History of the US

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History of the US

Scholars, as well as historians, refer to the 15th and the 16th centuries as an expansion and exploration age. The period was marked with state-sponsored voyages from different regions headed to America. Transoceanic voyages featured Columbus, da Gama, Magellan, and many other mariners from Europe. It is indeed justifiable that this age was an age of expansion, as Europe’s exploration led to profound historical changes, with ramifications for Africans, Eurasia people, and particularly for the Americans, whose longstanding isolation turned to be a blessing. To date, this expansion is the subject of discussion and research by historians, and this essay seeks to highlight the major motives and experiences of the voyagers who set foot in America.

One major reason behind the voyages that took place during the age of exploration was to identify the main sea routes. European adventurers wanted to identify main sea routes to East Asia, which they referred to as the Indies. Sea routes stood as a fascination, and sailors went great lengths to find them. These sea routes would help the Europeans to identify new civilizations as wells as lands that they would conquer. Mariners, warriors, and merchants also sought new routes that would enhance their trade. Columbus discovered the Americas while he was attempting to forge his way to India and its associated riches. The Norwegian warriors found themselves in North America around 1000 years back as they pursued their ambitions.

Other motives also marked the age of exploration. Many people wanted to make use of the golden opportunity to visit new places and learn. Advances in education and technology were on the increase in the middle of the period, which meant a time of novel learning. Several advances made traveling easier, and explorers ventured into new lands. One of the major developments was in cartography or the science and art of developing maps. A translation of a particular book known as the Guide to Geography to Latin from Greek by a scholar from Italy assisted in cartography greatly. The result of these advances was a change in the way the Europeans perceived the world. In the 1500s, maps showed that the earth was like a sphere. A German cartographer developed the first map that clearly showed South and North America demarcated from Asia.

The Age of Exploration gave rise to both benefits as well as challenges. It was because of this exploration that new trade and communication routes for business came into the scene. The market for goods such as exotic fruits, tea, and new technologies increased tremendously. As Spain gained power towards the end of the age of exploration, it had gained power and had great influence in Europe. More than anything, the discovery of America led to increased standards of living and development of capitalism. The age of exploration made the business people gain a middle class status. Despite the many advantages, the discovery of America also led to several negative impacts, especially to the Natives. The Europeans killed and took over the land that initially belonged to Native Americans in the process of their settling in a new land. The period also marked the initiation of slavery, which left many Africans in pains and suffering. Finally, explorations meant that Europeans and Africans encountered new diseases, particularly tropical diseases.

History of the US

Apply What You Have Learned: Tell another person about this reading and what you learned from it. Consider how you would explain this reading to different audiences.

Question 2

What events or historical forces contributed to the Boston busing crisis of the mid-1970s? Name at least three, and briefly explain why you think each one was a contributory cause of the Boston busing crisis.

Question 3 

Name three specific consequences of the Boston busing crisis.

Question 4

Describe one cause of the event you have chosen for your historical analysis (September 11th Attacks) (keeping in mind that there are many), and explain one piece of evidence from your research that you will use to support this assertion. Describe one consequence of the event, and explain one piece of evidence from your research that you will use to support this assertion.

Question 1  Active Reading Summary is below after the sources.

Which source below will you analyze using active reading strategies? Include the name of the article, the author, the publication, the date, and where you found it.

Read your chosen source using the active reading strategies you learned on the previous page. Then, summarize the overall meaning and content of the reading. Write your summary below. Your summary should be at least one paragraph long.

 

Sources

9-11commission. (2004). FORESIGHT-AND HINDSIGHT. 9-11commission.gov. Retrieved 5 April 2020, from https://www.9-11commission.gov/report/911Report_Ch11.htm.

BBC NEWS. (2004). 9/11 probe clears Saudi Arabia. News.bbc.co.uk. Retrieved 5 April 2020, from http://news.bbc.co.uk/2/hi/middle_east/3815179.stm.

BENNETT, B. (2011). Post-9/11 assessment sees major security gaps. Los Angeles Times. Retrieved 5 April 2020, from https://www.latimes.com/nation/la-xpm-2011-aug-30-la-na-911-report-card-20110831-story.html.

