasis on improvisation, captured the spirit of the nation. The radio
and phonograph had a major impact on Jazz's popularity as
improvisation and the spontaneity that typified the music was better
conveyed through sound than sheet music.
During World War I, African American soldiers introduced jazz to
Europe. Band director Lt. James Reese Europe
(http://www.redhotjazz.com/europe.html) and his "Harlem
Hellfighters" of the 15th Regiment Machine Gun Battalion, gave a
concert in Paris as part of the Allied celebration surrounding the
Versailles Peace 1111Conference. Popular enthusiasm for jazz
prompted the French government to request that Europe's band give a
series of performances in Paris. A French band director, unable to coax
the same sound from his military band, invited Lt. Europe to a
rehearsal. Europe explained that jazz was more than musical chords; it
was a release of emotions. In an interview published in the Literary
Digest on his return to the United States, Europe remarked: "I have
come back from France more firmly convinced than ever that Negroes
should write Negro music. We have our own racial feeling and if we try
to copy whites we will make bad copies. . . . The music of our race
springs from the soil. . . ." (Literary Digest, April 26, 1919, Vol. 61,
No. 4, pp. 27-28)
By 1920, jazz had traveled from the rural Mississippi Delta to New
Orleans and through the Great Migration to northern urban centers
and across the Atlantic to the capitals of Europe. The music had
captured the imagination of white society and thousands of patrons
flocked to dance halls and cabarets to revel in the music of African
American musicians and singers. Music from the jazz clubs confronted
the prejudice of the era. In the midst of the racial turmoil of the 1920s
Survey magazine remarked that "…jazz with its mocking disregard for
formality is a leveler and makes for democracy." (Survey, March 1,
1925, p. 665) 
Although jazz musicians helped to erode racial prejudice, they were
sometimes unable to break down long established barriers. At the
same time Black musicians were opening doors, Harlem's Cotton Club,
the most popular New York jazz club of the 1920s and 1930s, featured
Black entertainers but seated only white patrons. In Chicago, Black
musicians were prohibited from playing at downtown clubs but became
well established in enclaves outside the center city.
In time color lines began to blur and interracial jazz bands formed.
Black and white jazz musicians formed bonds based on their music and
"gradually saw themselves as workers in similar creative enterprises. .
. . Occasionally these bonds were strong enough to overcome deep
mistrusts." (Burton Peretti, The Creation of Jazz: Music, Race, and
Culture in Urban America, p.199)
In the 1920s some African American musicians looked upon jazz as a
means of smashing Jim Crow barriers. (Read the Article: Jazzing Away
Prejudice). Mixed audiences in northern urban areas began to put
aside their prejudices. According to pianist Earl "Fatha" Hines, "it was
musicians and theatrical people who first began to change the strictly
segregated way of life." A half-century later, Hines organized band
tours through the South to challenge Jim Crow laws.
While millions celebrated America's popular culture, jazz was not free
of critics. In 1922 The Ladies Home Journal ran a series of articles
charging, "Jazz disorganizes all regular laws and order; it stimulates to
extreme deeds, to a breaking away from all rules and conventions; it
is harmful and dangerous, and its influence is wholly bad." (Anne Shaw
Faulkner, "Does Jazz Put the Sin in Syncopation," The Ladies Home
Journal, Vol. 38, No. 8, August 1921, p. 34) Jazz was considered to be
nothing more than vulgar, cheap music. A refrain echoed by
established African American families in the North admonished black
migrants urging them to "blend in." But, jazz survived the barrage of
detractors and became widely accepted. So dominant was its impact
on American society that the 1920s came to be called the "Jazz Age." 
Part II: Questions
5. Describe how James Weldon Johnson's poem "O Black
and Unknown Bards" reflects the influence of music on
Black culture?
6. How important was the Great Migration in spreading
jazz throughout the nation?
7. According to James Reese Europe, how was the Black
experience interwoven with jazz?
8. What do you believe accounts for the popularity of jazz
in American popular culture?
9. How did jazz musicians begin the process of breaking
down racial barriers? How effective were they at doing
so?
10. Why do you think that jazz in the 1920s was
characterized in some quarters as harmful to American
values? Is this attitude unique to jazz or have we seen
it before and since related to other styles of music?
What about today?

