Categories
History

Although you are encourated to read the entire book, at a minimum read the follo

Although you are encourated to read the entire book, at a minimum read the following selections:
Letters 2-3 (pp. 1-62)
Letter 7 (pp. 135-153)
Letter 9 (pp. 175-19)
Response (pp. 216-227)

Write a response to these selections (or the entire book) that addresses one or more of the following questions:
• Did Halevi address all the necessary historical conditions about the Israel-Palestine conflict?
• How might they be different from the viewpoints presented in Lemon Tree?
• Judging by the responses of his Palestinian readers (those in Epilogue), how successful is Halevi’s attempt to “reach out to his neighbour”?

The review should be a minimum of 750 words in length. Shorter responses will not get full credit. Use evidence from the book to illustrate your points and in-line citations. Your response need not have an argument, conclusion, or other components of more formal assignments such as the two papers.

Categories
History

Due: 6:00 pm Thursday, Dec. 1 Submission: Word doc. You will write a 250-word su

Due: 6:00 pm Thursday, Dec. 1
Submission: Word doc.
You will write a 250-word summary and analysis of the assigned reading attached in pdf below:
Salim Tamari, Year of the Locust: A Soldier’s Diary and the Erasure of Palestine’s Ottoman Past, University of California Press, 2011.

Categories
History

I have chosen three primary sources(images) in my attached paper (images on pape

I have chosen three primary sources(images) in my attached paper (images on paper attached) of the same genre. I have to convey to the classroom how these sources enhance our understanding about the historical events that we do not get from secondary sources? What do these sources tell us about daily life during and around the revolution? I have to present the attached paper to my history classroom and speak for 10 minutes. Slides MUST include the 3 images that are present in the paper. You may also include anything else taken from the attached paper.

Categories
History

Although you are encourated to read the entire book, at a minimum read the follo

Although you are encourated to read the entire book, at a minimum read the following selections:
Letters 2-3 (pp. 1-62)
Letter 7 (pp. 135-153)
Letter 9 (pp. 175-19)
Response (pp. 216-227)

Write a response to these selections (or the entire book) that addresses one or more of the following questions:
• Did Halevi address all the necessary historical conditions about the Israel-Palestine conflict?
• How might they be different from the viewpoints presented in Lemon Tree?
• Judging by the responses of his Palestinian readers (those in Epilogue), how successful is Halevi’s attempt to “reach out to his neighbour”?

The review should be a minimum of 750 words in length. Shorter responses will not get full credit. Use evidence from the book to illustrate your points and in-line citations. Your response need not have an argument, conclusion, or other components of more formal assignments such as the two papers.

Categories
History

Due: 6:00 pm Thursday, Dec. 1 Submission: Word doc. You will write a 250-word su

Due: 6:00 pm Thursday, Dec. 1
Submission: Word doc.
You will write a 250-word summary and analysis of the assigned reading attached in pdf below:
Salim Tamari, Year of the Locust: A Soldier’s Diary and the Erasure of Palestine’s Ottoman Past, University of California Press, 2011.

Categories
History

Topic: Analyze and discuss the various factors that lead to Napoleon’s defeat be

Topic: Analyze and discuss the various factors that lead to Napoleon’s defeat beginning with the decision to invade Russia until Napoleon’s first abdication in 1814?
double-spaced, word-processed, with 12-point, Times New Roman font
Turabian-Style Footnotes are required
*No outside sources can be used*
You may only use the sources listed below
Alexander Grab, Napoleon and the Transformation of Europe (isbn: 978-0333682753)
Juan Cole, Napoleon’s Egypt: Invading the Middle East (isbn: 978-0230606036)
Rafe Blaufarb, ed., Napoleon: Symbol for an Age: A Brief History with Documents (isbn: 978-0-312-43110-5)