CNN. (2009). Accused 9/11 plotter Khalid Sheikh Mohammed faces New York trial – CNN.com. Edition.cnn.com. Retrieved 5 April 2020, from http://edition.cnn.com/2009/CRIME/11/13/khalid.sheikh.mohammed/index.html.

National Commission on Terrorist Attacks Upon the United States. (2004). THE ATTACK LOOMS. Govinfo.library.unt.edu. Retrieved 5 April 2020, from https://govinfo.library.unt.edu/911/report/911Report_Ch7.htm.

PBS NewsHour. (2001). President Bush Speaks to the Nation. PBS NewsHour. Retrieved 5 April 2020, from https://www.pbs.org/newshour/world/terrorism-july-dec01-bush_speech.

Sáfrány, B. (2013). 9/11 Conspiracy Theories. Hungarian Journal Of English And American Studies (HJEAS)19(1), 11-30. Retrieved 5 April 2020, from http://www.jstor.org/stable/43487848.

Stempel, C., Hargrove, T., & Stempel, G. (2007). Media Use, Social Structure, and Belief in 9/11 Conspiracy Theories. Journalism & Mass Communication Quarterly84(2), 353-372. https://doi.org/10.1177/107769900708400210

Swami, V., Chamorro-Premuzic, T., & Furnham, A. (2009). Unanswered questions: A preliminary investigation of personality and individual difference predictors of 9/11 conspiracist beliefs. Applied Cognitive Psychology24(6), 749-761. https://doi.org/10.1002/acp.1583

Wood, M., & Douglas, K. (2013). “What about building 7?” A social psychological study of online discussion of 9/11 conspiracy theories. Frontiers In Psychology4. https://doi.org/10.3389/fpsyg.2013.00409

Active reading refers to a process of reading in which you approach the text with an intention to understand not simply what it says but also how it says it. In passive reading, we read simply for information, or sometimes we read only to be entertained or distracted for a short time. After engaging in passive reading, the content doesn’t always stick with us. And most of the time, it doesn’t matter.

But if we want to remember and learn something while we read, active reading practices will help us get a better grip on the reading, and what we have read will stick with us later on. Up until now, you have been reading excerpts of texts and finding sources for your historical analysis essay. You should apply active reading strategies as you begin to read your sources closely.

Active Reading Strategies

Pre-Reading Inquiry: Before reading the text, take a look at the title, the author, and any other descriptive information that is provided. Then ask yourself questions like: “What will be the subject of this reading?” “Have I read anything else on this topic?” “Have I read anything else written by this author?” “What do I hope to learn from this reading?” “What will I be expected to do or know after I finish this reading?”

 

Take Notes: While you read the text, use a highlighter or a pen to mark up the page. (If you are unable to print a hard copy of the text, you may be able to cut-and-paste the text into a Word document and use the “Comments” tool.) Highlight or underline key terms and ideas. Jot down questions and observations in the margins. Here is a guide to five of the most widely used note-taking systems.

 

Make Connections: Make text-to-self connections as you read. Can you personally relate to the subject of this reading? Are there any characters in the reading that remind you of yourself or people you know? Also make text-to-text connections. Does this reading remind you of another text that you have encountered? Finally, make text-to-world connections. Does this text relate to any real-world people, places, or events from the past or present?

 

Summarize: After reading the text, take some time to digest what you have read. Consider the overall meaning of the reading. Reread any sections that may have been confusing. Summarize larger sections of the text and then summarize the entire reading in one or two sentences.

 

Apply What You Have Learned: Tell another person about this reading and what you learned from it. Consider how you would explain this reading to different audiences.

 

Question 2

 

What events or historical forces contributed to the Boston busing crisis of the mid-1970s? Name at least three, and briefly explain why you think each one was a contributory cause of the Boston busing crisis.

 

Question 3 

 

Name three specific consequences of the Boston busing crisis.

 

Question 4

 

Describe one cause of the event you have chosen for your historical analysis (September 11th Attacks) (keeping in mind that there are many), and explain one piece of evidence from your research that you will use to support this assertion. Describe one consequence of the event, and explain one piece of evidence from your research that you will use to support this assertion.

 

 

 

 

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