History of California

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1- After his capture in the Bear Flag Revolt, Colonel Vallejo was A-set free on his word as a gentleman. B-sent to José Castro with a message from the insurgents. C-used as a Spanish interpreter. D-sent to Sutter’s Fort as a prisoner. 2- By late May of 1846, Frémont had set up camp at A-Sonoma B-Peter Lassen’s ranch. C-the Sutter Buttes. D-Sutter’s Fort. 3- When John C. Frémont was near Monterey in early 1846, which of the following people was MOST belligerent? A-William P. Hartnell B-Thomas O. Larkin C-José Castro D-John C. Frémont 4- The leader of the Bear Flag Revolt was A-Josiah Belden. B-William B. Ide. C-Zeke Merritt. D-John Sutter. 5- In August of 1846, José Castro A-disbanded his army and fled south to Sonora. B-led the resistance that briefly recaptured Los Angeles. C-strategically retreated to the San Joaquin Valley. D-fought a pitched battle with Pío Pico. 6- What was John C. Frémont’s reward for his service as military governor of California? A-He was promoted. B-He was named U.S. ambassador to Mexico. C-He was court-martialed. D-He was appointed secretary of state.

 

 

7- William B. Ide went from the leader of the Bear Flag Revolt to being A-a spy for the Californios. B-expelled from the Bears by a vote in Sonoma. C-held in jail at Sutter’s Fort. D-a private in Frémont’s California Battalion. 8- Who was the American consul in California in 1846? A-William B. Ide B-John Sutter C-Thomas O. Larkin D-Stephen Kearny 9- In what year did American settlers first appear in California? A-1831 B-1841 C-1826 D-1834 10- In July of 1846, why did José Castro retreat south from Santa Clara? A-He felt his forces were too small to succeed against the Americans. B-He received faulty intelligence about the size and movement of the Americans. C-He was ordered to do so by Pío Pico. D-He wanted to find a strategically located mountain to build a fort. 11- Who took command of the Bear Flag Revolt on July 5, 1846? A-John B. Montgomery B-John D. Sloat C-William B. Ide D-John C. Frémont 12- The initial action of the Bear Flag Revolt was the seizure of Colonel Vallejo’s compound in A-Petaluma B-Yerba Buena. C-Sonoma. D-Sausalito

 

 

13- In 1846 José Castro was concerned that what happened in ______ could happen in California. A-Arizona B-New Mexico C-Texas D-Sonor 14- Who was the governor of California during the Bear Flag Revolt? A-Mariano Vallejo B-José Castro C-Pío Pico D-Juan Padilla

 

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History Paper

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Graded Assignment

The Game with No Name

A friend of yours would like to capture the adventures of Lewis and Clark in a video game, but she needs your help. She wants the game to be awarded Top 10 Kudos like Super Mario, Rock Band, and SimCity. Read all the directions first and follow them carefully to get this new expedition rolling.

(12 points)

Score
 

1. Evaluate each of the following websites and choose the three that provide the best explanation and description of the expedition. Explain each of your choices.

· Lewis and Clark http://www.pbs.org/lewisandclark/

· Lewis and Clark Trail Heritage Foundation http://www.lewisandclark.org

· The Lewis and Clark Journey Log http://www.nationalgeographic.com/lewisandclark/journey_intro.html

· Lewis and Clark The National Bicentennial Exhibition http://www.lewisandclarkexhibit.org/index_flash.html

Answer:

(9 points)

Score
 

2. Write a two or three sentence description for each website you selected in Question 1. Be sure to highlight its most informative features.

Example:

http://www.lewisandclark.org

Lewis and Clark Trail Heritage Foundation

This site keeps the Lewis and Clark Expedition alive in the modern world. At the same time, it also gives comprehensive background about the exploration, including FAQs, a history of the expedition, and a roster and genealogy chart of participants. It could be especially important in developing game characters.

Answer:

(6 points)

Score
 

3. Now suggest three possible game names that are both exciting and descriptive.

Answer:

(8 points)

Score
 

4. Here are some other websites your friend could check in order to get additional information about the expedition. Which two would you recommend first and why?

· List of Supplies for the Expedition http://www.pbs.org/lewisandclark/inside/idx_equ.html

· Circa 1803 – Historical Background of the Times http://www.pbs.org/lewisandclark/inside/idx_cir.html

· Sacagawea http://www.pbs.org/lewisandclark/inside/saca.html

Answer:

(15 points)

Score
 

5. What five characters should be included in the game and why? You should name and describe each character and his or her role. You must include at least one Native American and one woman in your list.

