After reading response about “All Quiet on the Western Front”Quick read the material, than According the question below, write a 200-words reading response.

Paper 3: History of the PresentAMH 2020 / Professor Mas / Fall 2020Length: 4-5 pagesDue: December 11Bonus: If you turn in your paper on or before December 4, you will be awarded +5 points towards a pastquiz, paper, or classwork assignment.DESCRIPTION2020 has been a historic year. We’ve seen how national and local governments have responded to a globalpandemic. Cities have seen unprecedented protests in the wake of police atrocities and racial injustice. Andthis week we will witness (and many will hopefully participate in) a decisive presidential election. How canhistory help us make sense of these turbulent times? In 4-5 pages, you will write an essay that approaches acontemporary problem from a historical perspective, drawing from primary and secondary sources to writea thesis-driven essay.PURPOSEThe purpose of this paper is to use skills of historical analysis to help us gain a deeper understanding of thepresent. Your aim is to tell the reader, in detail and with examples, how a historical perspective can help usdevelop a better understanding of current events.This paper will be based on your research into primary and secondary sources, relating to a topic of yourchoice. You may choose among topics that range from politics to economics, from social relations toscience and medicine, from religion to popular culture.Below, I’ve provided a set of options for how you might approach the paper. But if there is a particular ideaor topic that you’d really like to explore and that’s not listed in one of the options, feel free to run it by meor your TA.TASKYour task involves researching the past to understand the present. Like you did in your previous paper, thishistorical research requires investigating primary and secondary sources.The number of primary sources you use in your paper will vary based on the nature of your topic, but youshould include at least two (2) distinct primary sources.One of those sources may relate to the contemporary issue you are exploring, such as a recent newarticle, a tweet, a music video, an economic report, a campaign advertisement, etc., that you’d liketo use as the basis of your paper. The other may be a primary source from a past historical event ormoment that offers insight or useful comparison for your topic. Or, perhaps both of your sourcesderive from a more distant past, to shed light on some contemporary issue. Just make sure that youapproach your primary sources with historical thinking skills, asking critical questions about theauthor of the source, its audience, the source’s intentions or purpose, the particular cultural values,social structures, and intellectual trends that shape its rhetoric and meanings, and the historicalcontext in which it was produced.Some of you might also decide to use oral history sources, or recorded interviews of individualswho offer their recollections of a historical event.You should also utilize at least two (2) secondary readings—academic articles, books, etc. related to yourchosen topic, and written by professional historians. This will serve as supporting literature, helping you tocontextualize your topic and sources.When writing your paper, follow the same guidelines for Paper 2. Your paper should follow a coherentstructure, with topic sentences and transitions, and it should center on a particular thesis or argument.PAPER OPTIONSOption A. Historical Perspectives on Covid-19This option gives you the chance to trace some historical antecedents for the current pandemic in theUnited States. You may focus on a particular event, theme, or problem relating to the Covid-19 crisis, andapproach it from a historical perspective. What larger processes in American history help us understand thiscurrent crisis? What past events offer some insights or lessons for today?Some possible topics or themes to explore:• A past pandemic, between 1877 and the present. For example, the 1918 influenza, HIV/AIDS, Ebolain 2014. You should not just compare and contrast the two pandemics, but really use a past medicalevent to help us understand how we got here, and why we continue to face certain obstacles tohealth.• The history of vaccines and vaccination campaigns. For months, many of us have had our eyes seton a future vaccine that will carry us out of this crisis. What does the history of vaccines tell usabout our current reliance on this potential solution, and perhaps the problems that might arise inits administration? This topic takes you deeper into the history of medicine and public health in theUnited States, where you might investigate the role of politics and government funding for publichealth and research, or the tensions between public health mandates (to be vaccinated for certaindiseases) and individual liberties. This might take you to the smallpox vaccination campaign in theProgressive era, or the development and widespread popularity of the polio vaccine, or antivaccination movements in modern American history – as just a few examples.• Race and racism in health and medicine. Epidemiological data has shown that people of color havebeen more severely impacted by the current pandemic. This is part of a longer pattern of healthdisparities along lines of race, ethnicity, and class. Investigate the history of race in Americanmedicine, by focusing on a specific topic, such as segregation of hospitals and medical schools, orthe biography of a particular African American health worker.