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On page 34 of Gender in Modern East Asia is written this:“Chinese models were also at the heart of new ways of organizing society and economy in the seventh and eighth centuries, although these models were modified due to persisting gender norms.”Write 50 to 100 words giving an example of such a change, such as a change in land-holding, property ownership, kinship system, marriage organization, child-rearing, or some other practice. Say whether you think this change was general (affected most or all of Japanese society) or specific to some class, stratum, or group. Choose a change which is discussed in more than one text (Ambros, Walker, Molony, or Barnes) and compare the discussion of that change in one text to the discussion in another text, or compare three or four different assigned texts.The vocabulary list posted on ICON contains some terms that describe different types of marriage. Since these terms appear in Ambros and other texts, the list may be useful. On the other hand, you don’t have to write about marriage.

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ASSIGNMENT 5 A: Readings – The Black Architect- A Historic Survey. Major Historic Periods of Significance: 1865- Present
This series of readings and classroom discussions will begin our concentration on the individual early Black architects and educators, many who were associated with the eight historic black architecture programs. We will also study their practices, document their creative works and articulate their place and importance in the overall world of architecture, and at the very least, from the standpoint of American architecture in general.
A. Focus Questions: focus on the pioneering black architects after the advent of formal architecture education programs at historically black schools during the period -1900-1930 and on the prominent black Architects in the era of emerging professionalism- 1930-1950. The architects noted below have been categorized into three areas but each of the architects influence goes beyond these somewhat arbitrary categorical associations given many of them have associations with each of the three noted categories:
• Educated or Associated with Tuskegee Architecture Programs
Robert R Taylor
William Pittman
John A Lankford
• Educated or Associated with Howard Architecture Programs
Albert I Cassell
Wallace Rayfield
Howard H Mackey
• Educated or Associated with Predominately White Architecture Programs
Paul R Williams
Julian F Abele
Hilyard Robinson
The following questions on the life of these renowned African American architects is intended to focus your understanding of their outstanding careers.
1. Prepare a short biography of each of architect noted above, including where they studied architecture, how did their career as an architect begin? Who were their major benefactors, what was their practice focus or clientele focus, What were their many accomplishments including their many “firsts”.
2. What did you as an young aspiring architect learn from their sacrifices and accomplishments during their life and careers as persons of color in a predominantly white male profession?
3. Although not widely publicized in the mainstream architecture media until recently, Is the power and resilience that each of these architects exuded during their careers- that spanned the period 1920’s to 1980 - exceptional or are their careers as expected in comparison to the state of the architect of the period as well of compared to today, whether black or other?
4. Which of the nine architects noted would you say, in your opinion, is the most influential in bringing into prominence the black architect into the mainstream of architecture as a profession, in architecture education and in society in general.

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Points to Examine

1.  Examine the term “Gentlemen’s History”: How has “Gentlemen’s History” affected our understanding of  the key events surrounding, and our conceptions of the career of Julius Caesar, and about his allies, and his adversaries? In this vein, examine Dr.Parenti’s own treatment of Cicero as an example illustrating all aspects of Gentlemen’s History he examines.

2.  How does Dr. Parenti’s examination of  “Gentlemen’s History” shed light on socio-political realities in our own day? Drawing upon your text, how has “Gentlemen’s History” been used by current ideological, economic and political elites to preserve unequal and exploitive socio-political and socio-economic arrangements through history, and how do they continue doing so today? How do these elites resort to “Gentlemen’s History” to discredit, undermine, or otherwise neutralize opposing arguments and interpretations?

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Goal: Student will be able to analyze U.S. foreign policy to effectively create a persuasive argument for or against U.S. involvement in foreign affairs.
The Monroe Doctrine expressed the idea that the United States would not become involved in European affairs. (This does not include trade.)  For this project you will write a 600-750 word persuasive essay that addresses each of the following:
Do you believe the policy of not interfering with European affairs should be followed today? Why or why not? Cite at least two examples of recent (within the past five years) U.S. action that supports your opinion.

Is it possible for the U.S. to not only stay out of European affairs, but also the affairs of all other countries today? Explain and defend your opinion. (Do not focus your answer on trade.)

Is there a moral obligation for the United States to help other countries? Why or why not? Cite two Bible verses to support your opinion.

Give an example of another strong nation besides the U.S. that is involved in the affairs of other countries. Compare the way this country gets involved with the way the U.S. does. Give specific examples. Which approach is better and why?