Answer:

(10 points)

Score
 

6. Use all of your information to provide a list of 10 possible elements she should include in the game in order to make it as informative and exciting as possible. Explain your choices and be sure they relate clearly to the Lewis and Clark expedition.

Answer:

Your Score ___ of 60

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HIS- 7-1-1 Multimedia Presentation Planning Worksheet

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Instructions

assignment

Complete the Multimedia Presentation Planning Worksheet, in which you will discuss your potential multimedia presentation for Project 3.

Download the Multimedia Presentation Planning Worksheet to help you start Project 3 off on the right foot. Since this course has entailed quite a bit of writing thus far, this assignment provides you with an opportunity to get creative. You have the choice of three tools—Prezi, PowerPoint, or Microsoft Word—to present your opinions and observations on the creation and value of historical inquiry as it relates to the work you have done on your first two projects.

Maybe you have always wanted to try Prezi, you are already comfortable using PowerPoint, or you want to format your presentation as a newsletter in Word (feel free to get really creative here and have fun with this). No matter your preference, decide which tool would be the most effective method for you. Complete the worksheet to gather your thoughts around what text, visuals, and audio you might include in your multimedia presentation.

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HIEU 201 Liberty University Lecture Quiz 4

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  1. While the decline and fall of Rome was gradual, according to “Roman Empire,” which of the following dates is given by historians for the actual fall of Rome?
  2. According to “Roman Empire,” which of the following items IS NOT a lasting legacy of Rome?
  3. According to “Roman Empire,” which of the following was NOT given as part of the seeds of instability being sown during the Pax Romana?
  4. True or False: According to “Roman Empire,” the regimental rule of Diocletian and then Constantine, held off disaster, but only precariously.
  5. According to “Rise of Christianity,” under which Roman emperor did the first state sponsored persecution of Christians take place, in AD 64?
  6. According to “Rise of Christianity,” which of the following forms the roots of the Christian religion?
  7. According to “Rise of Christianity,” what was the main appeal of Christianity?
  8. According to “Rise of Christianity,” Romans began to view Christians as subversive for which of the following reasons?
  9. According to “Early Doctrines of the Church,” which of the following cities was NOT one of the locations of the five leading churches?
  10. According to “Early Doctrines of the Church,” a contrast is made between the ancient Near East and post-476 Europe. Which of the following best describes that contrast?
  11. According to “Early Doctrines of the Church,” which of the following heresy brought about the writing of the Nicene Creed?
  12. According to the lecture, “Early Doctrines of the Church,” Clement of Alexandria advocated study and knowledge as virtuous pursuits, claiming that…
  13. According to the lecture, “Early Doctrines of the Church,” which of the following men wrote Church History, showing that Christianity is the ultimate goal of human history?
  14. According to your textbook, In City of God, Augustine stated that Christianity would survive the collapse and fall of Rome.
  15. According to your textbook, Augustus rejected the idea of emperor worship because it was identified too closely with eastern monarchs.
  16. True or False: According to your textbook, expressing the Roman yearning for order and justice, law was Rome’s greatest legacy to Western civilization.
  17. According to your textbook, Jesus himself left no writings for his followers.
  18. According to your textbook, one important reason why Paul’s mission was so successful is that he separated Christianity from Judaism.

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History 1302 Final Written Exercise

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Grading Rubric

Exemplary Accomplished Developing Beginning (Capstone) (Milestone) (Milestone) (Benchmark)

10 8 5 3

Determine the Extent of Information Needed

Diversity of Communities and Cultures

Analysis of Knowledge

Ethical Self- Awareness

Ethical Issue Recognition

Score (0-10)

Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others’ engagement with

Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and

Has awareness that own attitudes and beliefs are different from those of other cultures and communities. Exhibits little curiosity about what can be learned from diversity of communities and cultures.

Expresses attitudes and beliefs as an individual, from a one-sided view. Is indifferent or resistant to what can be learned from diversity of communities and cultures.

Connects and extends knowledge (facts, theories, etc.) from one’s own academic study/field/discipline to civic engagement and to one’s own participation in civic life, politics, and

Analyzes knowledge (facts, theories, etc.) from one’s own academic study/field/discipline making relevant connections to civic engagement and to one’s own participation in civic life, politics, and government.

Begins to connect knowledge (facts, theories, etc.) from one’s own academic study/field/discipline to civic engagement and to tone’s own participation in civic life, politics, and government.

