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History
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Coursework
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Topic:

Chinese Experience in Late 19th-Century America. History Coursework

Coursework Instructions:

Please read the instructions on the document posted and compose a dbq based on the topic: "The Chinese Experience in Late 19th Century America". make sure the dbq contains the following:
-a core question with historical context
-7-8documents-primary+secondary
-guiding questions, academic sources
-properly sourced.

 

Day One: Mon 2/25

In-class: Introduce DBQ Assignment/Template

HW: Start collecting documents and brainstorming a question

Day Two: Wed 2/27

In-class: Research and curate documents

HW: Research and curate documents, begin writing historical context section

Day Three: Fri 3/1

In-class: Research and curate documents

HW: Make sure you have accompanying questions and documents can be “put into conversation” with one another

Day Four: Mon/Tues 3/4-3/5

In-class: Put finishing touches on DBQ or Write DBQ (TBD)

HW:  Prepare to take a classmate’s DBQ

Day Five: 3/7- 3/8

(“Snow Date”)

In-class: Write a DBQ designed by your classmate

HW: Feedback to classmate (rubric to follow)

 

 

GOALS: Your goals with this assignment are to hone your research skills, to continue to locate elements in US History that speak to your interests and passions, and to provide a fascinating close study of your chosen topic for one of your classmates to write about next week. 

 

 

Your DBQ should contain the following sections, highlighted in blue.

TITLE: The Civil War: Historical Memory vs Historical Myth: Document Set

Directions:  Read all of the documents and answer the questions following each document.  Then, compose as essay response to the core question using specific evidence from the documents.

Historical Context: (150-200 words)

As you read and examine the following documents, consider that two historical legacies of the Civil War are the Emancipationist tradition, whose work continued into Reconstruction and the ongoing work of equality and Civil Rights to this day, and the Lost Causers who sympathized with the Confederate South and created the “Lost Cause Myth” that by the 1890s inspired monuments, organizations and literature of a Confederate romantic past.

Core Question:  All of the following documents and images preserve some legacy of the Civil War.  To what extent are they based more on historical myth or historical memory? In your estimation, should all of these artifacts exist, or should some be edited out of our history?  Why or why not? 

 

Required Documents: 7-8 documents (text + visual, primary + secondary sources) each including:

  • Source and date
  • Accompanying question to help your reader analyze

Examples:

Document 1: New York Historical Society, “Reconstruction and the Lost Cause Classroom Resources” 2018.

The Lost Cause myth that emerged in the years after the Civil War created a much-larger-than-life hero in Robert E. Lee, who was exonerated of any blame for the South’s defeat. It held that Lee had been perfect as a man and a general, beyond reproach, and something close to a god. It blamed the defeat of the Confederacy on the Union’s larger armies and on fatal mistakes made by a few Confederate generals under Lee’s command, especially James Longstreet at the Battle of Gettysburg. It reframed the reason for the war, arguing that slavery was the North’s convenient excuse for hostilities between two parties that had become each other’s opposites and rivals. It held that the people of the South were better than those of the North. Southerners were gallant, gentle, and honorable. Northerners were brutal, crude, and – a reference to the many European immigrants among the Union’s troops – alien. One Southern general claimed that the bodies of fallen Confederate soldiers had decomposed much more beautifully than those of the Union. 

QUESTION:  Please click on the link on haiku and refer to the Virginia Historical Society’s exhibit on Lee and Grant.  As you read over the description of each man, do you see any evidence of the Lost Cause myth? 

Documents 2: 1866 book by the Virginian author and journalist Edward A. Pollard, The Lost Cause: A New Southern History of the War of the Confederates.

We shall not enter upon the discussion of the moral question of slavery. But we may suggest a doubt here whether that odious term "slavery" which has been so long imposed, by the exaggeration of Northern writers, upon the judgement and sympathies of the world, is properly applied to that system of servitude in the South, which was really the mildest in the world; which did not rest on acts of debasement and disenfranchisement, but elevated the African, and was in the interest of human improvement; and which, by the law of the land, protected the negro in life and limb, and in many personal rights, and, by the practice of the system, bestowed upon him a sum of individual indulgences, which made him altogether the most striking type in the world of cheerfulness and contentment.

