History Writing assignment

Pls Read the attachments Properly and avoid Plagiarism. 

GIVEN EVERYTHING YOU HAVE

SEEN, HEARD, FELT, EXPERIENCED, DISCUSSED

AND READ THIS SEMESTER, ANSWER THE FOLLOWING QUESTION:

WHAT HAVE YOU LEARNED THIS SEMESTER?

MORE SPECIFICALLY, WHAT LESSONS HAVE YOU DRAWN FROM YOUR STUDIES AND DISCUS-

SIONS (BOTH IN AND OUTSIDE OF THIS COURSE) ABOUT THE HISTORY YOU HAVE LEARNED

THIS SEMESTER, AND WHAT ETHICAL DILEMMAS HAVE ARISEN FOR YOU AS A RESULT OF

THIS NEW INFORMATION?

COMPREHENSION DOES NOT MEAN DENYING THE OUTRAGEOUS, DEDUCING THE UNPRECEDENTED FROM PRECE-

DENCE, OR EXPLAINING PHENOMENA BY SUCH ANALOGIES AND GENERALITIES THAT THE IMPACT OF REALITY AND

THE SHOCK OF EXPERIENCE ARE NO LONGER FELT. IT MEANS, RATHER, EXAMINING AND BEARING CONSCIOUSLY

THE BURDEN WHICH OUR CENTURY HAS PLACED ON US – NEITHER DENYING ITS EXISTENCE NOR SUBMITTING

MEEKLY TO ITS WEIGHT.”

~ HANNAH ARENDT

FINAL

 Your response to the question must be typed—twelve point font, double-spaced,

one-inch margins. In writing your answer, please do not exceed five pages.

 In your response, use your assigned text(s), the instructor’s handouts, class notes

taken from discussions, and any other SCHOLARLY sources you may want.

 Your generalizations must be supported by direct citations from the text, class

notes, or instructor’s handouts.

 Citations should be made in MLA format. For readings, class notes or presenta-

tions, you might use: (Zinn, 26) or (Loewen, 3) or (class notes) or (Powerpoint,

Cold War).

 Note: You must cite parenthetically throughout your narrative. Please follow this

format. There should be many citations throughout your response taken from the

sources noted above because assumptions and interpretations must be bolstered by

citations. The strength of your response is dependent largely upon the number of

citations from the assigned sources.

 Do not include a bibliography.

 You may consult with your classmates in formulating an answer to this question.

However, you must write your own, unique, independent answer to this question.

“HISTORY IS FICTION, EXCEPT FOR THE PARTS THAT I LIKE, WHICH ARE, OF COURSE,

TRUE.”

~ JIM CORDER

DIRECTIONS

Final Written Exercise

The most important lesson I have learned from this class is that history, at least the history taught in

classrooms, is not an accurate, unbiased account of the past. In reality, history presented by highly

regulated textbooks has been twisted in such a way that students are not given a clear picture of past

events, individuals, and conflicts. Various interest groups and demographics have essentially dictated

which information can rightfully be published, and which information is too threatening to reach the

pages. According to author Alexander Stille, “American history taught in schools has been rewritten and

transformed in recent decades by a handful of large publishers who are more concerned to meet the

demands of both the multicultural left and the conservative religious right” (The Betrayal of History). In

essence, textbooks have reworked history in such a way that it has become falsified and flavorless. Facts

are presented without controversy, and important historical figures are portrayed without blemish. As

historian James Loewen writes, “authors selectively omit blemishes to make certain historical figures

sympathetic to as many people as possible” (Loewen, 26). This quotation declares that authors withhold

relevant historical information from textbooks, which further supports the idea that history has been

continually distorted in today’s classrooms.

In regards to Christopher Columbus, I learned that he was not the “American hero” that textbooks

portray him as being. As we all know, he was credited for “discovering America,” yet he was not the first

non-Native to reach the Americas. 2“People from other continents had reached the Americas many

times before 1492. Europeans may already have been fishing off Newfoundland in the 1480s” (Loewen,

33). Also, I was previously unaware that Columbus was involved in the murder and persecution of many

Native Americans. In fact, he initiated a punishing policy that “resulted in complete genocide” of the

Natives (Zinn, 7). Finally, I learned the shocking statistic that there were as many as 120 million Native

Americans by 1492 (Discussion 2). Upon learning this number, I was completely stunned, as I had

severely underestimated the size of their population.

As little kids, we are all told the story of the pious, freedom-seeking Pilgrims who landed in Plymouth.

Additionally, we all learned about the “First Thanksgiving” where the Native Americans and Pilgrims

peacefully united for a wonderful, bountiful feast. This story, however, is historically inaccurate. In

reality, the Pilgrims were not seeking religious freedom at all, because they had already found that in

the Netherlands (Discussion 3). Furthermore, the Pilgrims were very economically driven. In fact, “profit

was the primary reason most Mayflower colonists made the trip” (Loewen, 87). Nevertheless, American

society perpetuates the story of the brave Pilgrims because it advances the “American psyche,” which

characterizes Americans as the immaculate, indelible race (Loewen, 70).