Begins to identify knowledge (facts, theories, etc.) from one’s own academic study/field/discipline that is relevant to civic engagement and to one’s own participation in civic life, politics, and government.

Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross- relationships among the issues.

Student can recognize ethical issues when issues are presented in a complex, multilayered (gray) context OR can grasp cross- relationships among the issues.

Student can recognize basic and obvious ethical issues and grasp (incompletely) the complexities or interrelationships among the issues.

Student can recognize basic and obvious ethical issues but fails to grasp complexity or interrelationships.

Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs and discussion has greater depth and clarity.

Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs.

Student states both core beliefs and the origins of the core beliefs.

Student states either their core beliefs or articulates the origins of the core beliefs but not both.

So ci

a l R

es p

on si

b ili

ty

Has difficulty defining the scope of the research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected do not relate to concepts or answer research question.

Defines the scope of the research question or thesis incompletely. Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question.

Defines the scope of the research question or thesis completely. Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question.

Effectively defines the scope of the research question or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question.

In fo

rm a

tio n

Li te

ra cy

Pe rs

on a

l R es

p on

si b

ili ty

 

 

Grading Rubric Exemplary Accomplished Developing Beginning (Capstone) (Milestone) (Milestone) (Benchmark)

10 8 5 3

Sources and Evidence

Content Development

Influence of Context and Assumptions

Student’s Position (perspective, thesis/hypothesis )

Conclusions and Related Outcomes (implications and consequences)

TOTAL:

Score (0-10)

Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of writing.

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.

Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

Demonstrates an attempt to use sources to support ideas in the writing.

Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work.

Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.

Uses appropriate and relevant content to develop and explore ideas through most of the work.

Uses appropriate and relevant content to develop simple ideas in some parts of the work.

Specific position is imaginative, taking into account the complexities of an issue. Limits of position are acknowledged. Others’ points of view are

Specific position takes into account the complexities of an issue. Others’ points of view are acknowledged within position.

Specific position acknowledges different sides of an issue.

Specific position is stated, but is simplistic and obvious.

Conclusions and related outcomes are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes are identified clearly.

Conclusion is logically tied to information; some related outcomes are identified clearly.

Conclusion is inconsistently tied to some of the informatioon discussed; related outcomes are oversimplified.

Thoroughly analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position.

Identifies own and others’ assumptions and several relevant contexts when presenting a position.

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s

Shows an emerging awareness of present assumptions. Begins to identify some contexts when presenting a position.

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History

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In the following scenario, which historical lens is being applied? Why do you think so?

The influx of unskilled Irish immigrants into New York City in the 1840s and early 1850s drives down wages for other workers at the low end of the salary ladde

Top of Form

 

 

Bottom of Form

 

 

Module 1 Short Responses – Question 2

In the following scenario, which historical lens is being applied? Why do you think so?

In 1908 Aram Pothier, an immigrant from Quebec, is elected governor of Rhode Island with strong support from the Québécois community.

Top of Form

 

 

Bottom of Form

 

 

Module 1 Short Responses – Question 3

In the following scenario, which historical lens is being applied? Why do you think so?

Irish immigrants and first-generation Irish-Americans come to dominate the hierarchy of the American Catholic Church in the late 19th century.

Top of Form

 

 

Bottom of Form

 

 

Module 1 Short Responses – Question 4

In the following scenario, which historical lens is being applied? Why do you think so?

Immigration to the United States comes to be seen as a “rite of passage” for young Québécois women in the early 20th century.

Top of Form

 

Module 1 Short Responses – Question 5

If you had to write a paper on the Lincoln assassination, what would you like to know more about? Create three research questions that would be appropriate for a historical analysis essay, keeping in mind the characteristics of a critical research question. The three questions can be related, or they can address different aspects of the topic.

Top of Form

 

Bottom of Form

 

 

Module 1 Short Responses – Question 6

If you had to write a paper on Title IX, what would you like to know more about? Create three research questions that would be appropriate for a historical analysis essay, keeping in mind the characteristics of a critical research question. The three questions can be related, or they can address different aspects of the topic.

Write a research question that addresses the Irish immigrant experience through the lens of political history.

Top of Form

 

Bottom of Form

 

 

Module 1 Short Responses – Question 8

Write a research question that addresses the Irish immigrant experience through the lens of economic history.

In the following scenario, which historical lens is being applied? Why do you think so?

The influx of unskilled Irish immigrants into New York City in the 1840s and early 1850s drives down wages for other workers at the low end of the salary ladder.

