SSH+102+Homework+Assignments

__**SSH 102 Homework Assignments: **__ Please read the homework directions closely, paying close attention to the date on which each assignment is due.

__**Due: 25 November 201**__**__4:__** Please write a written response of no more than five-hundred (500) words that supports the following claim. Your response must be typed and double-spaced. There is no need for an introduction paragraph; a thesis statement at the beginning of your response is sufficient. Remember to format your body paragraphs so they comply with the I.D.E. format. //__**Claim:**__ "To understand the United States in the late nineteenth century, one must understand racialist thought and how it shaped domestic and foreign policy."//

__**Due: 18 November 2014:**__ Please read William Williams, Ellis Island Immigration Commissioner on the Corruption of Immigrant Boarding Houses in Manhattan (1903-1910) and “The Undesirable Immigrant as Defined by an Expert,” New York Daily Tribune, [|30 October 1909] and, using a WHW sheet, answer the following driving question. Driving Question: What are the "problems" with immigrants arriving on Ellis Island in the first decade of the twentieth century? What are the proposed solutions? How do these documents reflect the racialist attitudes of the turn-of-the-century?

__ **Due 13 November 2014: ** __ Please read through  Image Archive of the American Eugenics Movement, (Social Origins, Scientific Origins, Eugenics Popularization, Immigration Restriction), [|Cold Spring Harbor Laboratory] and, using a WHW sheet, answer the following driving question. Driving Question: How "scientific" was the eugenics movement? How influential was it? Was were the goals and objectives of the movement popularized?

__ **Due: 11 November 2014: ** __Please read the following newspaper accounts of the United States's intervention in Hawaii and watch the documentary, "Hawaii's Last Queen: The Embattled Reign of Queen Lili-Uokalani." Using a WHW sheet, answer the following driving question. //Driving Question: What role did Christian missionaries, the expansion of the United States economy, and race play in the United States's acquisition of the Hawaiian Islands? Please make sure to indicate from which source you took the information.//
 * "Revolution in Hawaii," New York Sun, [|10 July 1887].
 * "The Queen of Hawaii," New York Tribune, [|24 January 1891].
 * "Hawaii's Queen Dethroned," New York Tribune, [|29 January 1893].
 * The American Experience. [|"Hawaii's Last Queen'']

__ **Due: 4 November 2014: ** __ Please read "Polak Joe's Finish" (see SSH 102 homepage) and, using a WHW sheet, answer the following driving questions. Driving Questions: How was Polak Joe described? How does he do things? How does he interact with Welch, the foreman? What is the "matter" with Polak Joe?

__ **Due: 30 October 2014: ** __<span style="font-family: Georgia,serif; font-size: 160%;">Please examine the following editorial cartoons and, using a WHW sheet, answer the following driving question. Driving Question: How are Spaniards, Cubans, Puerto Ricans, Hawiians, and Filipinos depicted in the editorial cartoons? How might these cartoons have been used to rationalized American expansion overseas?


 * <span style="font-family: Georgia,serif; font-size: 160%;">[|School Begins]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|School Begins (High Resolution)]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Spanish Brute]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Forced Marriage]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Fellows Please Stand Back]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Under the Coming Administration]

__ **<span style="font-family: Georgia,serif; font-size: 20px;">Due: 28 October 2014: ** __ <span style="font-family: Georgia,serif; font-size: 20px;">Please read chapter 17 in //Give Me Liberty!// and, using a WHW sheet, answer the following driving question. //Driving Question: What political, social, economic efforts were undertaken to challenge the growing concentration of wealth in the 1880s and 1890s? How did the United States' acquisition of its first colonies challenge preconceived notions of freedom and liberty?//

__ **<span style="font-family: Georgia,serif; font-size: 20px;">Due: 21 October 2014: ** __<span style="font-family: Georgia,serif; font-size: 160%;"> Please watch the following documentary and read the following article from //Smithsonian.com// and, using a WHW sheet, answer the following driving questions.


 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Documentary: "Coxey's Army"]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"How a Ragtag Band of Reformers Organized the First Protest March on Washington, D.C.," Smithsonian.com]

//<span style="font-family: Georgia,serif; font-size: 160%;">Driving Questions: What were the economic conditions that characterized the United States in the years immediately before Coxey's march on Washington? How did various populations respond to Coxey's call for a march on the nation's capital? What role did religion, showmanship, populism, and patriotism play in the march and Coxey's proposed reforms? //

__ **<span style="font-family: Georgia,serif; font-size: 20px;">Due: 16 October 2014: ** __ **<span style="font-family: Georgia,serif; font-size: 20px;"> Essay #1: **<span style="font-family: Georgia,serif; font-size: 20px;">Using information from chapters 15 & 16 in //Give Me Liberty!// as well as the primary and secondary sources, including the documentary videos, please answer the following driving question. Your essay should be typed and double-spaced. You should use 12-point font. No cover page, fancy fonts, or illustration are required. You should limit yourself to supporting information from the sources discussed in class and on the Wikispaces website. You should not engage in any additional internet or library research.


