* Primary Source- a document or artifact that was produced at the moment that an even happened (ex. Newspaper‚ note‚ etc.) * Secondary Source- a book or article that was produced after the event (ex. Textbooks‚ etc.) * 5 Step Process To Analyzing A Source: * read the source for basic info (5 w’s) * put the source into context (ask what do you know) * do a close reading (take notes) * corroborate/compare w. another source * analyze & write a story about
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Chapter 5: The First Arab-Israeli War and the 1956 Suez Crisis The war of 1947-49 Following Israel’s declaration of statehood the Arab armies attacked along all the borders of the Jewish state. Egyptian forces attacked from the south; Syria‚ Lebanon and Iraq attacked from the north and north-east. By 28 May 1948‚ the Jordanian Arab Legion had occupied East Jerusalem and the West Bank. After initial setbacks‚ however‚ the Israelis successful drove the Arab armies out of the north‚ regained
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Summer 2013 HIST 1143 Survey of American History I Instructor: Matthew Krezenski Contact Info: Use Blackboard "Contact Instructor" tool for all course-related correspondence. Course Duration: May 28 through July 1‚ 2013 Course Description: This course is an introductory survey of American history from the early Native Americans and European colonization through the Civil War and Reconstruction. Topics include native cultures‚ European heritage‚ the colonial experience‚ revolution and the new
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Modern Era 1750-1914 |1. Which of the following was not a characteristic of the Industrial |6. Which of the following best summarizes the reform movements of the | |Revolution? |Industrial Revolution? | | | | |a) capitalism
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average human being can relate or understand of how life was back then the pre-modern Japan. The question she is determining to find the answer to is how the Japanese living predicaments before industrialization period. She wants to know all aspects of their live and how they were carried out daily. This book covers a wide array of factor such as finances all the way to resources. Hanley states that commonly Pre-modern Japan was that of the poor with little to know innovation and structure. In her
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Fall Semester 2011 History H-217: The Nature of History (15471) Tuesdays 3:00PM-5:40PM Cavanaugh Hall 215 Professor Modupe Labode Office: 420 Cavanaugh Hall Email: mlabode@iupui.edu Telephone: 317-274-3829 Office Hours: Tuesdays‚ 1-2; Thursdays 1-3‚ and by appointment. Mailbox: 504M Cavanaugh Hall Course Description: This course is an introduction to the study of history. Readings and discussion will explore the sources that historians use to interpret history and construct narratives
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Topic 1 Investigating History • interpret and construct time lines • define the terms that describe historical periods of time • the terminology and concepts of historical time‚ including year‚ decade‚ generation‚ century‚ age‚ BC/AD‚ BCE/CE • sequence societies and events within specific periods of time • ask historical questions • distinguish between fact and opinion • draw some conclusions about the usefulness of sources including a website • examine differing historical perspectives
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Modern Day Slavery Slavery has been a problem for hundreds of years‚ but it shares many of the same root causes. One of the reasons slaves are preferred to workers is because it is much cheaper to feed a slave than to feed a worker. Workers are also paid more if they are doing dangerous work‚ but slaves do not have this benefit. This also means that slaves are preferred in dangerous work environments. Slavery is a very profitable business overall‚ making it attractive to a potential trafficker
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sky another from islam‚ whose caliphs legacy and title the Ottoman sultans claimed; and a third from ancient Rome‚ whose legacy wrenched into their own grasp by conquering much former roman imperial territory. New Land Empires in the Americas History 15 Notes 10/3 European Impact on the World 1. Native Americans: Eliminated‚ Marginated. 2. Everyone affected because of European expansion 3. Divided into Two Ages: ⁃ Age of Colonials 15th-18th Century ⁃ Portuguese‚ later Spanish and
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Extension History practise essay Compare and contrast Inga Clendinnen’s interpretation of the purpose of history with the views of at least two other historians you have studied. Make a judgement about the value of these viewpoints Clendinnen’s viewpoint on the purpose of history is that history without the reconstruction of mistaken convictions is not true history. Her viewpoints agree with Von Ranke and Bede and disagree with Post Modernism and more closely E.H Carr. Clendinnen believes
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