Categories
History

This essay is for a school trip to Washington D.C. where I will be visiting diff

This essay is for a school trip to Washington D.C. where I will be visiting different history museums. Students are to write a one page typed essay about how the D.C. Trip relates to what students are studying in class, what is expected from visiting the African American History Museum and the Holocaust Museum, and a note to self or preview of the shared experience which they are to bring back to the table. This is for my Holocaust Research class so touch more on Holocaust, what can be expected to see from the Holocaust Museum and, how that relates to holocaust and the prejudice against Jeiwsh people from that time period. Also, along with the African American Museum which you can tie into Holocaust and history in general. I am in 11th grade, so general but also higher vocabulary can be used, either is fine. You can make it emotional in ways like expressing how the museums might make me feel and why that is important to me as a teenager and why I feel I would want to experience this trip.
Please make the essay 12-point font, double spaced, and Times New Roman.

Categories
History

Topic: Analyze and discuss the various factors that lead to Napoleon’s defeat be

Topic: Analyze and discuss the various factors that lead to Napoleon’s defeat beginning with the decision to invade Russia until Napoleon’s first abdication in 1814?
double-spaced, word-processed, with 12-point, Times New Roman font
Turabian-Style Footnotes are required
*No outside sources can be used*
You may only use the sources listed below
Alexander Grab, Napoleon and the Transformation of Europe (isbn: 978-0333682753)
Juan Cole, Napoleon’s Egypt: Invading the Middle East (isbn: 978-0230606036)
Rafe Blaufarb, ed., Napoleon: Symbol for an Age: A Brief History with Documents (isbn: 978-0-312-43110-5)

Categories
History

Your Task In this paper you need to make a cogent, evidence-based argument about

Your Task
In this paper you need to make a cogent, evidence-based argument about the past. This is not simply a presentation of information in the style of Wikipedia. It is an argument, in which you take a position on an issue for which there are multiple possible positions and support it with evidence.
You will also need to draw on a range of materials.
– First, you should use specific information and evidence from relevant class readings and lectures throughout the semester.
– Second, you will need to find and incorporate at least four appropriate sources of academic quality that help develop, substantiate, and contextualize your argument.
o At least two should be primary sources, and at least one should be a secondary source.
o See notes below on locating sources.
The Prompt
Select a social group and develop a research-based argument about the factors that shaped the opportunities for, and the nature of their resistance.
That seems pretty simple. Some important notes on the bold terms there:
1) A “social group” can be whatever you want it to be, from broad categories like “the Germans” or “the Jews” to increasingly narrow ones like “middle-class German women,” “Catholics,” or “queer Afro-Germans.”
a. Note, however, that whatever group you choose will bring its own set of challenges. Not all Germans or Jews had the same experiences, for example, and accessing the lives of queer Afro-Germans will present a challenge for a project of this scale.
b. Choosing a viable group, is the first challenge here. My strong advice is to pick a mid-range sized group. Say, for example, Workers, Women, the Churches, Jews, the Youth, Homosexuals, Afro-Germans, Conservative Elites, Wartime Subjects, etc.
i. If you choose one and strike out with research, it may be a good idea to consider other groups.
2) You need to make argument that is research based.
a. An argument is different than a recounting or report events in the style of a Wikipedia entry. It is an interpretation, a position you are trying to convince the reader of.
i. I have been making arguments every day in lecture. You have been making arguments in your responses to green questions and in your exams.
b. You need to use evidence.
i. In addition to drawing on class readings and lectures, you will need to incorporate information and perspectives from primary and secondary sources.
ii. To begin locating primary sources, consult the Gedenkstätte Deutscher Widerstand, an online collection focused on primary source material pertaining to resistance. Beyond that, consider the German History in Documents and Images (GHDI) database. If that is not useful, or if you are feeling more ambitious, consult the Digital Hub of the German Studies Collaboratory. It is a collection of databases which may be useful. You will see GHDI there too, it is one of many.
iii. To begin locating secondary sources, you may want to see if your chosen group is represented in this scholarly overview of resistance. Additional scholarly research beyond that book is encouraged and may be required depending on your selected social group (i.e. if they are not included there). Beyond that book, consult the library website. It may be most useful to start your searching in relevant academic journals including but not limited to: German History; The German Studies Review; Central European History; Contemporary European History ; The Journal of Genocide Research; Holocaust and Genocide Studies.
3) Your focus on the factors, opportunities, and nature of resistance should center on the acknowledgment that different sorts of people faced different challenges and possibilities for resistance. Your argument should directly engage with the particular conditions and pressures faced by different people.
a. German workers faced very different pressures than German Catholics and had different opportunities and avenues for resistance.
b. Thinking about these differences is key. Even within one apparent group, there could be differences. For example, German Jews and Polish Jews faced very different pressures and had very different opportunities. Sorting out what those are is part your task.
———See sources attached.———

