Category: History

Citations of Readings That Can Be Used For This Assignment:

It was in the back of your syllabus but here these are again:

Samovar, L. A., & Porter, R. E. (1995). Culture: Our invisible teacher (Chapter 3). 
In L. A. Porter, & R. E. Porter (Eds.), Communication between cultures (pp. 44-76). Belmont: Wadsworth. 

Hofstede, G. (1998). I, we, and they. In J.N. Martin, T.K. Nakayama, L.A. Flores (Eds.), Readings in cultural contexts (pp.345-356). Mountain View, CA: Mayfield.

Chen, L. (1998). Chinese and North Americans: An epistemological exploration of intercultural communication. In J.N. Martin, T.K. Nakayama, L.A. Flores (Eds.), Readings in cultural contexts (pp. 357-369). Mountain View, CA: Mayfield. 

Daniel, J. L., & Smitherman, G. (1990). How I got over: Communication dynamics in the Black community. In D. Carbaugh (Ed.), Cultural communication and intercultural contact (pp. 27-40). Hillsdale, New Jersey: Lawrence Erlbaum. 

Halualani, R.T. (2006). This Is The Way Things Are!: Making Sense of Gender Roles in Cultures. In M.K. Lustig & J. Koester (Eds.), Among us: Essays on identity, belonging, and intercultural Competence (Second Edition) (pp. 104-108). Longman Publishing

Provide a 5 page research paper that is a critical examination of an event in the historical context and application of this understanding to how it affected, or continues to affect, the future. Also include how you would handle various military problems following the analysis of the historical situation.

 

The core assignment of this course is a documented research paper (1500-2000 words in length = approx. 6-8 pages double-spaced, 12-point font).

• The paper should support a thesis statement with information gained from research or investigation.
• The paper will not be just a report presenting information but will be a paper that carefully examines and presents your own historical interpretation of the topic you have chosen and your interpretation of the information you have gathered.
• The paper may include consideration of problems and solutions, define key terms, or refute arguments against your thesis statement.

It will be important to choose a topic of interest to you.

• Approach this assignment with an open and skeptical mind, then form an opinion based on what you have discovered.
• You must suspend belief while you are investigating and let the discoveries shape your opinion. (This is a thesis-finding approach.)
• Once you have found your thesis, write the paper to support it.

You will use some of the following critical thinking skills in this process:

1. Choosing an appropriate topic, limiting the topic
2. Gathering information, summarizing sources
3. Analyzing and evaluating sources
4. Defining key terms
5. Synthesizing information, comparing and contrasting sources
6. Testing a thesis, making a historical argument, using refutation
7. Amassing support for a position
8. Documenting sources

Because this may be a longer paper than you have written before and a complex process is involved, it is recommended that you complete this paper using the following steps:

1. Choose a topic related to U.S. History after 1877 (Chapters 16-28) that you would truly like to explore and that you are willing to spend some time on. Your chosen topic should be focused. Pose a question that you really want to answer. You may want to begin with more than one topic in mind.
2. Do some preliminary reading on the topic(s). You may begin with the textbook, then further explore the information available. Refine your topic. Summarize your topic, your interest in the topic, the questions you want to answer, and a hypothesis you want to test.
3. Gather information from a variety of sources. Use a minimum of four sources for your paper, and at least one must be a primary source.
   • Examples of primary sources are ones that are used in our discussion forums 2-8.
   • They are sources that are contemporary to the times under investigation.
   • An example of a secondary source is our textbook, though the textbook also contains excerpts of primary sources, which you may use as a source in your paper.
4. Outline the results of your research and the plan for your paper (you are not required to submit the outline).
5. Write the final draft and be sure to include a Works Cited List, and use the correct .

For some reason the absolute necessity of in text citing sources used in a research paper (on both directly quoted AND paraphrased material) either isn’t getting taught anymore or (and this one is my personal theory) it just isn’t sinking in anymore.  You MUST both in text cite your sources AND provide an MLA style bibliography at the end. Failing to do either/both is a form of plagiarism, whether you mean it that way or not, and it will be treated as such so please just make sure to take care of business and in text cite those sources as you go while writing the paper, and include that MLA style references/bibliography at the end of the paper. 

