Conflict and Compromise

Transcription

1 8 th Grade Summer Assignment Due: 1 st Day of School Name History Day Research for the 2018 theme: Conflict and Compromise Directions: Just as we did in class first semester, begin your research for next year s History Day project. There are the three items required: 1. Four sources found and note cards written for each source. The four notecards are attached. If you go to a library, be sure to get the information you need for the source line of your bibliography. Two primary sources and two secondary sources are ideal. But begin with secondary sources to learn the broader context of your topic. 2. An Annotated Bibliography for your four sources. See the sample from this year that is included. Once you have the source line, then you write the annotation. An annotation includes your assessment of the credibility of the source, your description of what you learned, and possibly how this relates to your topic. 3. Two full pages (500 words) typed about this topic. Use one inch margins all around the paper and 12 point Times New Roman. Include in the paper two direct quotes. Also, cite in the paper where you got your information. A sample paper from this year is included. I am available to help on Friday, June 16 from 9 to noon at NC, probably in the 2 nd floor computer lab in the new building, room 247. This would allow you to get this project taken care of at the start of the summer.or, I am available on August 25 from 9 to 12 in room 247, if you are stuck and need help. You may also me at paulak@spokaneschools.org, but I check my less frequently during the summer.

2 History Day Note Card # Researcher Extraordinaire Topic Title of source Author Other info. needed for the source line What is this source about? What are the main points? List five facts or supports you have learned from this source that you can use in your writing Quote/s (direct information from the source) Page # or location of quote so you can find it again Quote: Page # or location of quote so you can find it again Quote: What is the next step? Where does this source take your thinking? Are you on the right track? What more do you need to know? What will be your next source? Are you needing to change your direction or narrow down your topic?

3 History Day Note Card # Researcher Extraordinaire Topic Title of source Author Other info. needed for the source line What is this source about? What are the main points? List five facts or supports you have learned from this source that you can use in your writing Quote/s (direct information from the source) Page # or location of quote so you can find it again Quote: Page # or location of quote so you can find it again Quote: What is the next step? Where does this source take your thinking? Are you on the right track? What more do you need to know? What will be your next source? Are you needing to change your direction or narrow down your topic?

4 History Day Note Card # Researcher Extraordinaire Topic Title of source Author Other info. needed for the source line What is this source about? What are the main points? List five facts or supports you have learned from this source that you can use in your writing Quote/s (direct information from the source) Page # or location of quote so you can find it again Quote: Page # or location of quote so you can find it again Quote: What is the next step? Where does this source take your thinking? Are you on the right track? What more do you need to know? What will be your next source? Are you needing to change your direction or narrow down your topic?

5 History Day Note Card # Researcher Extraordinaire Topic Title of source Author Other info. needed for the source line What is this source about? What are the main points? List five facts or supports you have learned from this source that you can use in your writing Quote/s (direct information from the source) Page # or location of quote so you can find it again Quote: Page # or location of quote so you can find it again Quote: What is the next step? Where does this source take your thinking? Are you on the right track? What more do you need to know? What will be your next source? Are you needing to change your direction or narrow down your topic?

6 Topic Ideas: We are learning American History in the 8 th grade. Below are many ideas for topics take your pick! If you have an idea for a topic that isn t on here, let s talk. Let s keep the topics in US history. The theme, Conflict and Compromise, allows you to pick a topic that is either conflict or compromise, or both. If your topic contains both conflict and compromise, you must address both. Most topics involve both elements to some degree. 1. Peace Movements Since 1815, organized peace societies in the United States have cooperated with peace advocates abroad. Periodically, and in many countries, there have been political conditions in which members of various peace societies cooperated with one another and with other elements of the public in efforts to influence foreign policy (or in the case of labor and civil rights, domestic policy). Indeed, war policy has occasionally been challenged independently of peace organizations. In historic peace movements, both on-going societies and public coalitions, those issues of conflict, compromise and cooperation are joined to issues of political participation and social action. Opposing the War of 1812: The Hartford Convention Senator Charles Sumner: Opposition to the Mexican War William Lloyd Garrison: Peace and/or Abolition William Wilberforce: Individual Confronts a Nation Opposition to Intervention in World War II Women for Peace in Wartime: The 1915 Hague Congress Civil Disobedience and Nuclear Testing in the 1950s Ban the Bomb Campaigns: United States and Europe Challenging War in the 1968 Presidential Campaign 2. Individual Values and Social Conflicts Social conflict, whether as war or domestic violence, presents individuals with moral and ethical questions: What shall I do? What is right? When we raise questions about the basis on which violent force should or should not be applied, we dramatize the reality of individual choices in history. This means that issues of conflict, compromise and cooperation involve individual and social values, whether put in religious or ethical terms. On ethical grounds, individuals may fight unconditionally, as crusaders. They may support social violence conditionally the so called just war position. Or they may repudiate violence altogether the position of conscientious objectors or COs. Non-Violent Action: Labor and Civil Rights Sit-ins World War I: John Dewey v. Randolph Bourne Applications of William James s Moral Equivalent of War Thoreau s On Civil Disobedience and the Impact