Document 3: Excerpt from Lost Cause Textbooks: Civil War Education in the South from the 1890s to the 1920s by Connor King. A thesis submitted to the faculty of the University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College, 2018.

Lost Cause ideas, such as those in Pollard’s writing, were actively supported by many in the South. Not only this, but many Southerners wanted their idea of the war to be a part of general education. According to Mary B. Poppenheim, historian-general of the United Daughters of the Confederacy, Southerners wanted to “struggle for principles they believed to be of vital importance.”  By this she meant that Southerners wanted to counter, in their minds, the false and antagonistic Northern story of the war in order “to keep from bias the minds of those who wish to know the true history of the United States, and of the great Civil War in which the South suffered so severely.”  The true history that Poppenheim mentions was a history in which the South’s motives were pure and it was free of blame.

Guiding Question: Read Documents 2 and 3.  What is the “true history” the Lose Cause wants to teach?  How and why do the Daughters of the Confederacy hope to disseminate this history?

 

 Overall Question /Prompt:

 

Doc 1.

Source and Date

Guiding Question


Doc 2

Source and Date

Guiding Question


Doc 3

Source and Date

Guiding Question

Doc 4

Source and Date

Guiding Question

Doc 5

Source and Date

Guiding Question

Doc 6

Source and Date

Guiding Question

Doc 7

Source and Date

Guiding Question

Doc 8

Source and Date

Guiding Question

 

 

Coursework Sample Content Preview:
The Chinese Experience in Late 19th-Century America
Student’s Name
Course
Professor’s Name
Date

The experience of the Chinese immigrants in America was contributed mainly by the American imperialism that was prevalent during the late nineteenth century. American imperialism refers to the cultural, military and economic influence that the United States had on other nations. Having considered themselves as being responsible for enlightening the savage nations by educating them on concepts such as democracy, Christianity, and industrialization, America was quickly drawn towards imperialism. The issue of equal rights and discrimination was prevalent during the 19th century, with black slaves pushing for equal rights and the end of racism. The Chinese immigration into a country that discriminated minority races was a wrong move, but one that brought significant changes in the history of American Civil rights.
Core Question: Knowing that Chinese immigration was significant, how then did they contribute to the civil rights movement?
Document 1: The Board of Trustees of the University of Illinois. “The Coming of the Chinese.” 2006
The immigration of Chinese residents to America began as early as 1838, but a majority of the immigrants moved to America in 1850. The immigrants left their homeland to look for greener pastures in the United States. Being a land of greater opportunities, America presented the Chinese with a better chance of making more money and returning home as wealthy individuals. Nonetheless, Americans had a different perception of the Chinese people. Their view of the Chinese people was expressed by the stereotypical images that were portrayed in the media from time to time. Much like other immigrants, the Chinese maintained their culture and practices despite being in a foreign nation. However, the Americans continued to discriminate the Chinese by concluding that their culture was too primitive to blend with theirs.
Question: Based on document 1, do you think discrimination resulted from cultural differences? Alternatively, was it that the Americans felt their superiority was under threat?
Document 2: Deborah Samuel Chinese Immigration, Exclusion and the Chinese American Experience. 2019.
The suffering and discrimination faced by the Chinese during the late nineteenth century was not always the case. The Chinese have been part of the positive, memorable event that took place in American history, including the celebration of California’s transition to a state in 1850. During the celebrations, one judge even spoke out and stated that the Chinese together with other foreigners are appreciated and have positively contributed to the state’s transition. However, white Americans were more obsessed with their riches, and the Chinese proved to be very hardworking. As a result, the Americans turned the tables on the Chinese through the Miner’s Tax of 1852. The Chinese immigrants were hardworking, and their level of skills enabled them to come up with solutions and carry out tasks that proved difficult for the Americans. The level of intelligence and hard work threatened the superiority of Americans who began attacking Chinese residents. The American...
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