Bright Academic Experts

Category: History

  • How do the struggles and dreams of Reconstruction reappear i…

    Final Project- Digital Exhibit Prompt

    Overview

    The Reconstruction Era (18651877) was a moment when America reimagined freedom and citizenship and then violently turned away from those ideals. In this project, you will curate a digital exhibit discussion post demonstrating how the promises, betrayals, and struggles of Reconstruction continue to shape todays America. Your discussion post will be a hybrid assignment, blending the discussion forum and response journals to address all aspects of the prompt. Your post will include images, quotations, and analytical commentary, posted as a multimedia presentation on the discussion board.

    Due Date

    Sunday, February 8th at 11:59 PM

    Extensions cannot be granted for this assignment.

    Discussion Prompt

    How do the struggles and dreams of Reconstruction reappear in the modern fight for liberation and justice? Draw on the assigned readings from this week, current events, and historical context to address the prompt.

    Example prompts and a checklist are included at the bottom of this page.

    Core Objectives

    By completing this project, you will:

    • Connect Reconstructions legacy to modern struggles for justice and equality
    • Create a visually organized and intellectually grounded digital exhibit demonstrating the connections to the modern fight for liberation and justice
    • Your exhibit should include headers and images

    Required Readings

    Historical Segment

    You must include at least one , such as:

    • (1865)
    • (1865)
    • (1865)
    • (1881)
    • (1865)
    • The 13th, 14th, or 15th Amendments
    • (Frederick Douglass)
    • (1865)

    All of these readings can be found in your

    Contemporary Segment

    Your exhibit must reference ideas from this weeks assigned readings:

    • Nikole Hannah-Jones, Justice in The 1619 Project
    • explores systemic inequality in the criminal justice system
    • Richard Rothstein, Preface in The Color of Law
    • explains how government policy created racial segregation
    • Keeanga-Yamahtta Taylor, From #BlackLivesMatter to Black Liberation
    • examines how racial capitalism and state violence shape modern Black movements

    Project Format: Discussion Board Digital Exhibit

    Your exhibit will be posted as a discussion board thread and will require peer responses as usual. It should include clearly labeled sections formatted as images with response journal entries for your analysis. Each response should be a minimum of 100 words.

    Use bold headings for each section and embed at least five images (photos, artwork, historical documents, maps, or charts).

    Structure of the Exhibit

    1. Title & Opening Narrative

    • Give your exhibit a compelling title (e.g., Freedom Denied: Reconstruction and the Fight for Citizenship).
    • Write a short introduction (150200 words) explaining your central idea and why it matters today. This should include your thesis or guiding idea what unfinished work of Reconstruction your exhibit will highlight.

    Example:

    This exhibit examines how the 14th Amendments promise of citizenship remains contested today. By comparing Reconstruction debates about belonging with modern efforts to repeal birthright citizenship, I explore how Black freedom struggles shaped and continue to challenge Americas definition of citizenship.

    2. Historical Segment (2 images/ sources)

    This is where the primary sources and the Final project source provided in this weeks Reading List should be included.

    This portion should include:

    • 2-3 images, each with a 3-5 sentence caption
    • Captions should explain what this image reveals about Reconstructions goals, hopes, and limitations.

    Example topics:

    • Freedmens Bureau schools and the right to education
    • Black political leadership and voter suppression
    • Land redistribution and 40 Acres and a Mule
    • The Black Codes and criminalization of freedom

    3. Contemporary Segment (2 images/sources)

    Connect your Reconstruction theme to current events, policies, or movements. You must connect each image to this week’s readings using the response journal format: A direct quote from the reading you are referencing, a response code, and your 150-200-word response. Use at least one modern source (news article, photo, or infographic) to show continuity.

    Examples:

    • Citizenship: Connect the 14th Amendment to current debates about repealing birthright citizenship.
    • Voting Rights: Link the Mississippi Plan of 1875 to modern voter suppression and gerrymandering.
    • Housing: Use Rothsteins The Color of Law to compare postwar redlining to Reconstructions unfulfilled promise of land.
    • Policing: Draw on Hannah-Jones and Taylor to connect Black Codes to mass incarceration and policing of Black protest.