Grade Rubric

INTRODUCTION & THESIS: Includes a clear thesis statement, an assertion or position. The topic is original and manageable in a short research paper. /15

FOCUS AND DEVELOPMENT: Body of the essay focuses on this thesis and develops it fully, recognizing the complexity of issues and refuting arguments in opposition to the thesis. /20

SUPPORT AND SYNTHESIS: Uses sufficient and relevant evidence to support the thesis (and primary points), including facts, inferences, and judgments. Quotes, summarizes, and paraphrases accurately and effectively–appropriately introducing and explaining each quote. /25

RESOURCES: Shows a clear understanding of the sources; has evaluated each source and used it appropriately. Uses a wide variety of sources reflecting significant research. /10

CONVENTIONS: Uses MLA format correctly; includes internal citations and a Works Cited list; is free of errors. /15

CORRECTNESS AND STYLE: Introduces the topic in an interesting way; shows critical thinking and depth of understanding; uses appropriate tone; shows sophistication in language usage and sentence structure. /15

TOTAL: 100

  

  

Introduction

Oregon is a country in located in Pacific Northwest   area on the Western side of the coastal region in U.S. A lot of the regions   northern boundary is delineated by the Columbia River on northern boundary   situated in Washington, while the large extent of eastern boundary with Idaho   part is delineated by Snake river. The California and Nevada boundary on the   southern part is delineated by the 42 degrees north parallel.

Before intrusion by the European traders, settlers and   explorers, the land was inhabited by several indigenous tribes. The state had   its first autonomous government in 1843 after which the Oregon Territory was   established in 1848. It was established as the 33rd country on 14th   February, 1859. Today the state has an area of 98,000 square miles, its the   9th largest nation, and has a population of 4 million people, and   is the in position 27 among the most famous states in U.S. its capital city is Salem which is in   position 2 among the most famous cities in the region, having a population of   169,798 people. Portland a city in the area is 26th among the   popular cities in U.S. it is among those diverse nations geographically in   U.S. noticeable by plenty of water bodies, volcanoes, mixed, dense evergreen   forests, semi-arid shrublands and deserts. The highest point is Mount Hood   with 11,249 feet. Its only single national park is the Crater Lake National   Park, which is composed of Caldera, that surrounds the lake, which is united   states deepest lake. The country also hosts the worlds largest organism, a   fungus called Armillaria ostoyae.    

As a result of its various waterways and landscapes,   the nations economy is powered to a large extent by a number of factors like   fishing, agriculture, and Hydroelectric power. It is also a leading producer   of timber in U.S. where the timber industry formed the back born of the   economy in the 20th century. Technology has also been a major   booster of the nations economic prosperity, after establishing the Silicon   Forest and expanding the Intel and Tektronix. Companys that produce software   like Inc., and Nike have established their headquarters in the Beaverton,   forms the biggest revenue earner in the area which sums up to $30.6 billion   yearly. 

Literature review

As the 1920s boomed in majority of the U.S. economy, in a   several situations they did whimper only in Oregon. The emergence of WW1   heated the economy in Oregon facilitating production of lumber, ships, grain   and other materials. Buts as a result of its wake, there was faltering of the   states economy, as shipyards and lumber industry orders declined quickly and   the faming slumped. There was a drop of housing starts, an increase in   speculation regarding stock market, unsteady growth of banks, which compelled   more than 50,000 people to leave the region. 

Another great inhibitor to economic development was the   nations transportation arrangement. Obviously, the nation had a well-set   system of stage, railroads, and routs for steamboats, but in general the   system of the road can just be termed as primeval (Aldana, B. 99). A very notable exception was the completion of Columbia   River Highway, that paved way for the development of and push towards construction   of modern roads allover thye nation. There was a campaign to get the state   out of mud which started to pay to initiate constructions of highways like   Pacific Highway and then the Oregon Coast Highway, which attracted   immigration from wandering Americans and Oregonians. Temporarily, a lot of   emphasis was put to enhance a system of farm to roads that link market to   agricultural land using shipping and railroads resources. 

Social   Freedoms and an Advertising Age

As   the nation experienced economic strains in 1920s, it had experiences of fears   and excitements of unrestrained cultural and social decade. The alterations   that were initiated by WW1 articulated themselves in the U.S. culture as   ancient traditions faded (Bennett,   J. R. (1998).  Most of women,   who were empowered by accessing their voting rights on a national scale,   reduced the social strains on behavior and dress. They discarded corsets,   bobbed hair, wore on flopper dresses, danced Charleston, listened to jazz   music while smoking openly. Majority requested for more and easier equitable   divorces together right to access birth control. 