Before this course, I did not have an accurate picture of the realities of the American slave trade. In all

honesty, I had no idea that the slave trade was so large and widespread. Yet, as I soon learned, slavery

absolutely dominated the economy of the South. 3For instance, “in 1790, a thousand tons of cotton

were being produced every year in the South. By 1860, it was a million tons. 4In the same period,

500,000 slaves grew to 4 million” (Zinn, 171). This excerpt from A People’s History of the United States

demonstrates that slavery was a major force in American society. Fast-forwarding to the present, I was

completely oblivious to the fact that slavery still exists today, even here in the United States (Discussion

7). Also, I was upset to discover that “everything we touch today-from the bricks that make up the

exterior of our homes, to the rug on the floors- has been touched by the hand of a slave” (Discussion 7).

As a testament to my ignorance, I was under the impression that slavery, for the most part, had become

nonexistent in today’s modern world.

One week ago, I did not even know what the Gilded Age was. Now, I understand it as a time where a

handful of extremely wealthy individuals, such as Andrew Carnegie and John D. Rockefeller, owned most

of the country’s wealth (Discussion 9). 1Laborers, however, received “wages that barely kept their

families alive” (Zinn, 257). Worker compensation, unfortunately, was only the tip of the iceberg.

Additionally, factory conditions during this time were extremely hazardous. “In the year 1904, 27,000

workers were killed on the job, in manufacturing, transport, and agriculture. 3In one year, 50,000

accidents took place in New York factories alone” (Zinn, 327). The conditions described above ultimately

sparked the emergence of the Progressive movement, which fought to ameliorate these circumstances.

1In general, the Progressives strove to “stabilize the capitalist system by repairing its worst defects. and

restore some measure of class peace in a time of increasingly bitter clashes between capital and labor”

(Zinn 354).

I found imperialism to be one of the most fascinating topics this semester. In essence, imperialism was a

mechanism that allowed Americans “to find foreign purchasers for [their] goods. and provide the means

of making access to foreign markets easy, economical, and safe” (Zinn, 306). In my opinion, imperialism

is an example of American greed, which led to the abuse of its power.

Regarding World War II, I want to spend a little bit of time discussing the Holocaust. Previously, I

thought that the Jews were the only people targeted by the Nazis. However, I learned that Africans,

Asians, the physically and mentally disabled, homosexuals, and gypsies were all persecuted by the Third

Reich (Discussion 13). Also, I had never really seen what the concentration camps truly looked like.

Needless to say, I was absolutely shocked to see thousands of dead bodies just piled up, as if they were

not even there at all. Even more disgusting was the way the Nazis just threw the bodies into pits, with

absolutely no respect whatsoever (Memory of the Camps). After the Holocaust, the United States vowed

to never let anything of this nature happen again. However, recently hundreds of thousands have died

in Darfur (Discussion 13). It is upsetting to me that the United States has not done more to help stop this

genocide.

Throughout this class, I have learned that we, as U.S. citizens, are not completely aware of the actions of

our government. For instance, I discovered that the government has “orchestrated the oustings of

political leaders,” and that “we had a hand in assassinating many foreign leaders” (Discussion 14). This

demonstrates that the United States believes that it should intervene in foreign affairs, as long as this

intervention promotes our own interests. As in the Vietnam War, the United States got unnecessarily

involved and ended up being embarrassed by a much less powerful army. While the anti-war sentiment

in America was high, possibly the highest of all time, the government still felt the need to deploy troops

to Vietnam. 5In my opinion, the U.S. government should make more of an effort to heed public opinion.

To conclude, I want to discuss my general opinions of textbooks and publishing companies. The general

trend throughout history is that the most wealthy, powerful, and privileged have had the greatest

influence on events and outcomes of the past. In textbook publishing, “members of the upper class have

had a hand in it” (Loewen, 306). This has to change, so that future students are given an unbiased,

impartial layout of past events. If textbooks continue to cater to the needs of particular groups, then

history will never be a worthwhile class to take. Considering the “day-to-day resistance” that students

display towards classes, teachers and textbooks should do a better job telling the exciting, historically

accurate story of the past in order to spark students’ interest (Loewen, 341). Overall, I am glad to have

taken a class that focuses on the real story, rather than the sugar-coated, bland version of history that

so many students must endure each year.

Gradin

g

Rubric

Exemplary Accomplished Developing Beginning
(Capstone) (Milestone) (Milestone) (Benchmark)

10 8 5 3

Determine the
Extent of
Information
Needed

Diversity of
Communities and
Cultures

Analysis of
Knowledge

Ethical Self-
Awareness

Ethical Issue
Recognition

Score
(0-10)

Demonstrates evidence of
adjustment in own attitudes
and beliefs because of
working within and learning
from diversity of communities
and cultures. Promotes
others’ engagement with

Reflects on how own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits curiosity about what
can be learned from
diversity of communities and

Has awareness that own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits little curiosity about
what can be learned from
diversity of communities and
cultures.

