Category: History

Why do we study social science?

We study social science to collect information compar avidence and build explanations. It helps us to understand how people live together , how groups are formed , how rulers and institution develops and how socity changes over time.

need an annotated timeline completed. Ill send files and teach gave examples also

Explain the main causes of World War II and discuss its major effects on the world. Include important events, countries involved, and how the war changed politics, economies, and societies after 1945. Also describe the role of leaders and international organizations formed after the war.

10 most important questions*

*World History*

1. *Why did World War 1 start in 1914 and how did it change the world?*

2. *What caused World War 2 and why was Hitler defeated?*

3. *How did the Cold War between USA and USSR impact global politics?*

4. *Why did ancient civilizations like Egypt, Rome, and Indus Valley collapse?*

5. *What was the Industrial Revolution and how did it change human life?*

*Indian History*

6. *Why did British rule India for 200 years and how did we get freedom in 1947?*

7. *What was the impact of Mughal Empire on Indias culture and architecture?*

8. *How did Ashoka and Maurya Empire shape ancient India?*

9. *Why was the 1857 Revolt called Indias First War of Independence?*

10. *How did 1991 economic reforms change modern India?*

*Formula*: [Time period] + + [What you want][Topic

1. `Tell me major events in Indian history from 2009 to 2024` 10 words

2. `What changed in technology during the last 15 years?` 9 words

3. `List 5 big wars fought between 2010 and 2025` 10 words

4. `How did Free Fire evolve from 2017 to 2024?` 9 words

5. `Explain Indias economy changes in the last 15 years` 10 words

Keep it short, add start year + end year, and say what you want: events, changes, list, explained

The purpose of this discussion is to

• Engage in substantive interaction with other students.
• Integrate information learned from the Unit 6 class materials into a discussion post on Frances Farmborough.

To achieve the objective(s)

• Watch the and take notes.
• Read and take notes on the .
• Read and take notes on the excerpt from .

The course content will help you compose and prove a thesis for your discussion board post.

See the directions and rubric for more details.

Outcomes and Objectives

Student Learning Outcomes

• Analyze primary and secondary sources and explain how they support a thesis statement.
• Explain relationships between the causes of historical events and their effects.
• Describe a relevant individual involved in a historical event and explain his/her significance in this event.

Objectives

• Explain the impact of expanding industrialization and imperialism had on the roles of women and family life.
• Identify the ways women became activists outside of the home.
• Describe Nationalism’s effects on women’s lives.
• Explain women’s contributions in Total War in WWI.
• Identify the process of women in the west gaining the right to vote.

Instructions

Requirements for your initial post:

• Answer the following prompt: Based on the Unit 6 class materials, was Frances Farmer:

• • A conformer: Did she choose or was she pressured by others into conforming to accepted gender norms? Why and how did she conform?
  • A rebel: Did she choose to reject accepted gender norms? Why and how did she rebel?
  • An adapter: Was she not much of a conformer or rebel, but shifted gender roles based on changing societal circumstances? Why and how did she adapt?

• A thesis that is based on ONE of the above classifications (conformer, rebel, adapter).
• A thorough and clear answer to the prompt.
• A response based only on the class materials. If you use other materials, plagiarize, or use AI, you will receive a 0 on the assignment without an opportunity to redo it.
• A thorough and clear answer to the prompt.
• Citations of class materials at the bottom of your post. If you cite a primary source document, you must also cite either the book excerpt or a lecture video to show where you found the specific historical facts in your argument. Use the format explained at 0.6 in Unit 0 in the modules for your citation.
• Analysis of specific historical facts from class materials on the accepted gender roles of European society in the WWI.
• Analysis of specific historical facts from class materials on the ways Frances Farmer accepted, rejected, or adapted to the gender roles of European society during WWI.

Reply Post:

• Make a reply to the post of another student who chose a different answer than yours.
• Analysis to explain how you came to a different rating.
• Analyze at least one historical fact to explain why your choice is more accurate. You can recycle the information you used in your initial post.

Netiquette

As you read and respond to others’ posts, keep in mind some basic rules for netiquette:

• • • Be kind and respectful to others.
    • Use full sentences.
    • Treat others online as you wish to be treated.
    • Use language that supports others.primary source
      

      Introduction:

      The following are some examples of songs that female textile factory workers sang. Working in the silk factories was promoted as a service to the nation since the profits were a major source of revenue that financed industrialization and modernization in Japan during the late 19th and early 20th centuries. The working conditions and pay for the young women who worked in the mills, however, were poor. The first song below is a song that the factory provided to inspire the workers. The next song was written by the women in the factories about their lives. Following the songs are two brief statements by women who worked in coal mines during the Meiji era. The first woman began working in the mines, away from her family, when she was 13 years old.