There   was introduction and development of the movie industry which captivated the   film audiences (Bredbenner, C.   (2017). Themes from films followed typical themes which symbolized   societies ideal. Another aspect is the   disturbing facet of the society diminished the liveliness for many. There was   increased organized crime, underground economies and depletion of government   respect as a result of experiment of prohibition. There was labor strife   which simmered over at steady intermissions, that at other times-initiated   violence. There was increased distrust and fear among the American radicals   while perceiving Bolsheviks as societys shadow.  

There   was the rise of ku Klux Klan, which marked a great turn of events in the   region. This was an anti-Catholic racist and bigotry vigilant movement, that   developed strong foothold in that nation (Hodges, A. J. (2007). This clan developed chapters   in Eugene, Portland, Rosenburg, Medford among other communities in the   region. The members put on robes and gathered through the streets igniting   crosses while intimidating minorities and Catholics. 

The   state of Oregon appeared from WW1 both chastened and empowered. Veterans had   gone allover the world, observing exotic and seeing new places which many had   just seen in books. The war boomed the economy that led to provision of food,   war supplies and ships. Majority had seen the merciless killing during the   war and were got repulsed. As the war anxieties dropped in 1919. This section   will examine the life of people and soldiers after the war.  

The research topic

The research topic I opted for was   Oregon   and the Roaring Twenties after WW1. Currently taking a class of History in   united State which demands a research paper. The class requirements should be   that the topic be after world war 1. I have decided to write regarding the   state of the nation after World war 1. After going through the class work, I   really got interested to discover and find out how people and soldiers lived   after the end of the war, the economic implication of the war to the state.   This prompted my yearn for more research work that called for this research   work. This will be a great paper that will open up our minds and inclusively   cover all the aspects and features that the war introduced to this economy.   It will open our minds regarding peoples wellbeing, economic growth, agricultural   and infrastructural growth, political developments as well as religious   beliefs and ethnicity, culture and demographic parameters. The topic will dig   out for more specific and generalized developments, challenges and impacts of   the changes that the war introduced in this region. It will be a detailed   quality research work that is college level. It will provide a lot of   information on state of Oregon after the war. The subject matter of the topic   is history.  

Research questions

The research questions for this research work includes;

Did WW1 impact on the way of life of the people of Oregon?

Assumption

World War 1 impacted both negatively and positively on how   the people in Oregon live. It has improved the living standards. 

Was economic growth as a result of the war?

Assumption

Economic growth was as a result of the war. War improved   infrastructure developments, agricultural sector and the wellbeing of the   people and the soldiers. It improved on the acting industry by promoting the   film industry. 

What were some of the challenges faced by the soldiers   after the war?

Assumption

After the war, the soldiers found it difficult to fit in   the community as a result of the experience they had from the war. They had   seen lots of massacre, deaths and were used to harsh environments outside   there. 

Which aspects of the economy were affected by the war?

Research hypothesis

Positive hypothesis

The research hypothesis is, economic growth in Oregon was   as a result of the war.

The development of railroads and highways was initiated by   the war.

Null hypothesis

Political   stability in Oregon was not introduced by the war.

Agricultural   booming did not lead to development of transport system.

Research strategy

To determine the impacts of the war to the people of   Oregon

To investigate the impacts of political movements to the   region.

From the research review, I know that the war created a   lot of positive changes in the region as well as negative ones. The war has   led to a lot of economic developments, infrastructure boom, agricultural   growth, cultural changes, political movements and religious changes. (Zhou, W., & Liu, P. 2011).  It has impacted on ethnicity, social setting   of the community. There are no extensive researches conducted on this topic   trying to indicate the consequences of the war.

Assumptions

In Oregon there are a lot of economic changes as a result   of the war. The city has seen great changes in all the sectors and the people   there both citizens and immigrants are enjoying the changes. From my class   work, agriculture, transport system and the political systems in Oregon are   now very developed. There has been unemployment due to ethnic differences,   people have adopted new living styles as a result of being exposed to the   outside world. The soldiers from war acquired reputation and political   recognition after coming back. 

Methodology

The research will focus on primary sources like interview   and questionnaire, and secondary data such as journals, videos, books and   magazines. I plan on researching on all the materials which will contain the   relevant information on the topic. I plan on attending and consulting the   library for all the written material relating to the events that took place   after the war in Oregon. Some of the articles am planning to use have photos   of the ancient times before the war and after the war which will provide me   more information relating to my topic.  

I will also apply the skill that I have learnt in class to   develop and acquire more data and information. I have placed orders for books   that I will use via the interlibrary loan sections. The library homepage and   the library catalogue are going to be very essential in directing me to   acquire the important resources. 

