Answer each of the following questions from the course readings.
Application of the W Curve of Cultural Change 1. In his first year in Haiti, Paul Farmer reflected on a young doctor who was anxious to return to the United States. Farmer revealed, “I wasn’t feeling judgmental. Haiti was something he was seeing that he could leave and erase from his mind, and I was thinking, Could I do that? He was leaving Haiti, really leaving in body and mind, and I realized I was going to have trouble with that.” Relate this to the “W Curve of Cultural Change, Adaptation and Adjustment” discussed in class. Explain the obligation you feel we have, if any, to other places we see—even though we return home.
Connecting with People Who are Different 2. Paul Farmer finds ways of connecting with people whose backgrounds are vastly different from his own. How does he do this? Are his methods something to which we can all aspire? Consider how you might adopt some of his methods.
Beyond Mountains There are Mountains 3. The title of the book comes from the Haitian proverb, “beyond mountains there are mountains.” What does the saying mean in the context of the culture it comes from, and what does it mean in relation to Farmer’s work? Can you think of other situations—personal or societal—for which this proverb might be apt? Explain.
Five Major Lessons 4. What do you believe are the five major lessons that can be derived from the book?
Perspectives on How You See the World 5. How has reading this book changed how you see the world?
Evaluate how Napoleon both continued and broke from the aims of his revolutionary predecessors.
Topic 2:
Define “sublime” as the romantics used the term. Google paintings by the British artists J. M. W. Turner and John Constable. Using these images, discuss how the paintings reflect the sublime sensibility central to the aesthetics of Romanticism.
Topic 3:
In Book One of his Confessions, Rousseau claims, “I felt before I thought.” Other Romantic poets, like Wordsworth, Shelley, and Keats, stress feeling over thinking too. Using textual evidence from the poems, discuss how the Romantic poets privileged emotion over reason.
In his conclusion, Caradonna argues that the contemporary sustainability movement is “a modernized revival of past wisdom” (254). Choose one idea or characteristic of the contemporary sustainability movement (late 1970s to the present) and show how this idea or characteristic has its origins in the past. In other words, how did “past wisdom” influence the development of this contemporary idea or characteristic?
Essays should be two to three, double-spaced pages. Make sure that your name appears on the first page. Please use standard margins (one inch) and font size (twelve points). Your source (the book that you are writing the essay about) should be cited. You may use APA, MLA or the Chicago Manual of Style.
Posted with this assignment is a writing guide that identifies and explains common mistakes made by students in their papers. You should consult the writing guide when composing and editing your paper. Returned papers will include annotations that reference the writing guide. In general, students should not use the first person (I, me, we, us) or second person (you) in their essay responses.
For your essay, in addition to the book, you may reference lecture material (which need not be cited). However, you are not permitted to consult any additional sources. Doing so will result in an automatic zero on the assignment. Papers may be submitted by the professor to turnitin.com to check for plagiarism.
Paper should be written as if the entire book was read and not just the beginning.
The culmination of the course is a paper of at least 15 pages that relies on primary ancient Egyptian source material – in the form of ancient texts, ancient art, and/or archaeological evidence like artifacts and features from an ancient site – to understand a problem from Egypt’s origins to the Middle Kingdom. Your paper might focus on aspects of interest to this class, including the reasons for state formation, social inequality, bureaucracy, systems of labor, systems of elite incentives, conspicuous consumption, pyramid building, the ideological underpinnings of power, the growing power of elites in relation to the king, the reasons for civil war, state collapse, economic growth, economic recession, etc.
The main point of this paper is to allow you to do analysis with primary sources, including ancient Egyptian texts in translation, artifacts, buildings, and other archaeological data. We are interested in argument, not description. This is not meant to be a book report, but an examination of primary data to understand how a particular system may have worked in ancient Egypt. That system might be ideological, political, social, economic, and/or militarily oriented.
If you are asking WHY? or HOW? in your paper, you are on the right track. If you are just asking WHAT happened?, then you will produce a descriptive paper with no real analysis.
Please use at least 4 primary sources (Royal Tombs and artifacts and etc ) and at least 4 secondary sources for your paper. The Wendrich book may count as one of those secondary sources, if appropriate.
What defined the development of the institution of slavery in American Civilization, 1619-1863? How did the institution of slavery and the ideology of the American Revolution intersect during these years?
2. Discuss the religious-political or economic-social roots of the US revolution. How did the establishment and development of the U.S. government contradict or agree with these orgins during the period from 1789 to 1861?
3. During 1783-1859, what were the various cultural, economic, political, religious, and/or social tensions between the U.S. North and South which led to the American Civil War?
4. How did Native American and U.S. relations intersect with the institution of slavery? How did international issues threaten US relaions with Native Americans and African Americans during the Antebellum Era?
5. What is American Exceptionalism? How has American Exceptionalism influenced US domestic policies and US international policies (for example how has American Exceptionalism influenced westward expansion, US-Indian Relations, North-South relations, US-world relations, US democracy, etc.)?
Your essay should provide an answer and evidence (at least 5 primary sources) to prove your answer (main idea or thesis) to the one of the questions above.