      Raw Silk:

      Raw silk,
      Reel, reel the thread.
      Thread is the treasure of the empire!
      More than a hundred million yen worth of exports,
      What can be better than silk thread?
      Factory girls,
      We are soldiers of peace.
      The service of women is a credit
      To the empire and to yourselves.
      There are trials and hardships, yes,
      But what do they matter?*
      *These are the first two of fourteen stanzas.Raw silk,
      Reel, reel the thread.
      Thread is the treasure of the empire!
      More than a hundred million yen worth of exports,
      What can be better than silk thread?
      Factory girls,
      We are soldiers of peace.
      The service of women is a credit
      To the empire and to yourselves.
      There are trials and hardships, yes,
      But what do they matter?*
      *These are the first two of fourteen stanzas.

      My Factory:

      At other companies there are Buddhas and gods.
      At mine only demons and serpents.
      When I hear the manager talking,
      His words say only “money, money, and time.”
      The demon overseer, the devil accountant,
      The good-for-nothing chrysalis.
      If you look through the factory’s regulations,
      You see that not one in a thousand lies unused.
      We must follow the regulations;
      We must look at the foreman’s nasty face.

      Miner #1:

      The mines were a dangerous place. . . . A cave-in might occur at any moment. There were
      times when gas came out. Then a blue ball of fire would shoot through the mines. . . . the
      water was always seeping in. . . . and it was hot. The womens job was to transport the
      coal that had been mined. The coal was loaded onto a 4 foot square wooden box. The
      bottom of the box had metal runners. We had to pull this box with a sash over our
      shoulders. . . . Where it was uphill, there were wooden logs that served as rails to make it
      easier to pull the box. Going downhill, when the angle of the slope was over thirty
      degrees, we would get on our hands and knees, grab the log railings firmly, hold back the
      box with our heads, and slowly crawl down backwards. With a lamp in our mouths and
      with our heads holding back the box full of coal, we would feel our way down, inch by
      inch . . . If you slipped, it wouldnt be only you who got hurt because there were others
      ahead of you. Some of the women had babies on their backs . . . Once a friend of mine
      was coming down the slope with her daughter. We were going up. All of a sudden the
      boxes began to tumble down and her daughter was killed . . .

      Miner #2:

      I raised my children while working in the mines. It was really rough going into the mines
      then. I would get up at two in the morning and quietly prepare breakfast. . . . I would then
      wake my child up when it was still dark. The child would rub his eyes and complain. I
      would yell at him and take him to the nursery. They used to take care of him for 8 sen a
      day. I would leave him there, wondering if I would ever see him again. . . Will today be
      the day he is going to lose his parents? I would wonder. So I was able to see my children
      only at night

Assignment Overview

The purpose of this assignment is to recognize the historical significance of the images, quotes, and terms used in the Unit 6 Lecture Videos.

To achieve the objective,

• Watch and take notes on the .
• Read and take notes on the .

The course content will help you gather the specific historical facts necessary to complete the assignment.

See the directions and rubric for more details.

.

Outcomes and Objectives

Student Learning Outcomes

• Analyze primary and secondary sources and explain how they support a thesis statement.
• Explain relationships between the causes of historical events and their effects.
• Describe a relevant individual involved in a historical event and explain his/her significance in this event.

Objectives

After completing this module, you will be able to:

• Explain the impact that expanding industrialization and imperialism had on the roles of women and family life.
• Identify the ways women became activists outside of the home.
• Describe Nationalism’s effects on women’s lives.
• Explain women’s contributions in Total War in WWI.
• Identify the process of women in the West gaining the right to vote.

Instructions

• Choose an item from the .
• Click on the blue “Start Assignment” to the upper right.
• Write one to two paragraphs on the significance of your item.

You may want to:

• Explain how your item is a cause or a consequence of some event.

• Explain how your item exemplified some trend, movement, or ideology.
• Explain how your item ties into one of our class themes
• Explain any other significance you find in this item

Here’s a reminder of our class themes:

• The uniqueness of various cultures and the impact of cross-cultural exchange.
• The role of religion in shaping world history up to 1500.
• The role of government in shaping world history up to 1500.

Guidelines

• Go to the Announcements in Canvas to see the sample Significance Assignment I sent out.
• An explanation that is written in your own words. If you plagiarize or use outside information or AI, you will receive a zero on the assignment.
• Use of complete sentences and paragraphs. Do not use bullet points (like I’ve just done here).
• All of the information in your assignment must come only from class materials. If you have no information from the lecture videos, the text, or the documents on Canvas, you will receive a zero.
• Be sure to use the format and standards from the Citations Quiz in Unit 0 to cite class materials.
• Add a clearly identified item using specific facts from the class materials.
• Add a thorough, clear, and factually correct explanation of the significance of your item based on specific historical facts from class materials.
• Add an explanation that puts your item in historical context with reference to other specific historical facts to which the item is tied.
• Add a date for your item which uses a specific year (for example, 1688), a decade (for example, 1680s), or a portion of a century (for example, early, mid, or late 1600s).
• Make your response one or two paragraphs, at least three sentences long.