This topic is a major fit for the course am pursuing and   will present a very realist problem that can be addressed as research topic.   The research will entail the American Psychological Association (APA)   documentation system. After reviewing books relating to formats of citations,   I realized that APA citation is a modified system of the author for   conducting citations, used in this field (Hubbuch, 2002).

Data Analysis

Analysis   of the data will be done via an overall comparative analysis approach. I will   develop an analytical memo, of data collection simultaneous (Miles et al.,   2014), after conducting an interview. It the research will draft an analytical memo relating to each   community after data collection to place a summery of the insight acquired   fro0m the community on research questions and interview. The recordings of   the research will be then transcribed verbatim. The next step will be to   conduct a qualitative analysis of the content (Schreier, 2014; Kowal &   OConnell, 2014) which will be assisted by NVivo software for data analysis   (QSR, 2012) that will aid in segmenting the data. The researcher will   identify quotations that will deliver the meaning regarding the research   questions.

Data   collection

Data   collection will be initiated by conducting a background study of the history   of the community demographic, culture, history and possible external   stressors regarding the area of study. Important informants will be state   government, members of the community, educators, business owners, identified   leaders in the community. The   interviewees will be chosen on with aid of ODFW basing on their role in the   society, via leadership experiences, position, economic and environmental   factors identified via background study on the society. 

In conclusion we can   deduce that, the study will cover all the aspects of the community that   relate to after war implications. It will focus on the wellbeing of the   soldiers and the people after the war, economic developments and social   changes that took place in Oregon. The study area will be Oregon, data   collection will be done through interviews, study questions, secondary   sources like books, journals, library materials with relevant data. This will   be an extensive research covering all the key aspects of the region. 

REFERENCES

Aldana, B. To What Extent Do Circumstances Determine Human Behavior? Journal   of History,  99.

Bennett, J. R. (1998). From patriotism to peace: the   humanization of war memorials. The  Humanist, 58(5),   5.

Bredbenner, C. (2017). Power to the People: American Peace   Women’s Democratic Cures for  War. Oregon   Historical Quarterly, 118(2), 272-281.

Haas, F. (2008). German science and black racismroots of   the Nazi Holocaust. The FASEB  Journal, 22(2),   332-337.

Haas, F. (2008). German science and black racismroots of   the Nazi Holocaust. The FASEB  Journal, 22(2),   332-337.

Hodges, A. J. (2007). Oregon Voices: At War over the   Espionage Act in Portland: Dueling  Perspectives   from Kathleen O’Brennan and Agent William Bryon. Oregon Historical  Quarterly, 108(3),   474-486.

Matzke, G. (1979). Settlement and sleeping sickness   controla dual threshold model of colonial  and   traditional methods in East Africa. Social Science & Medicine.   Part D: Medical  Geography, 13(4),   209-214.

Sanchez, G. I. (2006). Benjamin Read: New Mexico’s Bernal   Diaz del Castillo Erlinda Gonzales- Berry   Oregon State University. Recovering the US Hispanic literary heritage, 6,   24.

Smith, R., & Smith, M. (2010). B is for beaver:   An Oregon alphabet. Sleeping Bear Press.

Striate, D. D. (1976). Hurrah for Garibaldi! Oregon   Historical Quarterly, 77(3), 213-237.

Yeley, M. (2018). A Steadfast Soldier: The History of the   Astoria Victory Monument.

Zhou, W., & Liu, P. (2011). The First World War and the   Rise of Modern American Novel: A  Survey   of the Critical Heritage of American WWI Writing in the 20th Century.

 

Based on your research essay, you will construct a project that puts you in the time period and creatively tells a story from your research. It will be 7 pages total (unless you are doing a video – in which case it should be 1-3 minutes long.)