Top of Form

 

Bottom of Form

 

Module 1 Short Responses – Question 2

In the following scenario, which historical lens is being applied? Why do you think so?

In 1908 Aram Pothier, an immigrant from Quebec, is elected governor of Rhode Island with strong support from the Québécois community.

Top of Form

 

Bottom of Form

 

Module 1 Short Responses – Question 3

In the following scenario, which historical lens is being applied? Why do you think so?

Irish immigrants and first-generation Irish-Americans come to dominate the hierarchy of the American Catholic Church in the late 19th century.

Top of Form

 

Bottom of Form

 

Module 1 Short Responses – Question 4

In the following scenario, which historical lens is being applied? Why do you think so?

Immigration to the United States comes to be seen as a “rite of passage” for young Québécois women in the early 20th century.

Top of Form

 

Bottom of Form

 

Module 1 Short Responses – Question 5

If you had to write a paper on the Lincoln assassination, what would you like to know more about? Create three research questions that would be appropriate for a historical analysis essay, keeping in mind the characteristics of a critical research question. The three questions can be related, or they can address different aspects of the topic.

Top of Form

 

Bottom of Form

 

Module 1 Short Responses – Question 6

If you had to write a paper on Title IX, what would you like to know more about? Create three research questions that would be appropriate for a historical analysis essay, keeping in mind the characteristics of a critical research question. The three questions can be related, or they can address different aspects of the topic.

Top of Form

 

Bottom of Form

 

Module 1 Short Responses – Question 7

Write a research question that addresses the Irish immigrant experience through the lens of political history.

Top of Form

 

Bottom of Form

 

Module 1 Short Responses – Question 8

Write a research question that addresses the Irish immigrant experience through the lens of economic history.

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American History, 1877 to present

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Your papers will  consist of take home essays (expect to write 5 or more typed, double-spaced pages for each).  assignment will ask you to synthesize themes and information covered in course lectures, readings, films, and discussion.  To receive credit, your papers must be submitted through the Turn-It-In function on Time.  If you do not submit your paper through the Turn-It-In link on Time you will not receive credit.

 

Academic Dishonesty

University does not tolerate academic dishonesty. For further clarification of university policies regarding academic honesty consult university policy at http://catalog.csun.edu/policies_/academic-dishonesty/.Plagiarism will result in a grade of 0 (zero) for the assignment, a possible F for the course, and reporting to the University.

 

 

Please follow the Description, do not copy anything from Sample Paper, this sample just for you to know how should to write this assignment. You should write every thing from this this attachments don’t use any other resource.

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History Worksheet

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Download the Multimedia Presentation Planning Worksheet to help you start Project 3 off on the right foot. Since this course has entailed quite a bit of writing thus far, this assignment provides you with an opportunity to get creative. You have the choice of three tools—Prezi, PowerPoint, or Microsoft Word—to present your opinions and observations on the creation and value of historical inquiry as it relates to the work you have done on your first two projects.

Maybe you have always wanted to try Prezi, you are already comfortable using PowerPoint, or you want to format your presentation as a newsletter in Word (feel free to get really creative here and have fun with this). No matter your preference, decide which tool would be the most effective method for you. Complete the worksheet to gather your thoughts around what text, visuals, and audio you might include in your multimedia presentation.

To complete this assignment, review the Multimedia Presentation Planning Worksheet Rubric document.

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Analysis for “Harriet Robinson, “Early Factory Labor in New England” “

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Primary Source Analysis #2

Harriet Robinson, “Early Factory Labor in New England”

 

In 1883, Harriet Robinson described her work in the textile mills between 1832 and 1845. A portion of her memoir was assigned for this week’s readings and excerpts from this document can be found below (following all of the questions). Write an analysis of her memoir based on these excerpts that responds to the following questions:

 

Part I:

1. What are two ways that the market revolution affected women’s lives in the United States?

2. In what ways did women’s lives improve during this time period? In what ways might their lives have become worse?

3. What can we learn from the memoir about workers’ rights – what experiences did Robinson have that promoted the organization of workers for better wages and working conditions?

4. The primary sources assigned for this week and discussed in class also included “An Account at Lowell.” Why might Robinson’s memoir be considered a more trustworthy source than “An Account of Lowell? What does Robinson’s memoir tell about the time period that “An Account of Lowell” does not?

5. Are there any limitations to using the memoir as a primary source for understanding the market revolution?

 

Part II: Discussion Question – please add this below your essay (not as part of it). You can put it on the same page as your essay, but in a separate section.