    4. Reflection & Sources

    End your exhibit with a closing reflection (150200 words):

    • What did you learn about Reconstructions ongoing influence?
    • How does this history help you interpret todays social and political debates?
    • What gives you hope or insight from this continuity?

    Include a works cited list in MLA format at the bottom of your post.

    Suggested Topics

    1. Citizenship and Democracy

    • Birthright Citizenship & the 14th Amendment: Compare Reconstruction debates on citizenship with Trump-era efforts to repeal birthright citizenship.
    • Voting Rights & Voter Suppression: Trace the evolution from the 15th Amendment to modern voter ID laws and redistricting battles.
    • Representation and Resistance: Compare the backlash to Black officeholders during Reconstruction to the vilification of contemporary Black political leaders.

    2. Criminalization and Policing

    • From Black Codes to mass incarceration how criminal law became a tool to control Black freedom. (Watch
    • focused on the history of mass incarceration.
    • Compare convict leasing and modern prison labor.
    • Examine policing of Black protest, from Reconstruction militias to modern BLM crackdowns.

    3. Land, Labor, and Housing

    • Connect 40 acres and a mule to modern racial wealth gaps.
    • Link Reconstructions failure of land redistribution to redlining and housing discrimination (The Color of Law).
    • Examine environmental racism as a modern echo of Reconstructions economic exclusion.

    4. Education and Knowledge as Liberation

    • Compare the creation of Freedmens schools to modern debates over curriculum bans and African American studies.
    • Explore education as a revolutionary act across eras.

    5. Gender, Labor, and Community

    • Trace Black womens activism from the washerwomens strikes to modern reproductive justice and labor movements.
    • Explore how gendered labor struggles reveal broader fights for racial justice.

    6. The Ongoing Overthrow

    • Compare Reconstruction-era white supremacist violence to modern political and ideological backlash against racial justice movements.
    • Examine the cultural memory wars over Reconstruction, the Civil War, and contemporary book bans or monument debates.

    7. Optional Growth Reflection (10 Points)

    • Provide a 300-400-word reflection that addresses the following:
    • Provide specific examples of how this project has changed your understanding of racial inequality in America. What do you know now that you didn’t know before taking this course and/or completing this project?
    • You may not use direct quotes in this portion, but you may paraphrase and use citations.

    This portion is designed to allow you to reflect on your growth in the course and compare your previous knowledge of Emancipation to the new information you’ve gained through this project. You will not lose points for skipping this portion.

    Exhibit Requirements Checklist

    Introduction/ Main Argument

    Historical Segment- 2 images or primary source visuals with captions, references to the primary sources, and in-text MLA citations

    At least one Reconstruction-era primary source

    Contemporary Segment- 2 images or contemporary source visuals (present)

    References to The 1619 Project, The Color of Law, and From #BlackLivesMatter to Black Liberation

    1 additional credible source (news, journal, documentary, or government site)

    Clear citations and a works-cited page

    Reflection paragraph (150200 words)

    (Optional) Growth Reflection (300-400 words)

  • Bagaimana tahapan daur hidup suatu sistem?

  • Tahap awal dalam daur hidup suatu sistem adalah
    a. Implementasi
    b. Perawatan
    c. Analisis
    d. Evaluasi
  • Tahap analisis sistem bertujuan untuk
    a. Mengoperasikan sistem
    b. Mengidentifikasi masalah dan kebutuhan pengguna
    c. Mengganti sistem lama
    d. Melakukan pemeliharaan sistem
  • Tahap perancangan (design) dalam daur hidup sistem berfungsi untuk
    a. Menguji sistem
    b. Menentukan solusi teknis dari hasil analisis
    c. Menjalankan sistem
    d. Menghapus sistem lama
  • Pada tahap implementasi, kegiatan utama yang dilakukan adalah
    a. Pengumpulan kebutuhan
    b. Pembuatan laporan analisis
    c. Penerapan dan penggunaan sistem
    d. Perencanaan awal
  • Tahap pemeliharaan (maintenance) dilakukan untuk
    a. Merancang sistem baru
    b. Memperbaiki kesalahan dan meningkatkan kinerja sistem
    c. Mengidentifikasi kebutuhan pengguna
    d. Menghentikan sistem

