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CCSF Paying Reparations to The Descendants of American Slaves History Ques

CCSF Paying Reparations to The Descendants of American Slaves History Ques

Question Description

I’m working on a history report and need an explanation to help me learn.

  • Pick one of the three paper topics below
  • Read or listen to the assigned chapters, articles, podcasts, and/or webpages
  • Then write a 3-4 page (double-spaced) response answering the prompt question for your chosen topic. The prompt questions are located above, under each paper topic.
  • —————————————————————————-
  • Dakota Indian War
  • Option 1—The Dakota Indian Uprising of 1862 in Minnesota during the Civil War, and broader ideas of how we remember and teach history.
    • Write a 3-4 page (double spaced) paperresponding to the following prompts, with specific, detailed referencesto the podcast (i.e., your paper must demonstrate that you completedthe reading and podcast, and thought critically about them):
      • How does the Dakota Uprising fit intoour broader discussions of Indian-European/American relations since thebeginning of the semester? Hint: Think about early European-Indian relations, Pontiac’s Rebellion, U.S. Indian relations, Indian Removal in the 1830s, etc.
      • What caused the Dakota War? Think beyond the triggering events to the longer-term causes of the conflict.
      • How were the Dakota treated by the U.S.Army in comparison to the Confederate states, who rose up against theU.S. at the same time? After the Civil War, President Johnson offered ageneral pardon to nearly all Confederate soldiers. Only a handful forhigh-ranking officers were tried for war crimes and only 2 wereexecuted. So almost all of the Confederate soldiers who took up armsagainst the U.S. in the war were pardoned for their actions. Why thedifference in treatment between the Confederate and Santee Siouxsoldiers? What do these similarities and differences tell us aboutIndian-American relations?
      • How is the Dakota War remembered andtaught today? What does that tell us about the connection of history andmemory, particularly related to Indian-American relations
      • —————————————————
      • Soldiers Views On Slavery
      • Option 2—Union and Confederate soldiers’ views, personally, on what they were fighting for in the Civil War, and particularly their views on slavery.
      • Thanks to the emphasis on literacy inthe Early Republic era, more than 80% of Confederate soldiers and 90% ofUnion soldiers could read and write (which was very high for any armyin the world at the time). Soldiers on both sides of the war wrotefrequent letters home, which left us with a fantastic source offirst-hand knowledge about the conditions soldiers faced in the war andwhat they felt they were fighting for. Historian James McPherson spentyears looking through Civil War soldiers’ letters to give us a sense ofwhat the war was like for the men who fought it. In chapter 3 of hisbook, which you will read, he looked specifically at Confederate andU.S. soldier’s views on slavery, and the role it played in motivatingtheir participation.
    • Read Chapter 3 in James McPherson’s What They Fought For.

    Write a 3-4 page (double spaced) paper respondingto the following prompts, with specific, detailed references to thechapter (i.e., your paper must demonstrate that you completed theassigned chapter, and thought critically about it):

  • What role did the issue of slavery playin how Confederate soldiers (both slaveowners AND non-slaveowners)viewed the Civil War and their understanding of what they were fightingfor?
  • What were Union soldiers’ views on slavery?
  • How did soldiers on each side explaintheir views? What words did they use to explain their views, and whatdid they mean with those words?
  • McPherson argues that many Union soldiers’views on slavery changed throughout the Civil War. What do the letterswritten by Union soldiers during the war tell us about when, how and why their views changed?
    • ——————————————————————
    • Congressional Debate On Reparations
    • Option 3—The current Congressional debate on the issue of reparations for slavery and racial discrimination, and the role of history in informing present-day discussions.
      • In April 2021, the House ofRepresentatives began hearing testimony in support and opposition toH.R. 40, a bill that called for the creation of a commission to studyand develop reparation Proposals for African-Americans. According to thebill (first introduced in 1989), introduced by Rep. Sheila Jackson Lee(D-Texas), “the commission shall examine slavery and discrimination inthe colonies and the United States from 1619 to the present andrecommend appropriate remedies. Among other requirements, the commissionshall identify (1) the role of federal and state governments insupporting the institution of slavery, (2) forms of discrimination inthe public and private sectors against freed slaves and theirdescendants, and (3) lingering negative effects of slavery on livingAfrican-Americans and society.” The bill has sparked debate, not for thefirst time in U.S. history, over the issue of reparations toAfrican-Americans for slavery and discrimination over the past 400 yearsof U.S. history. In this project option, you have the chance to weighin on this historically-relevant current debate.
      • Write a 3-4 page (double spaced) paper respondingto the following prompts, with specific, detailed references to thearticles (i.e., your paper must demonstrate that you completed therequired articles, and thought critically about them):
        • What are the main arguments in favor of paying reparations to the descendants of American slaves?
        • What are the main arguments against paying reparations?
        • What are the main historical issues atstake on both sides? What historical evidence do the authors cite tosupport their arguments?
        • How does the reparations debate connectto the history we’ve talked about in this class? How does the historyof slavery, the Civil War, and Reconstruction that we discussed thissemester inform (or get ignored by) this debate?
        • At the end of your paper, in a sentence or two, discuss your own thoughtson the reparations debate. (But keep in mind this isn’t just an opinionpiece. The main goal in your paper is to show you can connect thearguments made on both side of the debate with the historical trends wediscussed this semester).

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