For both parts, make sure to use evidence drawn from readings, lectures, discussions, and (when appropriate) videos. Any time you use a source other than lectures and class discussions (such as for question #1), make sure to cite your sources using either footnotes or simplified parenthetical notations, which could look like this: (Author last name or name of source, page #), or this example: (Freese
Part 1, you’ll be writing two short (150-200 word) identifications from your choice of the key terms below.
PART 1: Identifications:
TransAtlantic Slave System
In Part 2, you’ll also be answering 1 of the 3 essay prompts below. The essay should be a minimum of 500 words.
PART 2: Essays:
1) This essay asks you to draw on material from John Ellis’s book A Social History of the Machine Gun. In the chapters we read and discussed for class, we highlighted the importance of Race and Class in this book. In this essay, discuss how the societal relations of race and class impacted the ways that machine guns were used (or not used) in global history, during the 19th and early 20th centuries.
2) For this essay, put yourself in the position of a museum curator at a museum in the United States or abroad. Consider one exhibit that you’d like to set up at whatever museum you choose to work at. You might want to peruse some online museum exhibits, if you’ve never been to a history museum before. Here’s a link to the Manchester, England, Museum of History and Industry.
And here’s a link to the national African-American History Museum in Washington, D.C.:
In approximately 500 words, explain what your exhibit would be, what text you would include to inform readers about the exhibit, what images you’d use to help tell the story, and what artifacts (material culture, “stuff”) you’d include alongside the text and photographs. Briefly touch on the following: what museum are you working at, who is the audience for this exhibit, and what are you seeking to accomplish with this exhibit?
Make sure to use material drawn from at least one of the course books in your answer. Feel free to include visuals in your answer, although these won’t count toward your word count.
3) Coal: We’ve read and discussed the book Coal: A Human History for this class. In this essay, you are to discuss the ways that coal has impacted ONE of the following groups of people: A) Children in British and American coal mining towns; B) Adult miners in British and American coal mining towns; C) Industrialists (factory, mine, railway owners); D) Some other group you identify clearly and that is discussed thoroughly in the book.
4) African Voices: We’ve read and discussed the book African Voices of the Global Past for this class. In this essay, discuss the ways that the book’s authors flip European- and U.S.-centered notions of World History on their head. Use examples from at least two of the chapters to discuss common conceptions of world history, the “most important” players in world history, and the areas of the world that really “mattered.” How does Trevor Getz (the book’s author/editor) and the various chapter authors challenge these conceptions? How effective are the authors at making these challenges?
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