    • Requirements:

  • Zoom class make up

    Please review attached material all directions are in the files below

    Attached Files (PDF/DOCX): transcript 0106 class.pdf, Making Up Missed Zoom Classes–Slavery and Abolition in Illinois v32325.pdf, Jacob_Kelenzon_Zoom_Makeup_Reflection_Jan6_Formatted.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Zoom class make up

    Please review attached material all directions are in the files below

    Attached Files (PDF/DOCX): transcript 0106 class.pdf, Making Up Missed Zoom Classes–Slavery and Abolition in Illinois v32325.pdf, Jacob_Kelenzon_Zoom_Makeup_Reflection_Jan6_Formatted.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Week 2 Discussion

    You have one short reading:.

    • Christopher B. Daly, in Martin Conboy, ed., How Journalism Uses History (New York: Routledge, 2012).

    Discussion questions:

    1. What are the tensions with the “Marketplace of Ideas” and free speech?

    2. What are the two reasons neutrality appeared in American journalism?

    3. How did historians protect Thomas Jefferson until the 20th century and what was later revealed?

    4. How and why was coverage of WWI and the Russian Revolution incorrect?

    Finally, in this assignment, I would like you to compare the media coverage of Kobe Bryant’s and Donald Trump’s rape cases.

    Note that Kobe’s accuser remains unidentified, while Trump’s accuser is E. Jean Carroll.

    First, determine the details of each allegation (please answer for each case):

    5. When was the rape reported? What is alleged? Was physical evidence or DNA found?

    6. Were the men criminally charged? What was the resolution?

    7. Were the men civilly charged? What was the resolution?

    Second, consider some of the media fallout:

    8. Read WAPO articles about Kobe and

    and- how did the case cause tensions at theWashington Post?9. Read the

    of Trump’s defamation case – how has coverage caused problems at ABC?

    Finally, your analysis and opinion:

    10. Do you think the media coverage of these two cases has been comparable? Why or why not?

    11. If you were an historian writing a book about either man, do you think their rape cases should be included and can either be called a “rapist?” Why or why not?

    12. What did you find most interesting this week?

    Attached Files (PDF/DOCX): Daly – Are Journalists Always wrong II-1.pdf, Trump Rape (BBC).docx, Kobe MeToo.pdf, Kobe Employment.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Historicism vs. Presentism in the Interpretation of Historic…

    To what extent should historical texts,artworks, or philosophical ideas be interpreted according to the values oftheir own time versus the moral and social standards of the present? Discussyour answer using at least one concrete example from literature, philosophy,history, or art, and evaluate the benefits and limitations of each interpretive approach.

    The paper should have a minimum of 500words and written in APA format AI percentage should be below 20%

    Requirements: 500 words

  • MAYO and the Occupation of Juan Marcos Presbyterian Church

    I need a summary for each chapter and picture but only from this https://hplarchives.lyrasistechnology.org/repositories/2/resources/1098

    Attached Files (PDF/DOCX): Mayo and the Occupation of juan Marcos Presbyterian Church (1).pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Prompt: Historical Objectivity

