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below are my teachers instructions for the essay:

Formatting and Instructions

Sources and Length

• Essay must use in total at least 3 relevant PRIMARY sources from the assigned Canvas readings in Module 2. You must fulfill this requirement to earn a passing score (C-or higher). Once you’ve used 3 primary sources from Module 2, you can use another one or two from Module 1 or 2. You should also be using information from the course secondary sources (in addition to these sources).

• You should include quotes from the course readings (primary AND secondary) in the essay to illustrate your analysis and the points you’re making. Try to quote just from the sources themselves (not the introductions to the sources). Cite quotes with basic parenthetical citation after the quote. For example, (Takaki, 38). Or (Franklin, 2). If it’s not clear who the specific author was, then put the document title instead of the author’s last name. If it’s a very like document title, it’s fine to shorten it. If you have an e-book that doesn’t have page numbers, then put the location number or put the chapter, section, and sub-section.

• Essay must primarily draw on information from the course materials (lectures, required readings, supplemental videos). The purpose of the assignment is to test your knowledge of the course materials, not what’s on the Internet, social media, or AI-generated content. I will take points off if information from outside the course is primarily relied upon.

• Be sure to include historical specifics in your essay, referencing specific events and developments, which demonstrates your knowledge of the content. The essay should not just summarize the primary sources. It should primarily discuss the historical content from the lectures, videos, and readings, and then use the primary sources for support.

• Essay should be 4 pages long (1/2 page over or under is ok). The grade will be affected if the length doesn’t follow this guideline.

• Use Times New Roman 12-point font, 1-inch margins, and double-spacing. Put a single spaced header in the top left corner with your name, my name, the class, and date on separate lines. Skip a space, put the title of your essay and center it. When double-spacing, you should indent your new paragraphs with one stroke of the “Tab” key, but you don’t need to add an extra line.

Upload Instructions, Plagiarism and AI, Late Work, and Help

• Upload a Word, PDF, or Google Doc via Google Drive file to this assignment page on Canvas. Please do not copy and paste your response into the assignment comments box.
• When you upload your essay file to the assignment page, it will get scanned by Turnitin. Turnitin checks it against all previous submissions in its database and the Internet. So don’t be tempted to submit work from a previous or current student or copy and paste from Internet sites. Turnitin creates a score called the “Similarity” score for this. This number does NOT need to be 0% for me to grade your work (like the AI percentage), as there are often false positives. I will look at the report and if there are any issues, I will talk to you.
  • • If you’re not sure about plagiarism, be sure to review the page in the syllabus and watch the that are part of the extra credit assignment. You can also ask me ahead of time. You avoid plagiarism by quoting and citing words that aren’t your own.

• • AI! Turnitin also checks it for AI-generated content in a separate score and report. Students can’t see this report, only instructors. AI-generated words count as “words that are not your own.” Turnitin produces one percentage for AI-generated content and does not distinguish between types of AI or sources of AI. To ensure that the work you and your classmates are submitting and getting graded on is actually your own, I require (as stated in the course syllabus) that the Turnitin AI percentage be 0% for me to score your work. If it is not 0%, I will reach out to you and allow you 3 days to resubmit another file that must say 0%.

• • Generative AI now comes in many forms besides ChatGPT. Grammarly and Google Translate use Generative AI and will be flagged by Turnitin. Be sure to disable any generative-AI based browser extensions, including Grammarly. You can and should still use the embedded spelling and grammar checkers in Microsoft Word and Google Docs.

• Late policy: I will accept the essay without penalty until the Tuesday following the due date. After that, I will still accept the essay but I may apply a late penalty unless there is a serious extenuating circumstance. Remember that this is an accelerated course. Any assignments not submitted will receive a zero in the grade book. You won’t be able to pass with a zero on this assignment.
  • IMPORTANT! If you are struggling to submit the assignment by the due date (for any reason), be sure to reach out to me! I can help with it and might be able to give you extra time. Please be aware that I cannot exempt you from the assignment. I can give more time, but I still need you to submit it to be able to score it. If I never receive an assignment, I have to put a zero into the grade book.