7 Quakers Confront the Civil War: Cyrus Pringle COs in World War I: Evan Thomas and Ernest Meyer COs in World War II: Civilian Public Service Camps 3. International Cooperation and Conflict Management Approaches to solve conflicts peacefully have included a series of great experiments such as the Hague Conference, the League of Nations, the International Court of Justice, and the United Nations with its specialized agencies. How do early views on world peace compare with modern approaches? How can international organizations and laws be effective? The Hague Conferences of 1899 and 1907 Arbitration Treaties: President Taft, William Jennings Bryan Working for World Health: The Rockefeller Foundation The League of Nations and the U.S. Senate The World Court: Its Creation and Decisions The Kellogg-Briand Pact (1928) The Nuremberg War Crime Trails and Principles What Specialized UN Agencies Do: WHO, FAO, UNESCO Economic Cooperation in the Workaday World: ILO, GATT UN-Resolved Conflict: Iran (1946), Indonesia (1947), Suez (1956), Cyprus (1968) UN Role in the Gulf War, Somalia, and former Yugoslavia 4. Economic Conflict & Compromise Economic conflict may also take place between nations or within nations. Some of the most prevalent and obvious conflicts induced by economics are conflicts between labor and management. Conflict also occurs when practices do not match their economic theories, when nations engage in exploration for material gain and when agricultural concerns clash with industrial ones. Social and cultural conflicts have often resulted from the quest for economic gain, as in slave trade or the colonization of inhabited regions or independent peoples. For the Love of Money: Columbus v. the Arawaks Selling Souls for Sugar: Slavery and the Sugar Islands Labor v. Management: The Homestead Strike UAW v. General Motors: Sit Down for Compromise The Molly Maguires: Ethnic and Labor Conflict The National War Labor Board: Compromise for the Cause Conflict Underground: Mary Harris Jones and the United Mine Workers

8 5. Religious Conflict & Compromise Religious history is rich in conflicts and compromises. Often religious conflicts have been closely tied to or have been instigated by political conflicts or the clash of scientific or secular ideas with religious doctrine. Reverend Moon v. Conventional Religion Darwin v. Creationism: The Scopes Trial of 1926 One Step Ahead of the Inquisition: The New Christians Who Followed the Conquistadors to Mexico John Humphrey Noyes and the Oneida Community 6. Military/Wartime Conflict & Compromise War seems like the ultimate conflict between nations (and sometimes within nations). Such hostilities are usually caused by political conflict, but sometimes they are influenced by religious, social or economic conflicts. Wartime policies have often caused conflicts and compromises on the home front as well as abroad. Students should remember that battles themselves only express conflict; they do not alone offer reasons for the antagonisms behind the battles. It is important for students to examine the battle within the larger context of the war in order to understand its significance. General Sherman s War on Civilians Vietnam Military Policy and Civilian Protest Military and Political Conflict: The Use of Chemical Weapons Segregation of Troops: Conflicting Loyalty Women in the Military 7. Political Conflict & Compromise Political conflict and compromise take place not only between nations but within nations as well. Conflict between nations often occurs over control of resources, territorial claims or diplomatic concerns and has sometimes resulted in military conflicts. Conflicts between nations have been settled by diplomatic negotiations and religious alliances and through outside parties like the United Nations, and sometimes they officially result in compromises called treaties. Political conflict within nations may be local or national in nature and often involve social, racial, ethnic or cultural conflict and compromise. Reconstruction: Conflict and Compromise in the South Compromise of 1850 Compromise of 1877 United Nations Peace-Keeping Missions: Conflict Interventions United Nations Security Council The Battle over the Air Waves: The FCC v. Private Radio Industry Antebellum Politics: The Nullification Controversy Conflict and Compromise: FDR and the Lend-Lease Policy Conflict over Representation: The Boston Tea Party