    Writing AssignmentJ. Pulido Prompt: Historical Objectivity In 2 pages, please provide a written response on the concept of historical objectivity. In order to complete this assignment, you must watch the video recording of the lecture we went over regarding this content in your Canvas under Historical Objectivity. In that lecture, we went over each item that is needed to write this paper. This paper must be written in your own words, solely based on the Historical Objectivity video Zoom lecture. Any use of outside material will automatically furnish a zero for your essay. In writing your paper, please respond to the following 4 sections of questions. IMPORTANT: Paragraphs 1 and 2, must be answered in Page One of this writing assignment. Paragraphs 3 and 4 must be answered in Page Two of this writing assignment. PAGE ONE Paragraph 1: What does it mean to be objective and why is it important for historians to have a probationary period before they accept new information/ideas? Paragraph 2 What is Edward Hallet Carr referring to that the facts of history never come to us pure, since they do not and cannot exist in pure form: they are always refracted through the mind of the recorder. In other words, why does historical information and evidence bend and change when it enters our minds? PAGE TWO Paragraph 3 According to Peter Novick, what type of attitude must we have to be willing to abandon our understanding of a situation when new and valid evidence is introduced that contradicts our original evaluation? Why is it so difficult for us humans to change our minds when new facts contradict our previous belief/interpretation? Paragraph 4 In referring to our class discussion of John Toshs requirements for historical objectivity, what type of attitude does one need to have in order to be willing to amass as many pieces of evidence as possible from a wide range of sources? Style For this assignment, you may choose which writing style you want to use i.e. MLA, Turabian, etc. However, whichever writing style you use, please be consistent. Mechanics Please use Times New Roman, 12 pt. font. Double-space. Citations This paper needs to be written in your own words. You are required to use the information from the class Zoom lecture Historical Objectivity to complete this writing assignment. Specifically, you are required to use quotes from the in-class lecture to show evidence that your essay is based on the in-class Historical Objectivity video. When you quote from the in-class Zoom video lecture material, please use the following format for citation: Joseph Pulido, Historical Objectivity, Zoom Lecture. Bibliography Requirement Moreover, you need to include Edward Hallet Carr, John Tosh, and Peter Novick as sources since the essay prompt asks you to respond to their quotes. You are required to use the information found in the Zoom lecture video for this writing assignment on historical objectivity. Please do not use any other outside sources to write this paper. You will receive a zero if you use any outside sources to write this essay. All the information required to write this paper is located in the Zoom lecture Historical Objectivity. This assignment is an exercise to improve students ability to listen to a lecture and provide a written response in the students own words based on the lecture video. Again, please make sure to include a works cites/bibliography page at the end of your paper listing Carr, Tosh, and Novick.. For the Carr, Tosh, and Novick quotes, you do not have to provide the entire bibliography details. For example, the following will suffice: Tosh, John. Historical Objectivity, In-class lecture. Please use this style for the Carr and Novick quotes as well. Your works cited/bibliography page is in addition to your 2-page paper requirement.

  • HIST 301 W5 Research Paper Discussion: Theis Statement

    Discussion Prompt:

    This Discussion assesses .

    By now, you should have most of your research done and have started crafting your paper. Remember, this research paper is supposed to make an argument that you will support through the presentation of your research.

    For this week, you are expected to post a prospective thesis statement for your paper. The thesis statement should clearly answer the question that you posed back in Week 2; that is, it should clearly indicate the conclusions that you have reached from your research. Remember, be as specific as possible.

    Need some help crafting your thesis statement? Please consult the Week 5 section of the for some helpful links.

    Good luck!

    Peer Reply Guidance:

    No peer replies are required, but they are encouraged.

    W2 Question

    Class,

    In my research paper, I have decided to address the following question: How did the Spartan agoghe influence ideas about obedience and collective identity among Spartan citizens?

    The subject matter is of interest to me due to the fact that the Spartan education system is among the most unique systems ever used in the history of the world to form citizenship, and I am of the view that it has a lot to offer to people regarding the formation of shared values and behaviour based on well-structured training programs.

    The agogee was much more than just mere military training; it was a whole system of socialization that deprived men of personality and identity in favour of corporate patriotism to the state. I will explore how certain rituals of this system, including child abduction at the age of seven, groupage, ritualized suffering, and controlled rivalry between generations, have helped to establish the mythical Spartan warrior culture. The psychological processes under which the system of obedience became internalized as opposed to imposed on the participants are of particular interest to me, and how this system continued to promote itself throughout several generations.