• Political responses to disasters or crises. Look at a particular disaster, such as a devasting hurricane(the “Great Miami Hurricane” of 1926, Andrew in 1992 Miami, Katrina in 2005 New Orleans, orMaria in Puerto Rico), nuclear disasters (or fear of nuclear attack) during the Cold War, or the GreatDepression of the 1930s. How did the government respond? What is the role of the government inprotecting citizens from crises? What forms of prevention, relief, and recovery have worked in thepast, to shed light on how the government might respond to crisis today?Option B. Election 2020: Who Gets A Say?This fall, millions of Americans are exercising their right to vote. Although seen as a cornerstone ofAmerican citizenship and democracy, the vote has been historically denied or suppressed for certain groupsof Americans: notably, women before the passage of the 19th Amendment and African Americans beforethe Voting Rights Act of 1966. Using this year’s decisive election as a starting point, what does the historyand present of electoral politics tell us about the shifting boundaries of citizenship, and the nature ofAmerican democracy? In your paper, choose a specific topic or past event to focus on.You might consider (but are not limited to) one of the following themes or topics:• Felon re-enfranchisement in Florida. How do the legacies of Jim Crow continue to shape votingrights? For starting points, check out the panel discussion on Voting Rights in Florida hosted byFIU’s Wolfsonian Public Humanities Lab, and this article by investigative journalist Dexter Filkins.• Women and the vote. 100 years ago, the 19th amendment was ratified, giving women theconstitutional right to vote. What are the legacies of the amendment today? What are theunfinished processes of the feminist movement that brought about suffrage? You might consider,for example, the ongoing efforts to pass the Equal Rights Amendment, first proposed by suffragistAlice Paul in 1923 and which was fiercely debated in the 1970s. Or you might look at the #MeToomovement from a historical vantage point, and perhaps consider why there has been so muchfocus on women (and white women, in particular) as a key constituency deciding the presentelection.Option C. Oral History: Documenting and Interpreting the Recent PastOral history is the systematic collection of living people’s testimony about their own experiences. Oralhistory is not folklore, gossip, hearsay, or rumor. Oral historians attempt to verify their findings, analyzethem, and place them in an accurate historical context. In oral history projects, an interviewee recalls anevent for an interviewer who records the recollections and creates a historical record.For this option, you will conduct an oral history interview as the basis of your paper, to shed light on one ofthe following topics:• Immigrants in American Life• The fight for racial justice—from 1950s-60s Civil Rights Movement to Black Lives MatterDepending on your topic, you will interview someone about their experiences of either (a) immigration andintegrating into American society, or (b) participating in the African American civil rights movement,broadly defined. The person you interview is ideally an older person who is not in your immediate family(although interviewing a grandparent, for example, is not discouraged). You should record the interview sothat you can use quotes in your paper, so make sure to get permission from your interviewee beforerecording him/her. If you cannot find a willing individual to interview, you may work with existing oralhistories, which are stored on online databases (I will provide some of these databases in a list of resourceson Canvas).• Before embarking on your interview, you will need to prepare a list of appropriate questions, andafter the interview, you will need to edit the responses into a coherent narrative. You must takespecial care in preparing the questions for your interviewee(s). Please refer to the section below onEffective Interviewing Techniques. If you choose the oral history option you will need to gain theconsent of all of your interviewees.• When writing your final paper, you should begin with an introduction that demonstrates yourhistorical knowledge of the topic and that outlines your purposes. This knowledge will come fromreading secondary works on the topic, but also from conducting research in primary sources:newspapers, magazines, archival collections, including oral histories that have already beenconducted and collected, etc. What are you seeking to determine from these interviews? What isthe crucial context or historical background for this topic? This section should be about 250-300words long.• The body paragraphs of the paper could focus on certain themes that emerge from your interviewand supplementary research, quoting parts of your interview(s) as evidence, where appropriate.The body of your essay should be about 500-750 words long.• The paper should close with commentary on the interview(s). What insight do they provide uswith? How do they enrich our understanding of the topic, and of American life today? Thisconcluding section should be about 250-300 words long.Option D. Monuments in Question: The Politics of Historical MemoryRecent debates have emerged over the removal of Confederate monuments—sometimes by deliberateplanning and other times by popular vandalism. Recent anti-racist protests have called on the broaderpublic to re-think the place of monuments to the Confederacy (or to colonial conquest), compelling leadersto acknowledge their histories, as well as their ongoing status as symbols of white supremacy. Indeed, weknow from this class that many of those monuments were erected in the aftermath of the Reconstructionduring the rise of Jim Crow, as white supremacists bolstered the narrative of the “Lost Cause” and glorifiedthe Confederacy.For this option, choose a particular artifact that memorializes the Confederacy, whether it be a monumentor a street name, such as “South Dixie Highway.” What are the origins of this memorialization? What dorecent efforts to remove a particular monument or change a name tell us about a longer history of unevenpower relations, and who has the power to write or memorialize the past?As a starting point, I recommend watching the panel discussion entitled “Monumental,” hosted by FIU’sCenter for the Humanities in an Urban Environment earlier this fall.Effective Interviewing Techniques

Be sure to find out the pertinent personal information from the subject—age, place of birth, placeof residence and occupation during the time of the events in question.