Grading & Feedback

• The criteria are outlined in the rubric below. Use the rubric as a checklist before you submit the assignment to make sure you put in all the requirements.
• I will have these graded by Tuesday evenings, probably earlier if you turn them in before Sunday.
• I put feedback in the comments section. When you go to Grades in Canvas, you will see an icon that looks like two text boxes. Click that icon to see my feedback.
• I also use the graded rubric to show you which specific requirements you met or missed.
• Use the feedback to improve on the next Significance Assignment or to see what you did well.

primary source

Introduction:

The following are some examples of songs that female textile factory workers sang. Working in the silk factories was promoted as a service to the nation since the profits were a major source of revenue that financed industrialization and modernization in Japan during the late 19th and early 20th centuries. The working conditions and pay for the young women who worked in the mills, however, were poor. The first song below is a song that the factory provided to inspire the workers. The next song was written by the women in the factories about their lives. Following the songs are two brief statements by women who worked in coal mines during the Meiji era. The first woman began working in the mines, away from her family, when she was 13 years old.

Raw Silk:

Raw silk,
Reel, reel the thread.
Thread is the treasure of the empire!
More than a hundred million yen worth of exports,
What can be better than silk thread?
Factory girls,
We are soldiers of peace.
The service of women is a credit
To the empire and to yourselves.
There are trials and hardships, yes,
But what do they matter?*
*These are the first two of fourteen stanzas.

Raw silk,
Reel, reel the thread.
Thread is the treasure of the empire!
More than a hundred million yen worth of exports,
What can be better than silk thread?
Factory girls,
We are soldiers of peace.
The service of women is a credit
To the empire and to yourselves.
There are trials and hardships, yes,
But what do they matter?*
*These are the first two of fourteen stanzas.

My Factory:

At other companies there are Buddhas and gods.
At mine only demons and serpents.
When I hear the manager talking,
His words say only “money, money, and time.”
The demon overseer, the devil accountant,
The good-for-nothing chrysalis.
If you look through the factory’s regulations,
You see that not one in a thousand lies unused.
We must follow the regulations;
We must look at the foreman’s nasty face.

Miner #1:

The mines were a dangerous place. . . . A cave-in might occur at any moment. There were
times when gas came out. Then a blue ball of fire would shoot through the mines. . . . the
water was always seeping in. . . . and it was hot. The womens job was to transport the
coal that had been mined. The coal was loaded onto a 4 foot square wooden box. The
bottom of the box had metal runners. We had to pull this box with a sash over our
shoulders. . . . Where it was uphill, there were wooden logs that served as rails to make it
easier to pull the box. Going downhill, when the angle of the slope was over thirty
degrees, we would get on our hands and knees, grab the log railings firmly, hold back the
box with our heads, and slowly crawl down backwards. With a lamp in our mouths and
with our heads holding back the box full of coal, we would feel our way down, inch by
inch . . . If you slipped, it wouldnt be only you who got hurt because there were others
ahead of you. Some of the women had babies on their backs . . . Once a friend of mine
was coming down the slope with her daughter. We were going up. All of a sudden the
boxes began to tumble down and her daughter was killed . . .

Miner #2:

I raised my children while working in the mines. It was really rough going into the mines
then. I would get up at two in the morning and quietly prepare breakfast. . . . I would then
wake my child up when it was still dark. The child would rub his eyes and complain. I
would yell at him and take him to the nursery. They used to take care of him for 8 sen a
day. I would leave him there, wondering if I would ever see him again. . . Will today be
the day he is going to lose his parents? I would wonder. So I was able to see my children
only at night

You will never have to read an entire chapter in this class. If you use the textbook, please include a page number to show where this information is from.

One of those three options will get you the info for the quiz.

Here are your quiz questions:

What are a couple of ways that the ancient Hebrews are interesting to historians?

The Hebrews had a different understanding of God than other ancient peoples. Describe the characteristics they used to describe their God.

What was the Covenant? Explain what it was and how the ancient Hebrews thought about it.

Again, you can get this information from me or from the textbook. Dont use AI, and dont spend a ton of time on this. Let me know if you have any questions.

Title: Western Civilization, A Brief History, Edition: 11, Author: Perry, ISBN: 9781305091467, Publisher: Cengage

Kate Bernheimer, the editor of our required textbook, My Mother She Killed Me, My Father He Ate Me, is also the creator and editor of the journal . She is a respected scholar and author and is in good company with critically-acclaimed authors such as Philip Pullman, who wrote in 2012; Aimee Bender, whose fairy-tale inspired collection, came out in 2014; and Michael Cunningham, who retells fairy tales in in 2015. You will learn more about her career in our conversation with her in the video above. In the fall of 2019, we travelled to Tucson, Arizona to meet with heras recorded in the video above. We believe you will like her as much as we did.

Because this interview is a bit longer than others we’ve asked you to watch, there is no minimum word count for your journal entry this week. We invite you to comment on our interview with Bernheimer, but only the following is required:

If you were going to do a follow-up interview with Kate Bernheimer, what are three questions that you would ask her?

The rubric shows how journal assignments are scored (find it ).