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Prompt

On page 4 of the Introduction to A Different Mirror, Ronald Takaki includes a quote from the celebrated Black author, , noting “‘Race,’ observed Toni Morrison, has functioned as a ‘metaphor’ necessary to the ‘construction of Americanness’: in the creation of our national identity, ‘American’ has been defined as ‘white.’ Not to be ‘white’ is to be designated as the ‘Other’ – different, inferior, and unassimilable.”

Choose TWO of the following groups (African-Americans, Native-Americans, the Chinese, Mexicans, the Irish, and Eastern and Southern Europeans) we examined in Module 2 and discuss how each of those two groups was “designated as the Other” by the native-born, Anglo, Protestant, white majority in the nineteenth century and analyze how this “Othering” affected the two groups. Were there ways that they fought this designation? Did this designation change over the 19th century for your groups, or not?

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Tips

• There were many ways that groups were designated as “Others” in nineteenth-century America and how that might have affected them. You may want to consider some of the following areas and issues:
  • • Laws, justice, civil rights, citizenship opportunities, voting, and political activism
  • • Education, marriage, housing, access to public life, and cultural institutions and practices (like religion, language, clothing, and culture, etc.)
  • • Wages and pay, job opportunities (types of jobs open to them), working conditions, and land ownership.

    the Olson beal file I uploaded is a secondary source so you MUST use it. the rest are primary sources. Here are some of the course materials my teacher asked me to get info from as well,

  • In Dublin, on the River Liffey, there’s an exact reproduction of one of the famine ships, . The Irish government chose this ship to recreate because it was not one of the notorious “coffin ships.” Miraculously, no one ever died on this ship. It was due to a humanitarian Irish ship owner (most of the cargo ship owners were British) who made sure there was a doctor on board and provided food to the passengers. No other ships did this. Passengers were expected to bring their own food for the voyage and often became targets for the other starving passengers. The ship owner hired a humanitarian captain who required passengers to dress in their best clothes on Sunday for Christian church services on deck. On other ships, passengers were kept below deck for the entire sailing, which was 4-8 weeks. I know all of this because I toured the ship while vacationing with my Irish-American wife in Ireland. She was quite moved to be on board a replica of a ship that carried people like her ancestors to the U.S. If you’re ever in Dublin, I highly recommend it.

• • “Step into the past with a walking tour of significant sites of the Chinese Massacre of 1871. This tour was prerecorded and featured locations from Historic Chinatown and modern-day Downtown Los Angeles.” “This video contains adult material, including harsh language and graphic descriptions of violence. The Chinese American Museum serves to preserve and share Chinese American history whether triumphant or somber. The Chinese Massacre of 1871 is a tragedy rife with subject matter that may be disturbing for some viewers.”
  • • • Clip from The Abolitionists: Part 2 (about 5:30 min total)
        • Examines the notorious Fugitive Slave Act of 1850 that was part of the Great Compromise that added California to the Union as a new free state, the first new state created from the land cession from Mexico after the Mexican-American War.
    • • • Clip from The Abolitionists: Part 3 (2:45 min)
          • Discusses the impact of the sweeping 1857 Supreme Court decision that said that Congress could not limit slavery’s spread and that all Blacks (enslaved and free) were not citizens.
          • • • • Examines the encompassing nature of Jim Crow in the South, which was much more than just laws, but a whole society and culture meant to police Black Americans and enforce White supremacy. Lynching emerged as the main enforcement mechanism. Ida B Wells became the leading anti-lynching activist in the 1890s. *The clip includes disturbing images of lynching victims.
                • Clips “” “American Dream,” “Desperate Escape Attempts,” and “Ninth Floor Victims” from Triangle: Remembering the Fire (about 13 min total)
                  • Examines the lead up to and the fire itself in New York City that killed 146 mostly young female immigrants from Eastern and Southern Europe.