Expresses attitudes and
beliefs as an individual, from
a one-sided view. Is
indifferent or resistant to
what can be learned from
diversity of communities and
cultures.

Connects and extends
knowledge (facts, theories,
etc.) from one’s own
academic
study/field/discipline to civic
engagement and to one’s
own participation in civic
life, politics, and

Analyzes knowledge (facts,
theories, etc.) from one’s
own academic
study/field/discipline making
relevant connections to civic
engagement and to one’s
own participation in civic life,
politics, and government.

Begins to connect
knowledge (facts, theories,
etc.) from one’s own
academic
study/field/discipline to civic
engagement and to tone’s
own participation in civic life,
politics, and government.

Begins to identify knowledge
(facts, theories, etc.) from
one’s own academic
study/field/discipline that is
relevant to civic
engagement and to one’s
own participation in civic life,
politics, and government.

Student can recognize
ethical issues when
presented in a complex,
multilayered (gray) context
AND can recognize cross-
relationships among the
issues.

Student can recognize
ethical issues when issues are
presented in a complex,
multilayered (gray) context
OR can grasp cross-
relationships among the
issues.

Student can recognize basic
and obvious ethical issues
and grasp (incompletely) the
complexities or
interrelationships among the
issues.

Student can recognize basic
and obvious ethical issues
but fails to grasp complexity
or interrelationships.

Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs and discussion
has greater depth and
clarity.

Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs.

Student states both core
beliefs and the origins of the
core beliefs.

Student states either their
core beliefs or articulates the
origins of the core beliefs but
not both.

So
ci

a
l R

es
p

on
si

b
ili

ty

Has difficulty defining the
scope of the research
question or thesis. Has
difficulty determining key
concepts. Types of
information (sources)
selected do not relate to
concepts or answer
research question.

Defines the scope of the
research question or thesis
incompletely. Can
determine key concepts.
Types of information
(sources) selected partially
relate to concepts or
answer research question.

Defines the scope of the
research question or thesis
completely. Can
determine key concepts.
Types of information
(sources) selected relate
to concepts or answer
research question.

Effectively defines the
scope of the research
question or thesis.
Effectively determines key
concepts. Types of
information (sources)
selected directly relate to
concepts or answer
research question.

In
fo

rm
a

tio
n

Li
te

ra
cy

Pe
rs

on
a

l R
es

p
on

si
b

ili
ty

Grading Rubric
Exemplary Accomplished Developing Beginning
(Capstone) (Milestone) (Milestone) (Benchmark)

10 8 5 3

Sources and
Evidence

Content
Development

Influence of
Context and
Assumptions

Student’s Position
(perspective,
thesis/hypothesis )

Conclusions and
Related
Outcomes
(implications and
consequences)

TOTAL:

Score
(0-10)

Demonstrates skillful use
of high-quality, credible,
relevant sources to
develop ideas that are
appropriate for the
discipline and genre of
writing.

Demonstrates consistent
use of credible, relevant
sources to support ideas
that are situated within
the discipline and genre
of the writing.

Demonstrates an attempt
to use credible and/or
relevant sources to
support ideas that are
appropriate for the
discipline and genre of
the writing.

Demonstrates an attempt
to use sources to support
ideas in the writing.

Uses appropriate,
relevant, and compelling
content to illustrate
mastery of the subject,
conveying the writer’s
understanding, and
shaping the whole work.

Uses appropriate,
relevant, and compelling
content to explore ideas
within the context of the
discipline and shape the
whole work.

Uses appropriate and
relevant content to
develop and explore
ideas through most of the
work.

Uses appropriate and
relevant content to
develop simple ideas in
some parts of the work.

Specific position is
imaginative, taking into
account the complexities
of an issue. Limits of
position are
acknowledged. Others’
points of view are

Specific position takes
into account the
complexities of an issue.
Others’ points of view are
acknowledged within
position.

Specific position
acknowledges different
sides of an issue.

Specific position is stated,
but is simplistic and
obvious.

Conclusions and related
outcomes are logical and
reflect student’s informed
evaluation and ability to
place evidence and
perspectives discussed in
priority order.

Conclusion is logically
tied to a range of
information, including
opposing viewpoints;
related outcomes are
identified clearly.

Conclusion is logically
tied to information; some
related outcomes are
identified clearly.

Conclusion is
inconsistently tied to
some of the informatioon
discussed; related
outcomes are
oversimplified.

Thoroughly analyzes own
and others’ assumptions
and carefully evaluates
the relevance of contexts
when presenting a
position.

Identifies own and others’
assumptions and several
relevant contexts when
presenting a position.

Questions some
assumptions. Identifies
several relevant contexts
when presenting a
position. May be more
aware of others’
assumptions than one’s

Shows an emerging
awareness of present
assumptions. Begins to
identify some contexts
when presenting a
position.

W
rit

te
n

C
om

m
un

ic
a

tio
n

C
rit

ic
a

l T
hi

nk
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