Suggestions might include:

• Invitation to a lecture by a female scientist
• Journal of a female astronaut
• Mock trial of passing the Equal Employment Act
• Recipe book for women in science
• Employment ads seeking a female doctor
• Yearbook from a woman studying science at university
• Church bulletin for civil rights activists
• Descriptive battle maps of French encounters
• Letter back home from a black soldier
• Pamphlet by NAACP outlining their beliefs and aims
• Newspaper article describing discrimination of black soldiers
• Tourism website for Houston in the 1920s
• Social media account of a WWI recruiter
• Twitter account by President Wilson

FINAL PROJECT

• Written Description In a one page written introduction, tell me why you chose this format and what you learned in the creative process. What software did you use to complete it? What historical examples gave you ideas for your project? (1 page, 20 points)
• Creative Portion The best part! Include images, clever formatting, and enough detail to prove your research. You can either upload a digital version or, if you have drawn by hand, take a photo and upload that. Save any digital versions (Word, Publisher, PowerPoint, whatever, as a PDF so I will definitely be able to open it). Videos are great, too! Or, create a website! (5 pages, 70 points)
• Works Cited Include whatever sources you use to inform your project. This might be the same as your bibliography, but you still need to include it. If you add or subtract any sources for the creative portion, make the changes on this works cited. (10 points)

Rubric

Curation ProjectCuration ProjectCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeWritten IntroductionIn a written introduction, tell me why you chose this format and what you learned in the creative process. What software did you use to complete it? What historical examples gave you ideas for you project?20.0 ptsFull MarksAnswers 4 questions: Why? What? Historical examples? Software?15.0 ptsGoodAnswers 3 questions: Why? What? Historical examples? Software?10.0 ptsFairAnswers 2 questions: Why? What? Historical examples? Software?5.0 ptsPoorAnswers 1 question0.0 ptsNo Marks20.0 pts
This criterion is linked to a Learning OutcomeCreative PortionContains 5 pages, demonstrates creativity, clever use of format, communicates factual information.70.0 ptsFull MarksFantastic! Contains 5 pages, demonstrates creativity, clever use of format, communicates factual information.60.0 ptsGoodContains 5 pages, demonstrates some creativity, clever use of format, communicates factual information.50.0 ptsFairContains less than 5 pages, demonstrates some creativity, some clever use of format, communicates some factual information.30.0 ptsPoorContains less than 5 pages, demonstrates little creativity, little clever use of format, communicates little factual information.0.0 ptsNo Marks70.0 pts
This criterion is linked to a Learning OutcomeWorks CitedInclude whatever sources you use to inform your project. This might be the same as your bibliography, but you still need to include it. If you add or subtract any sources for the creative portion, make the changes on this works cited.10.0 ptsFull Marks5.0 ptsGood0.0 ptsNo Marks10.0 pts
Total Points: 100.0
 

Read Chapter 12 (Pg.311)(Urban environments and sustainability) of the textbook. 2. Read Corburn, J. (2009). Cities, climate change and urban heat island mitigation: Localising global environmental science. Urban studies, 46(2), 413-427. [in Blackboard under Course Documents]

The textbook is attached to the question.

Some view cities as a major challenge to environmental sustainability whereas others see increased urbanization as the key to supporting a large global population with minimal environmental impact. Drawing on material from this chapter, outline the argument on each side of this debate. Which side wins, in your view, and why?

 

1. The Thirteenth Amendment effectively brought an end to slavery in the United States. Lincoln had issued the Emancipation Proclamation over 3 years earlier. Why, then, was the Thirteenth Amendment issued? Was it necessary? How come?

2. The Fourteenth Amendment settled the question of who is a citizen of the United States. (anyone naturalized or born here). Why are Indians excluded?

3. Persons who are citizens may not be denied the right to vote according to the Fifteenth Amendment. The Civil Rights crises of the 1960s, and the work of Martin Luther King (and many others) sought, among other things, to assure that the right to vote was available to all. Why? The Fifteenth Amendment had been passed almost a hundred years earlier. How could persons be denied the ballot?

4. How could Andrew Johnson, Lincoln’s successor, veto the Civil Rights Bill in 1866 when the 13th Amendment had already been passed in 1865? What issues did he cite to justify his veto? (Hint: look at the Johnson primary source)

5. The 14th Amendment. How does Foner explain the relationship between the Federal and the State as a result of the 14th Amendment?

https://util.wwnorton.com/jwplayer?type=video&msrc=/wwnorton.college.public/history/give/reconstruction-johnson.mp4&csrc=/wwnorton.college.public/history/give/reconstruction-johnson.vtt&cp=1

https://util.wwnorton.com/jwplayer?type=video&msrc=/wwnorton.college.public/history/give/14th-amendment.mp4&csrc=/wwnorton.college.public/history/give/14th-amendment.vtt&cp=1

https://util.wwnorton.com/jwplayer?type=video&msrc=/wwnorton.college.public/history/give/reconstruction-amendments-2.mp4&csrc=/wwnorton.college.public/history/give/reconstruction-amendments-2.vtt&cp=1