Categories
History

Your Task In this paper you need to make a cogent, evidence-based argument about

Your Task
In this paper you need to make a cogent, evidence-based argument about the past. This is not simply a presentation of information in the style of Wikipedia. It is an argument, in which you take a position on an issue for which there are multiple possible positions and support it with evidence.
You will also need to draw on a range of materials.
– First, you should use specific information and evidence from relevant class readings and lectures throughout the semester.
– Second, you will need to find and incorporate at least four appropriate sources of academic quality that help develop, substantiate, and contextualize your argument.
o At least two should be primary sources, and at least one should be a secondary source.
o See notes below on locating sources.
The Prompt
Select a social group and develop a research-based argument about the factors that shaped the opportunities for, and the nature of their resistance.
That seems pretty simple. Some important notes on the bold terms there:
1) A “social group” can be whatever you want it to be, from broad categories like “the Germans” or “the Jews” to increasingly narrow ones like “middle-class German women,” “Catholics,” or “queer Afro-Germans.”
a. Note, however, that whatever group you choose will bring its own set of challenges. Not all Germans or Jews had the same experiences, for example, and accessing the lives of queer Afro-Germans will present a challenge for a project of this scale.
b. Choosing a viable group, is the first challenge here. My strong advice is to pick a mid-range sized group. Say, for example, Workers, Women, the Churches, Jews, the Youth, Homosexuals, Afro-Germans, Conservative Elites, Wartime Subjects, etc.
i. If you choose one and strike out with research, it may be a good idea to consider other groups.
2) You need to make argument that is research based.
a. An argument is different than a recounting or report events in the style of a Wikipedia entry. It is an interpretation, a position you are trying to convince the reader of.
i. I have been making arguments every day in lecture. You have been making arguments in your responses to green questions and in your exams.
b. You need to use evidence.
i. In addition to drawing on class readings and lectures, you will need to incorporate information and perspectives from primary and secondary sources.
ii. To begin locating primary sources, consult the Gedenkstätte Deutscher Widerstand, an online collection focused on primary source material pertaining to resistance. Beyond that, consider the German History in Documents and Images (GHDI) database. If that is not useful, or if you are feeling more ambitious, consult the Digital Hub of the German Studies Collaboratory. It is a collection of databases which may be useful. You will see GHDI there too, it is one of many.
iii. To begin locating secondary sources, you may want to see if your chosen group is represented in this scholarly overview of resistance. Additional scholarly research beyond that book is encouraged and may be required depending on your selected social group (i.e. if they are not included there). Beyond that book, consult the library website. It may be most useful to start your searching in relevant academic journals including but not limited to: German History; The German Studies Review; Central European History; Contemporary European History ; The Journal of Genocide Research; Holocaust and Genocide Studies.
3) Your focus on the factors, opportunities, and nature of resistance should center on the acknowledgment that different sorts of people faced different challenges and possibilities for resistance. Your argument should directly engage with the particular conditions and pressures faced by different people.
a. German workers faced very different pressures than German Catholics and had different opportunities and avenues for resistance.
b. Thinking about these differences is key. Even within one apparent group, there could be differences. For example, German Jews and Polish Jews faced very different pressures and had very different opportunities. Sorting out what those are is part your task.
———See sources attached.———