History

This exam will assess student performance of the following Learning Outcomes:

  • Use primary sources as evidence to answer questions about historical change in a global context
  • Analyze institutional and cultural changes in various human societies from the 16th century to the 20th
  • Identify and explain various components of multiple cultures beyond the U.S.
  • Analyze how cultural similarities and differences are negotiated in ways that help shape the modern world.

Each source immediately precedes relevant analytical questions with the point values indicated.
Responses that synthesize materials and offer critical analysis and assessment of the various sources will receive full credit.

 

Primary Source Question Set #1

Commentary on Foreigners from a Ming Official (1520) Textbook Pg. 479

  1. Identify the “Feringis” and explain what is happening in world history ca. 1520 that makes the author concerned about their increased presence. Summarize evidence from another primary source in our textbook ca. 1517 to explain how the “Ferinigis” perceive the Ming.
  2. Examine how the following terms relate to the historical context of the text by providing a working definition of each term.) Be sure to relate each term back to your analysis of the primary source.
  3. Tributary System
  4. Mandate of Heaven
  5. Filial piety
  6. Based on primary and secondary source including maps in our textbook, articulate an argument for why the Ming dynasty might be considered the strongest empire in world history ca. 1500. The best answers will also cite specific page numbers and passages in the text (Tignor pg. #).

Primary Source Question Set #2
Olaudah Equiano on the Atlantic Crossing (1789) Textbook pg. 500-501

  1. Explain what specific historical experience the author is describing here. Identify the author’s social status or position along with how his perspective shapes the historical meaning and significance of this source.  How did Equiano relate to the Zong Slave Ship Court Case (1781-1783)?
  2. Drawing from primary sources such as “The Principles of Mercantilism” (1757), secondary textbook readings, and our discussions in class, explain what the economic philosophy of mercantilism meant in the 1700s.  List specific principles and characteristics.  Then relate mercantilism back to an analysis of Equiano’s primary source, what is the correlation?
  3. Explain how our embodied learning activity tasting chocolate relates back to Equiano and trans-Atlantic slave trade.  What was the role of chocolate as a commodity by the 1700s and how does it relate to the specific world economic system?  Reference at least one additional primary source on chocolate in your answer (5 Points)
  4. Analyze how Enlightenment ideas of race might relate to the historical significance of Equiano’s primary source. Based on the secondary sources in our textbook and our in class discussion, explain the major historical narratives that contributed to the Enlightenment in Europe in the 1700s.  Next describe how Carolus Linnaeus contributed to specific historical understandings of race.  Finally, analyze how the idea that race is socially constructed helps to contextualize this source.  The best answers will cite specific passages in our textbook.
  5. Major Historical Narratives of the Enlightenment (how did the Enlightenment happen in Europe):1 Carolus Linna 2.Race

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