    My initial research has already unearthed good sources, and one of them is Tridimas’ latest analysis of Sparta’s constitutions, and this will give a good background of how agogee helped in supporting the wider political stability, and this can be a tool of conflict resolution in the Spartan society. I will examine both ancient writings, such as Plutarch and Xenophon, and contemporary scholarly interpretations of the system, applying the anthropological and sociological spheres to the study, including comparisons between the system and other ancient systems of education. This narrowed-down question will enable me to evade the superficial account of the Spartan society during the research of a certain process of social control, which had far-reaching consequences for Greek history. I am interested in investigating how this distinctive education system formed one of the most unified and, at the same time, contentious civic identities in antiquity and what those lessons can tell us about state-sponsored identity formation in a more general sense.

    Reply from Professor: Freddy, I think that this is fine to do. I think we want to be careful about structuring this as a ‘We should follow’ this especially given that the system is a, at best, somewhat problematic and toxic system and it’s also a system based upon the exploitation of enslaved humans who outnumber the Spartans 10 or 20:1 at times so it might be better to focus on why they created the agoge and what it represented to them rather than seeing it as something we should emulate.

    Primary Sources

    Plutarch. Life of Lycurgus. In Plutarchs Lives, translated by Bernadotte Perrin. Cambridge, MA: Harvard University Press, 1914.

    Xenophon. Constitution of the Spartans. Translated by E. C. Marchant. London: Macmillan, 1925.

    These primary sources offer primary ancient views of the organization, training, and ideological mission of the Spartan agg. Plutarch is a moralized biography related to the reforms of Lycurgus, and Xenophon is an analytical description in contemporary form of Spartan institutions. Collectively, these writings help to understand that the agg was not only a system of education but a system of state regulation and cohesion of the state. Their diverging points of view on being authors point to both the idealization and the practicality of their ideologies in the Spartan society. They are critical to read situations that bring to light tensions between discipline and individuality inherent in Spartan citizenship. Such comparative reliance on sources makes it easier to conduct historical analysis, balancing normative ideals and institutional practice as generations of Spartan citizens lived them.

    Secondary Sources

    Cartledge, Paul. The Spartan Invention of Citizenship. History Today 51, no. 6 (2001): 3339.

    Ducat, Jean. Spartan Education: Youth and Society in the Classical Period. Swansea: Classical Press of Wales, 2006.

    Kennell, Nigel M. The Gymnasium of Virtue: Education and Culture in Ancient Sparta. Chapel Hill: University of North Carolina Press, 1995.

    Tridimas, George. The Spartan System: Constitution, Agg, and Crypteia. Greek History 45, no. 2 (2018): 210235.

    These academic secondary sources discuss the agg as a socialization, political regulation, and identity-building system. Kennell and Ducat give a background of the cultural and institutional analysis, and Cartledge and Tridimas give us citizenship, obedience, and political stability issues in Spartan society. These works combined allow examining the way the agogee contributed to collective identity due to the influence of agg and the obedience of Spartan citizens. These historians also criticize myths of Sparta by underlining the human expense of unwavering discipline and imposed conformity. Their commentaries bring out the conflicts between unity and repression, especially when it comes to the hierarchy between classes and the oppression of the helot population. This scholarship makes the agg not only a successful cohesive process, but also a contentious and morally ambiguous process of social control. This critical method enhances the analysis because it brings Spartan education into closer contact with other debates regarding power, coercion, and the identity formation process introduced by the state in the ancient world.

    Reply from Professor Thanks, Freddy. This does look like a promising start. Have you looked at other fragmentary evidence on Sparta or any archaeological evidence? I think that might help expand your primary source offerings if we could do that and we can also get some monographs on Sparta, too, in addition to articles.

    Attached Files (PDF/DOCX): HIST301 Research Toolbox — June 2019.pdf

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  • week 3 econ phil

    complete problem set 3 attached

    Attached Files (PDF/DOCX): Week 3 Roadmap.pdf, Problem set 3.pdf

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