Make sure your interviewee signs a consent form so that you have formal permission to use theinformation in your paper. A formal consent form can be as simple as the following:I, ___ , grant permission on this date to _____ to usematerial from an interview with me conducted on on the topic____________________. This material may be used for an essay I am writing forthe course “American History Introductory Survey since 1877” with Dr. Catherine Mas.
Avoid leading questions, like: “you must have been so relieved when the U.S. dropped the atomicbombs on Hiroshima and Nagasaki and brought World War II to an end.” Instead you could ask,“how did you feel when you first learned about the dropping of the atomic bombs on Hiroshimaand Nagasaki?”
If the interviewee is uncomfortable answering questions about sensitive issues, then avoid thosequestions and move to ones that the interviewee wishes to address.
Give the interviewee time to answer—that person may not have reflected on these issues for sometime and will need time to think about them. Don’t worry if there are long pauses or moments ofsilence.
Do not cut off an interviewee when he/she goes off on a seemingly unimportant tangent. Tangentsare often more important than they first appear. You should avoid interrupting your subject. Letthe person finish; this is their story to tell!
Remember, you are trying to learn from your interviewees, not demonstrate to them howknowledgeable you are. They are the primary focus of the interview, not you.
Ask your questions very clearly and make sure that your subject has understood them. Be preparedto rephrase questions and have rephrased versions written out in case you need them.
Make sure you have read the relevant sections of the readings and done additional research insecondary works and in primary sources (including archival sources) before you begin yourinterview. It makes no sense to interview someone on a topic that you have not familiarizedyourself with. If you are not familiar with your topic then regardless of how good the interviewee isyour paper will suffer as a consequence of your knowledge gap; also, you will not be able todevelop new questions on the spot if you are not familiar with the historical landscape.
Read transcripts of, or listen to audio recordings of, or view documentary film footage of oralhistories that have been previously conducted on your topic. You need to be able to compare theresponses of your interviewee/s to those of other people who lived through and reflected on thosesame events.Interviewing family membersFamily histories can provide fascinating insights into the past. You may attempt to reconstruct the story ofyour family’s experiences in the United States through interviews with relatives, family diaries,photographs, documents, and letters. In doing this you might wish to use some of the questions below:
For how many generations has your family been in the United States? Or, did your grandparents orgreat grandparents migrate to this region from another part of the country?
Where did they come from and why did they leave?
What was their journey to America, or to a new part of the country like?
Where did they set up residence (what town, or city, or village)?
What jobs did they have?
How many children did they have?
What kind of living and working conditions did they experience?
Did they change jobs and residences?
How did they react to the major historical events of their time (e.g. World War II, the Vietnam War,the Cold War, 9/11)? What were the main crises of their lives and how did they deal with them?
How did the next generation of the family fare?When you go on to write your paper, you should demonstrate a knowledge and understanding of thevarious eras you cover. Make sure you place the family member’s experience into broader historicalcontext. Make it clear to the reader that you are aware of the course themes and course content and howyour family’s immigration experience relates to those themes.You could demonstrate this historical understanding in footnotes. For example, if writing about yourgrandmother’s experiences migrating from Cuba to Miami in the 1970s, you could construct a footnotediscussing the impact of the Cold War on Cuban refugee experiences and US-Cuba relations. Thisknowledge of the period may be acquired from secondary works, or from primary sourcematerials (newspapers, magazines, census records, immigration records, government documents, oralhistory collections).

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