 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px;">__**Driving Question:**__ //Please select two (2) populations (one from chapter 15 and one from chapter 16) whose freedom increased in the periods of Reconstruction and the Gilded Age? How did their freedom increase? At whose cost did their freedom increase? ALSO Please select two (2) populations (one from chapter 15 and one from chapter 16) whose freedom decreased in the periods of Reconstruction and the Gilded Age? How did their freedom decrease? Who benefited from this change?//

__ **<span style="font-family: Georgia,serif; font-size: 20px;">Due: Tuesday, 7 October 2014: ** __<span style="font-family: Georgia,serif; font-size: 160%;">Please prepare notes on the Gilded Age, using the points from the Ellwood barb wire activity done in class. What main categories were used to examine the newspaper articles? What material from Give Me Liberty! and the Crash Course videos fall into these same categories? Please organize the information so that you can discuss HOW the Ellwood barb wire situation is illustrative of bigger trends in the United States during the Gilded Age.

__ **<span style="font-family: Georgia,serif; font-size: 20px;">Due: Thursday, 2 October 2014: ** __ <span style="font-family: Georgia,serif; font-size: 160%;">Please watch the following Crash Course videos and, using a WHW sheet, answer the following driving questions.


 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Crash Course: "The Industrial Economy"]
 * <span style="font-family: Georgia,serif; font-size: 160%;">Driving Question: How did the American Civil War contribute to the rise of industrial capitalism in the second half of the nineteenth century? How was this growth sustained over the remainder of the century?


 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Crash Course: Growth, Cities & Immigration]
 * <span style="font-family: Georgia,serif; font-size: 160%;">Driving Question: How did immigration and urbanization change the economic and political nature of the United States in the second half of the nineteenth century? Whose freedom increased? Whose freedom decreased?


 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Crash Course: Gilded Age Politics]
 * <span style="font-family: Georgia,serif; font-size: 160%;">Driving Question: How did the growth of industrial capitalism affect politics on the local, state, and national level in the second half of the nineteenth century?

__ **<span style="font-family: Georgia,serif; font-size: 20px;">Due: Tuesday 30 September 2014: ** __<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px;"> Using a WHW sheet, please analyze the following documents and answer the driving question below.
 * <span style="font-family: Georgia,serif; font-size: 20px; line-height: 30px;">[|Corliss Engine (1876)]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Expansion of the Railroad (1870-1890)]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Columbia Welcomes the Nations (1876)]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Working at the Bonanza Farms]

<span style="font-family: Georgia,serif; font-size: 160%;">Driving Question: //How do these documents reflect the changing nature of expansive nature of change in the United States during the Gilded Age?//

__ **<span style="font-family: Georgia,serif; font-size: 20px;">Due: Tuesday 23 September 2014: ** __<span style="font-family: Georgia,serif; font-size: 160%;">Please read chapter 16, "America's Gilded Age," in //Give Me Liberty!// and, using WHW sheets, answer question # 2, 7 & 8 on page 635.

__ **<span style="font-family: Georgia,serif; font-size: 20px;">Due: Thursday, 18 September 2014: ** __ <span style="font-family: Georgia,serif; font-size: 160%;">Drawing on information from your research-team discussion of the editorial cartoons from the period of Reconstruction (see previous assignment) and chapter 15 in //Give Me Liberty!//, please answer the following driving question. Your supporting evidence and answer should be recorded on a WHW sheet.
 * <span style="font-family: Georgia,serif; font-size: 21px; line-height: 31.2000007629395px;">What were the major social divisions and conflicts that complicated the reconstruction process initiated in the immediate wake of the American Civil War? How successful was the rebuilding of the nation?

__ **<span style="font-family: Georgia,serif; font-size: 20px;">Due: Tuesday, 16 September 2014: ** __
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px; line-height: 1.5;">Please read chapter 15, "'What Is Freedom?'" Reconstruction, 1865-1877," and, using WHW sheets, answer questions #3, 4, and 6 on page 591.
 * <span style="font-family: Georgia,serif; font-size: 160%;">Please copy the following Reconstruction political cartoons and bring them to class.
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"Let Us Clasp Hands Over the Bloody Chasm"]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"The Balance," Harper's Weekly]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"American River Ganges"]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"Pacific Chivalry"]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"The Great Fear of the Period"]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"The Golden Goose"]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"This is a White Man's Government"]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"We Accept the Situation"]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"Negro Estimate of Freedom"]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|"Let Us Clasp Hands Across the Bloody Chasm"]

__ **<span style="font-family: Georgia,serif; font-size: 20px;">Due: Thursday, 11 September 2014: ** __
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px;">Please read [|"Why the Confederacy was Defeated?"] and, using a WHW sheet, answer the three driving questions at the end of the essay.

__**<span style="font-family: Georgia,serif; font-size: 150%;">Due: Tuesday, 9 September 2014: **__
 * <span style="font-family: Georgia,serif; font-size: 150%;">Please purchase/rent //Give Me Liberty!//, volume 2, Seagull fourth edition by Eric Foner
 * <span style="font-family: Georgia,serif; font-size: 150%;">Please read chapter 14, "A New Birth of Freedom: The Civil War, 1861-1865 and using a What-How-Why sheet (WHW sheet), please answer the following driving questions.
 * <span style="font-family: Georgia,serif; font-size: 150%;">What made the American Civil War the first modern war?
 * <span style="font-family: Georgia,serif; font-size: 150%;">How was the North's victory over the South ties to the different ways the market revolution had developed in the two regions?
 * <span style="font-family: Georgia,serif; font-size: 150%;">How did the actions of slaves themselves, as well as northern military strategy and the Emancipation Proclamation, combine to end slavery?
 * <span style="font-family: Georgia,serif; font-size: 150%;">How did federal policies undertaken during the Civil War transform the United States into a stronger nation-state economically, politically, and ideologically?