hist 155 ass 6 gorge

Assignment Overview

The purpose of this assignment is to recognize the historical significance of the images, quotes, and terms used in the Unit 6 Lecture Videos.

To achieve the objective,

Watch and take notes on the .
Read and take notes on the .

The course content will help you gather the specific historical facts necessary to complete the assignment.

See the directions and rubric for more details.

Outcomes and Objectives

Student Learning Outcomes

Analyze primary and secondary sources and explain how they support a thesis statement.
Explain relationships between the causes of historical events and their effects.
Describe a relevant individual involved in a historical event and explain his/her significance in this event.

Objectives

After completing this module, you will be able to:

Explain the impact that expanding industrialization and imperialism had on the roles of women and family life.
Identify the ways women became activists outside of the home.
Describe Nationalism’s effects on women’s lives.
Explain women’s contributions in Total War in WWI.
Identify the process of women in the West gaining the right to vote.

Instructions

Choose an item from the .
Click on the blue “Start Assignment” to the upper right.
Write one to two paragraphs on the significance of your item.

You may want to:

Explain how your item is a cause or a consequence of some event.

Explain how your item exemplified some trend, movement, or ideology.
Explain how your item ties into one of our class themes
Explain any other significance you find in this item

Here’s a reminder of our class themes:

The uniqueness of various cultures and the impact of cross-cultural exchange.
The role of religion in shaping world history up to 1500.
The role of government in shaping world history up to 1500.

Guidelines

Go to the Announcements in Canvas to see the sample Significance Assignment I sent out.
An explanation that is written in your own words. If you plagiarize or use outside information or AI, you will receive a zero on the assignment.
Use of complete sentences and paragraphs. Do not use bullet points (like I’ve just done here).
All of the information in your assignment must come only from class materials. If you have no information from the lecture videos, the text, or the documents on Canvas, you will receive a zero.
Be sure to use the format and standards from the Citations Quiz in Unit 0 to cite class materials.
Add a clearly identified item using specific facts from the class materials.
Add a thorough, clear, and factually correct explanation of the significance of your item based on specific historical facts from class materials.
Add an explanation that puts your item in historical context with reference to other specific historical facts to which the item is tied.
Add a date for your item which uses a specific year (for example, 1688), a decade (for example, 1680s), or a portion of a century (for example, early, mid, or late 1600s).
Make your response one or two paragraphs, at least three sentences long.

Grading & Feedback

The criteria are outlined in the rubric below. Use the rubric as a checklist before you submit the assignment to make sure you put in all the requirements.
I will have these graded by Tuesday evenings, probably earlier if you turn them in before Sunday.
I put feedback in the comments section. When you go to Grades in Canvas, you will see an icon that looks like two text boxes. Click that icon to see my feedback.
I also use the graded rubric to show you which specific requirements you met or missed.
Use the feedback to improve on the next Significance Assignment or to see what you did well.

primary source

Introduction:

The following are some examples of songs that female textile factory workers sang. Working in the silk factories was promoted as a service to the nation since the profits were a major source of revenue that financed industrialization and modernization in Japan during the late 19th and early 20th centuries. The working conditions and pay for the young women who worked in the mills, however, were poor. The first song below is a song that the factory provided to inspire the workers. The next song was written by the women in the factories about their lives. Following the songs are two brief statements by women who worked in coal mines during the Meiji era. The first woman began working in the mines, away from her family, when she was 13 years old.

Raw Silk:

Raw silk,
Reel, reel the thread.
Thread is the treasure of the empire!
More than a hundred million yen worth of exports,
What can be better than silk thread?
Factory girls,
We are soldiers of peace.
The service of women is a credit
To the empire and to yourselves.
There are trials and hardships, yes,
But what do they matter?*
*These are the first two of fourteen stanzas.

My Factory:

At other companies there are Buddhas and gods.
At mine only demons and serpents.
When I hear the manager talking,
His words say only “money, money, and time.”
The demon overseer, the devil accountant,
The good-for-nothing chrysalis.
If you look through the factory’s regulations,
You see that not one in a thousand lies unused.
We must follow the regulations;
We must look at the foreman’s nasty face.

Miner #1:

The mines were a dangerous place. . . . A cave-in might occur at any moment. There were
times when gas came out. Then a blue ball of fire would shoot through the mines. . . . the
water was always seeping in. . . . and it was hot. The womens job was to transport the
coal that had been mined. The coal was loaded onto a 4 foot square wooden box. The
bottom of the box had metal runners. We had to pull this box with a sash over our
shoulders. . . . Where it was uphill, there were wooden logs that served as rails to make it
easier to pull the box. Going downhill, when the angle of the slope was over thirty
degrees, we would get on our hands and knees, grab the log railings firmly, hold back the
box with our heads, and slowly crawl down backwards. With a lamp in our mouths and
with our heads holding back the box full of coal, we would feel our way down, inch by
inch . . . If you slipped, it wouldnt be only you who got hurt because there were others
ahead of you. Some of the women had babies on their backs . . . Once a friend of mine
was coming down the slope with her daughter. We were going up. All of a sudden the
boxes began to tumble down and her daughter was killed . . .

Miner #2:

I raised my children while working in the mines. It was really rough going into the mines
then. I would get up at two in the morning and quietly prepare breakfast. . . . I would then
wake my child up when it was still dark. The child would rub his eyes and complain. I
would yell at him and take him to the nursery. They used to take care of him for 8 sen a
day. I would leave him there, wondering if I would ever see him again. . . Will today be
the day he is going to lose his parents? I would wonder. So I was able to see my children
only at night

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