HIS 100 Project Template
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Southern New Hampshire University *
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100
Subject
History
Date
Feb 20, 2024
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docx
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4
Uploaded by asheartlynn11
HIS 100 Project Template(1)HIS 100 Project Template
Use this template to address the steps in your Project Guidelines and Rubric. Replace the bracketed text with your responses. Ensure that you have considered your instructor’s feedback when revising your work. Proofread the entire document before submitting. Part 1: Creating a Research Question
1.
Describe how your assumptions, beliefs, and values influenced your choice of topic.
My assumptions, beliefs, and values influenced me to select the Great London Smog by allowing me to consider the different affects climate has and how the people also affect the environment. My values on climate change hasn't been lowered in many years and I believe if we learn more information about different causes and effects, we will be able to have a better grasp on controlling rapid climate change.
2.
Discuss the significance of your historical research question in relation to your current event.
How did the Great London Smog of 1952 affect the influence for more air quality committees?
This research question is significant because it shows how one catastrophe causes the entire world to change perspectives. The damages and health concerns that occurred during the Great London Smog allowed the entire world to see how different actions could affect the environment differently. My research question also allows one to view the chain of events unfold after the Great London Smog.
3.
Explain how you used sources to finalize your research question.
4.
The sources I found and researched helped me finalize my research question by giving me more background information and allowing me to understand the situation a bit better. While studying the different sources, I was able to conclude that the mass media focused on the visual effects of the smog rather than the overall health. With this being evident, my research question
was formed by questioning the overall environmental committees and possible future ones.
Part 2: Building Context to Address Questions
5.
Describe the context of your historical event that influenced your current event.
In 1940, London was under heavy aerial bombardment from German causing a large amount of air pollution, and after the war, people wanted to get back to their normal reality, so the National Smoke Abatement Society held its first conference noting the struggle for clean air and the fight against fascism (Thorsheim, 2018). Most people were more concerned over "obtaining adequate supplies of coal than worried about the smoke that it produced" which lead the National Coal Board to promote "nutty slack;" however "nutty slack" was extremely filthy and caused a great amount of smoke pollution (Thorsheim, 2018). The National Smoke Abatement Society wrote a public report, which lead to the end of rationing nutty slack. The combination of recent air quality, meteorological conditions, and interactions with recent fuel burning, the Great London Smog came to effect (Thorsheim, 2018).
6.
Describe a historical figure or group’s participation in your historical event.
7.
There are two historical group's that had a major role in the Great London Smog. The National Smoke Abatement Society foreseen the health issues that the smoke could cause and also 1
mentioned the problems with future coal burning appliances. The National Coal Board added to coal consumption and even promoted a type of coal that produced more smoke only to keep up with the communities demand.
8.
Explain the historical figure or group’s motivation to participate in your historical event.
9.
The National Coal Board is "a government-run monopoly established when Britain's entire coal industry was nationalized in 1947" (Thorsheim, 2018). With the concern for enough coal supply over potential smoke concern, the N.C.B promoted "nutty slack" but this caused a tremendous amount of smoke pollution. The National Smoke Abatement Society realized the damages that was caused by "nutty slack" and caused them to create a written statement explaining the harmful effects and termination of "nutty slack" (Thorsheim, 2018). 10.
Part 3: Examining How Bias Impacts Narrative
11.
Describe a narrative you identified while researching the history of your historical event.
12.
One narrative I found while researching is the article The Great Smog of London woke the world to the dangers of coal which briefly explains how the smog started, the health emergencies the smog created, and the environmental progression the smog caused (Blakemore, 2022). In 1968, the laws to outlaw the release of “smoke nuisances” and require new furnaces to emit little or no smoke were strengthen but it took the rest of the world years to pass any laws (Blakemore, 2022). 13.
14.
Articulate how biased perspectives presented in primary and secondary sources influence what is known or unknown about history.
15.
Being biased when representing any type of information has major influence in how the reader obtains certain knowledge. Biases in primary and secondary sources concerning history could potentially cause misinformation or even the lack of specific information. Once bias enters a source, it changes the perspective of the source entirely. When one perspective is superficial, this leads room for other perspectives to become less apparent. 16.
17.
Identify the perspectives that you think are missing from your historical event’s narrative.
18.
There was a report called Mortality in the London Fog Incident, 1952
(Logan, 1953) which voiced many concerns of the death tolls and other information of harmful effects. While the health care
perspective was the majority of this report, perspectives such as environmental and social perspectives could have been included to give an overview of how different things played different roles in treatment and other health concerns. If the Great London Smog were told from
a social perspective, this could allow the narrative to focus more on different individual's side effects rather than generalized side effects. Different ages and races could be affected by the Great London Smog more than others and having more information concerning these groups will allow for future, individualized health precautions.
Part 4: Connecting the Past With the Present
19.
Explain how researching its historical roots helped improve your understanding of your current event.
20.
The current event I connected my historical event with was the New York haze in early June 2023. Studying the historical roots allowed me to understand how other issues near a society 2
could have future effects. The New York haze and the Great London Smog have many similar aspects. Both events consisted of a harmful effects that were caused or further damaged by something not directly from the same environment. Each event furthered opinions about better air quality and climate control. Climate change is a rising issue all around the world, and with a growing number of people becoming more aware to the changes around them, we have a better
chance of healing the world. The Great London Smog is just one example of what will happen if people don't fully understand the future consequences of their actions.
21.
Articulate how questioning your assumptions, beliefs, and values may benefit you as an individual.
22.
Questioning my assumptions, beliefs, and values could benefit myself as an individuals by potentially reshaping my perspective on various views. Sometimes when I need to understand different information, I will have to consider different assumptions, values, and/or beliefs. With thus type of reshaping, I will be able to consider different sides of different perspectives. For example, if I were to look at the Great London Smog under the assumption that everyone was affected the same way, I would have a lack in overall understanding.
23.
Discuss how being a more historically informed citizen may help you understand contemporary issues.
Citizens have the responsibility of being historically informed because this allows them to look at
current issues and relate them to historical issues. Hopefully, when comparing modern events to
historical events, one can learn from any mistakes and make a better choice of action. We also learn from the past and improve our understanding of the present. When one is historically informed, they could learn different skills, one for example is contextualization. Contextualization is the fact or process of considering something in its context which can help in the overall understanding of it.
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References
Blakemore, E. (6 December 2022). The Great Smog of London woke the world to the dangers of coal. National Geographic. https://www.nationalgeographic.co.uk/environment-and-conservation/2022/12/
the-great-smog-of-london-woke-the-world-to-the-dangers-of-coal Logan, W.P.D., (14 February 1953). Mortality in the London Fog Incident, 1952
. ScienceDirect. https://www.sciencedirect.com/science/article/abs/pii/S0140673653910125 Thorsheim, P. (2018). Death comes from the air. In Inventing pollution: Coal, smoke, and culture in Britain since 1800. Ohio University Press. 4