9 8. Social and Cultural Conflict & Compromise Some of the most harsh and agonizing conflicts in history were social and cultural. Sometimes conflicts existed without compromise, but many of these conflicts spurred major changes and initiated important progress among varying groups. Topics include those related to religious, ethnic, racial, civil rights and human rights. Ku Klux Klan, Southern Politics and Civil Rights Indian Removal Act of 1830 New York City Draft Riot of 1863: Irish v. Blacks Changing Divorce Laws Brown v. Board of Education of Topeka Bakke v. University of California-Davis Conflict at Home and at Work: The Modern American Women s Movement Burlingame Treaty and the Chinese Exclusion National Origins Act of 1924: Ethnic Conflict and Compromise Conflict in Salem: The Witchcraft Trials Racial Conflict and the Right to Vote: Southern Voting Rights Conflict From Within: Martin Luther King v. Malcolm X Conflict and Compromise in History The theme Conflict and Compromise in History is complex and asks students to view history through multiple perspectives. In some cases, the conflicts existed without compromise. In others, compromise was reached before major conflicts ensued. In the end, some conflicts were averted with compromises, like treaties. However, more often, events in history reflect both conflict and compromise. Students may choose to focus on a conflict or a compromise, but if the topic includes one as well as the other, the student needs to address both sides of the theme. To understand the historical importance of their topics, students must ask questions of time and place, cause and effect, change over time, and impact and significance. They must ask not only when did events happen, but why did

10 they happen? What factors contributed to their development? What was the lasting influence in history? How did this topic change the course of events? What effect did the event have on the community, society, nation and world? There are hundreds of topics related to World War II. The war effort at home and abroad provides rich research possibilities that students might investigate. For example, students might analyze FDR s lend-lease policy as a compromise that enabled him to help the allies without actually entering the war. Or a student may wish to investigate how African American troops were compromised in segregated units and the conflict they felt serving their country abroad while suffering discrimination and segregation at home. Or a study might examine the conflict over women in the military and the conflicts and compromises to which they were subjected as they tried to serve their country. Students might be interested in examining the conflicts that led to wars or the compromises that ended the conflicts. A paper might be written on the Treaty of Versailles at the end of World War I. What conflicts existed among its creators? Was the treaty a series of compromises? Did the treaty lead to World War II? Or students might create a performance that analyzes the conflicts and compromises among the Allied leaders at Yalta or Tehran. Battles fought in wartime seem like the ultimate conflicts. Whether students choose to study a battle from World War II, the Crimean War, the Six Day War, or from any other war, they should be careful to ask questions about the significance of the battle and the overall conflict involved. Which political conflict does the battle represent? How have strategies used by the contenders involved compromises to terrain, troop morale, supply lines or civilian pressures? How was the battle a significant event in the war? Economic growth and change often involve conflicts. A student could create a project that examines how workers and employers compromised their conflicts over wages and working conditions or produce a media presentation about the conflict between western farmers and eastern railroad companies in the late nineteenth century. The theme lends itself to a number of topics related to the history of the Constitution since its ratification: conflicts that led to incorporating the Bill of Rights; conflicts and compromises over constitutional guarantees of civil liberties during wartime; and new interpretations to meet the needs of industrial growth. Convention delegates had conflicts over how states should be represented in a national government and what powers states should retain or entrust to the national government. Students who are interested in cultural history might want to examine what happened to native customs and values when western countries imposed their rule in Africa, America and Asia or on the Pacific Islands. Did natives resist and/or accommodate to new practices? Anti-colonial movements often led to conflicts, but also to compromises after World War II. Students might develop a web site presentation that examines the anti-colonial efforts that led to United States involvement in Vietnam. Some of the most harsh and agonizing conflicts in history encompass social conflict and compromise. Have the roles of women and minorities in American society changed as a result of conflicts over ideas? What kind of conflicts and compromises resulted when women and minorities asserted their civil rights? How has the status of women and minorities changed in other societies? A paper might be researched that analyzes the conflict over Reconstruction and its impact on the rise of the Ku Klux Klan; a performance might be created that examines the conflicts and compromises faced by immigrants as they attempted to settle a new land; or a documentary might be produced that interprets the tension between Irish immigrants and African Americans that resulted in the New York City draft riot of Whatever topics are chosen, students should be careful to place their topics into historical perspective, examine the significance of their topics in history and show development over time. Studies should include an investigation into available primary and secondary research, as well as an analysis of the material, and thus should clearly explain the relationship of the topic to the theme, Conflict and Compromise in History. Then, students may develop papers, performances, exhibits, web sites and documentary presentations and projects for entry into National History Day competitions.