The essay must be 1500 to 1800 words long (roughly 5-6 pages if you have 1” margins, 12 font, Times New Roman, and double-spaced).
Essay Rubric
1. The essay does not state in the introduction the five or more primary documents the student will use to prove his thesis. -5pts. 2. The essay has no clear thesis statement in the introduction. -10pts. 3. The essay contains 5 or less spelling errors and/or grammatical mistakes. -5pts. 4. The essay contains 6 or more spelling errors and/or grammatical mistakes. -10pts. 5. The essay refers to less than five primary documents. -5pts 6. The essay refers to no primary documents. -10pts 7. The essay does not have a conclusion. -5pts 8. The essay does not have an introduction. -5pts 9. The essay is not divided into paragraphs (with specific main ideas that function as sub-main ideas of the thesis statement). -5pts 10. The essay does not have a title. -5pts 11. The essay does not have the appropriate style, font, and/or margins. -5pts 12. The essay is plagiarized. -100pts
Topic: Select a person (or people)—relatives are OK—who lived through and were substantially affected by an important historical event or experience that has some connection to the United States. Interview them about the event or experience and then write a paper that does two things: (1) Gives a brief overview of what you learned/heard in your interview, and (2) Discusses what the advantages/disadvantages are in learning history in this way. EACH HALF of the paper should be AT LEAST 500 words.
Here is a list of historical events you might discuss with your subject:
1. The Great Depression 2. World War II 3. The Korean War 4. The Vietnam War 5. The September 11 attacks 6. Woodstock 7. The moon landing 8. The assassination of John F. Kennedy or Martin Luther King, Jr. 9. The fall of the Berlin Wall and the end of the Cold War 10. Beatlemania 11. Witnessing a notable sporting event, like the Super Bowl, or the 1980 “Miracle on Ice” or the 1988 World Series
Here is a list of experiences you might discuss with your subject:
1. The booming 1950s 2. The turbulent 1960s 3. The wild 1970s 4. The conservative 1980s 5. Immigrating to America 6. Growing up in America 7. Working in America 8. Life as a woman/homosexual/member of a minority group in America 9. Being an entrepreneur in America 10. How a non-American sees/saw America, or sees/saw President Reagan, Bush, Clinton, Obama, etc.
These are just possibilities; there are naturally countless other things you could discuss. If you choose something that is not on the list, make sure to talk to me about it first.
Here are a few thoughts to help guide your thinking:
1. There is no such thing as a totally unbiased person, and so you should be on the lookout for evidence of your subject’s BIASES in the story you are told. Note that biases need not be “negative,” someone might be predisposed, for example, to have a positive bias in favor of John F. Kennedy or the British government or the films of Steven Spielberg (to take three random examples). Nor, of course, are all biases “political” or “racial” or “religious.” 2. Memory is a strange thing, and it is very easy for people to misremember, particularly if 10 or 20 or 30 years have passed. Keep an eye out for potential issues of this sort. 3. Some people are up to date on “the news” and others are not. So you should try to evaluate how well your subject understands the broader story they are part of—what other people were doing, what the government was doing, why the event was happening, what the long-term impact of the event was, and so forth. Some people may have this awareness while the event is underway, others may only develop this awareness after the event, and some may not have this awareness at all. 4. The media can have a powerful influence on peoples’ understanding of their own histories. A movie, a newspaper article, a scandal—all can cause people to “rewrite” their memories. Keep this in mind, it can be a worthy topic of analysis.
Here are a few things to AVOID:
1. Do not forget to do the second part of the assignment—the analysis of oral history as a technique. If you don’t do this (or you only spend 100 words on this) then half the paper is missing. 2. Make sure to include high quality EVIDENCE. If your paper does not make frequent reference to specific things you learned in your interview(s), it will not be successful. This is particularly important in the second part of the paper—you should support your discussion with specific examples from your interview.
SAMPLE of a good body paragraph:
One downside to oral history is that the subject might engage in self-censorship, for various reasons. As I interviewed my grandfather about his experiences in China during World War II, for example, he invariably sped quickly past post-battle details. It was clear that—understandably—he prefers not to recall the blood, and the suffering, and the deaths of his comrades. Similarly, when I asked him whose fault it was that his unit got ambushed during the Battle of West Hunan, he was unwilling to give a specific answer—my sense was that he did not want to throw any of his fellow soldiers “under the bus.” Most obviously, when I asked him why he volunteered for service, he told me this:
Well, when the Jap…anese attacked Pearl Harbor, the young men of my hometown declared that we wouldn’t let a bunch of di…darned Jap…anese soldiers get away with something like this. So, a dozen of us all signed up together the next day.
It was obvious from his stutters (indicated by ellipses above) that the phrases that came to mind were actually ‘Japs’ and ‘dirty Japs,’ which were both socially acceptable in 1941. They are no longer acceptable, however, and so he felt the need to soften his verbiage
Name and describe at least (3) three events that contributed to the rise of the slavery issue in American politics in the 1840s. Why did each one have this effect?
Many historians have stated that World War I and World War II are the same war but with a decade long cease fire between the two conflicts. How did the Treaty of Versailles lead to additional anger and animosity from the German people?(see instructions)
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