· Please pose one discussion question about this reading. What do you think is important to talk about with regard to this source? What is a question that you could ask to deepen your understanding by relating it to other readings, class themes, or issues in American history?

 

Responses will be graded according to the following criteria:

· Does the response address all the questions posed?

· Does the response demonstrate that the student has done a close and careful analysis?

· Does the response offer a thoughtful engagement with the source?

· Does the response demonstrate a concerted effort to think about the significance of the source and its relationship to course topics?

· Does the response make sense? Are the ideas within it clearly communicated?

· Is the response written in essay form, with a thesis, a set of paragraphs that each address a distinct argument in support of the thesis, and a conclusion

 

Excerpts from document:

…I shall confine myself to a description of factory life in Lowell, Massachusetts, from 1832 to 1845 …

In 1832, …Help was in great demand and stories were told all over the country of the new factory place, and the high wages that were offered [and] gave new life to lonely and dependent women in distant towns and farmhouses…Troops of young girls came from different parts of New England and from Canada…The early mill girls were of different ages. Some were not over ten years of age; a few were in middle life, but the majority were between the ages of sixteen and twenty-five.

The working hours … extended from five o’clock in the morning until seven in the evening, with one half hour each, for breakfast and dinner…Those of the mill girls who had homes generally worked from eight to ten months in the year; the rest of time was spent with parents or friends. A few taught school during the summer months. Their life in the factory was made pleasant to them. In those days there was no need of advocating the proper relationship between employer and employed. Help was too valuable to be ill-treated.

…To make a gentleman of a brother or a son, to give him a college education, was the dominant thought…I have known more than one to give every cent of her wages… to her brother, that he might get the education necessary to enter some profession. I have known a mother to work years in this way for her boy…There are many men now living who were helped to an education by the wages of the early mill girls…

… As late as 1840, there were only seven vocations outside the home into which the women of New England had entered. At this time, women had no property rights. A widow could be left without her share of her husband’s (or the family) property…A father could make his will without a reference to his daughter’s share of the inheritance…A woman was not supposed to be capable of spending her own, or of using other people’s money.

…One of the first strikes that ever took place in this country was in Lowell in 1836. When it was announced that the wages were to be cut…The mills were shut down and the girls went… and listened to incendiary speeches from some early labor reformers. One of the girls stood on a pump…declaring that it was their duty to resist all attempts at cutting down the wages. This was the first time a woman had spoken in public in Lowell, and the event caused surprise and consternation among her audience…

…the strike did no good. The corporations would not come to terms. The girls were soon tired of holding out, and they went back to their work at the reduced rate of wages.

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Concise History paper on Inquisition and relation to primary/secondary sources using a variety of sources.

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Choose one of the two primary sources and one of the four secondary sources listed below:

Primary sources (for both see course reserves site, “The Witchcraft Trials of Paula de Eguiluz”)

1. Excerpts from Inquisition trial of Paula de Eguiluz

2. Excerpts from Inquistion trial of Luiz da Costa

Secondary sources (links to these journal articles are posted in Weeks 11-14 readings folder)

1. Wadsworth, “Jurema and Batuque: Indians, Africans, and the Inquisition …”

2. Redekopp, “Queering Sodomy: Interpreting the Trial of Luiz da Costa”

3. Surtz, “Morisco Women, Written Texts, and the Valencia Inquisition”

4. Goodman, “Intellectual Life under the Spanish Inquisition”

Paper assignment: In a properly formatted, short paper of 1,200-1,300 words, not including footnotes, apply your understanding of the uses of and distinctions between primary and secondary sources to a comparison of the two sources you have selected as sources of knowledge for the history of the Inquisition. What does each offer with relation to understanding the history of the Inquisition and in what ways does the nature of each source shape its usefulness? (Write paper explicitly addressing this question) In thinking about primary and secondary sources you should revisit “How to Read a Primary Source” and might also wish to consult this University of Maryland website , which further clarifies the distinctions by adding a third category: tertiary sources.

DO not write about one source being better than the other, but that both sources have their own positives and shortcomings

Notes on formatting and style: Double-space your paper and use Times New Roman 12-point font. Include a title page. Number your pages beginning with the first page of text, not the title page. Cite your sources as necessary in footnotes using Chicago Style (see hand-out provided in class). Minimum ten percent deduction for failure to address these guidelines adequately.

Formatting footnotes: MS Word contains a function which enables you to insert a footnote number in the proper place in the text of your essay and a corresponding number at the bottom of the page where you can enter the required information. Footnotes should be numbered sequentially and the function does this for you.

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