{"id":3108,"date":"2021-04-12T16:12:24","date_gmt":"2021-04-12T16:12:24","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/?post_type=chapter&#038;p=3108"},"modified":"2022-11-11T03:45:11","modified_gmt":"2022-11-11T03:45:11","slug":"historical-arguments","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/chapter\/historical-arguments\/","title":{"raw":"Historical Arguments","rendered":"Historical Arguments"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>Describe a historical argument<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Argumentation<\/h2>\r\nYou've learned now about some of the major events in early American history, but just because you read about them in a textbook doesn't mean that you have a complete understanding of the events or how they happened. For example, we didn't have time in the course to dive into the English Restoration in great detail. We know that\u00a0the Glorious Revolution describes when Mary, daughter of King James II, and her husband, William of Orange, became the new British monarchs following the ousting of King James II, but the details of what and how that all happened are more nuanced, and some details are open to interpretation. The fact that Mary and William were British monarchs after James II is just that\u2014a fact. It can be confirmed by thousands of various resources and is not open to interpretation. But, the biggest issues of their reign, their effectiveness as leaders, and the consequences of their rule are all things that could be discussed or debated.\r\n\r\nWhen historians collect data and work to interpret the facts that they gather about an event, they create historical arguments. A historical argument related to the Glorious Revolution could be: \"William and Mary saved the British monarchy by modeling how to work effectively with Parliament.\" This statement could be refuted. Sometimes arguments are based on an opinion or a hypothesis you have about something, and other times, arguments pull various facts together to create a coherent position. For example, another position related to the Glorious Revolution could state: \"The Glorious Revolution and the reign of William and Mary weakened the control of the monarchy and led to increased parliamentary power in Great Britain.\" With this as the guiding statement, or thesis, we could expect that an essay about this would describe the\u00a0Bill of Rights of 1689, highlight specific instances showing a weaker monarchy, and explain how Parliament gained more power.\r\n<h2>Historical Arguments<\/h2>\r\nHistorians work to construct an idea of what happened based upon the facts that they gather about an event. This is called a historical argument.\u00a0Let\u2019s just clear this up, though: a historical, or academic, \u201cargument\u201d isn\u2019t the same as an argument over what to eat for dinner, or who was heading for a prime parking spot first. An academic argument defends\u00a0a certain point of view through writing or speech.\r\n\r\n[caption id=\"attachment_28\" align=\"alignright\" width=\"300\"]<img class=\"wp-image-28 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-300x230.jpg\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-300x230.jpg 300w, https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-768x588.jpg 768w, https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-1024x783.jpg 1024w, https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-65x50.jpg 65w, https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-225x172.jpg 225w, https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-350x268.jpg 350w\" alt=\"A woman yelling at a man in a parking lot.\" width=\"300\" height=\"230\" \/> <strong>Figure 1<\/strong>. An academic argument isn\u2019t like an argument over a parking spot.[\/caption]\r\n<h3>An argument must take a stance<\/h3>\r\nWhat distinguishes an argumentative essay from a descriptive essay or \u201creport\u201d is that the argument must take a stance; if you\u2019re merely summarizing \u201cboth sides\u201d of an issue or pointing out the \u201cpros and cons,\u201d you\u2019re not really writing an argument. For example, \u201cStricter gun control laws will likely result in a decrease in gun-related violence\u201d is an argument. \u201cAmericans are divided over gun control laws\u201d isn\u2019t an argument yet, because it\u2019s presenting an issue (but not taking a stance). Arguments don\u2019t just have to be about controversial political issues, though: many kinds of writing make arguments without touching on politics at all. For instance, an essay can take a stance by offering a particular interpretation of a song or a movie, or by showing the reader a new way to look at a historical event.\r\n<h3>Arguments can have an opinion, but should not be\u00a0<em>based<\/em>\u00a0on opinion<\/h3>\r\nWhen someone says: \u201cwell, that\u2019s just your opinion,\u201d what do they mean? Usually, this phrase implies that the other person doesn\u2019t have a good\u00a0<em>reason\u00a0<\/em>for a particular view. If an argument is all about providing reasons for our views, does that mean we can\u2019t express an opinion through argument? No! In fact, academic arguments usually articulate an opinion. Importantly, though, this opinion is always carefully defended with good reasoning, and often supported by research. If I claim that\u00a0Michael Jordan was the greatest athlete of all time, but don\u2019t offer any reasons, then that\u2019s just my opinion. If I claim that \u201cBabe\u201d Didrikson Zaharias was a more accomplished athlete than Jordan because she dominated\u00a0golf, basketball, and track-and-field, while Jordan was only good at basketball and golf, then we\u2019re moving toward an argument.\u00a0As the example of Zaharias vs. Jordan is supposed to show, the difference between opinion and argument comes down to\u00a0<em>reasons<\/em>. If you can give reasons to support your claim, then it\u2019s closer to an argument. But that still doesn\u2019t clarify things entirely. After all, as every parent knows, \u201cbecause I said so!\u201d\u00a0<em>is<\/em>\u00a0a reason, just not one that can be argued with.\r\n<h3>If you can\u2019t disagree with it, it\u2019s not an argument<\/h3>\r\n\u201cI like the\u00a0<em>Fast and Furious<\/em>\u00a0movies\u201d is an opinion, because no one can disagree with it: it wouldn\u2019t make sense to say: \u201cNo, you don\u2019t like those movies.\u201d By comparison, here\u2019s an argument: \u201cAlthough they might seem like mindless action flicks, The\u00a0<em>Fast and Furious\u00a0<\/em>movies actually have a lot to say about changing ideas about family in modern America.\u201d (Of course, you\u2019d then have to give your\u00a0<em>reasons<\/em>\u00a0for this claim).\u00a0Now your reader could agree or disagree: \u201cYes, that makes sense to me\u201d or \u201cNo, I see it differently.\u201d\r\n<div class=\"textbox tryit\">\r\n<h3>TRY IT<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/6642c9b6-7a72-47ce-a813-4049d0cd7fb7\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/36f85e01-5d93-46d2-a2bb-42823f6cd39e\r\n\r\n<\/div>\r\n<h3>Formulating a Valid Argument<\/h3>\r\nFormulating an argument can be a scary thing. Making an assertion that someone else might challenge or criticize is intimidating and you may be tempted to simply argue a point that no one could refute, like \u201cThe American Revolution resulted in significant social, political, and economic changes in America.\u201d This is a true statement, but it\u2019s not yet an argument. You could argue about the ways in which social, political, and economic life changed, but the fact that it did change is undisputed.\r\n\r\nHistory is full of different interpretations. One historian might argue that Thomas Jefferson was the most influential of the Founding Fathers and another might argue that it was John Adams. Both historians will be able to back up their arguments with evidence and, to put it simply, neither one is wrong. Much of history is a matter of perspective. What matters is that you are able to formulate an argument and back it up using different perspectives and sources, and also that you are willing to change your argument or your own perspective when presented with evidence that refutes your points.\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/9ab19f5d-ed05-451b-8035-8ba1add032bf\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>ACTIVITY: Make an Argument<\/h3>\r\nEveryone is \u201copinionated\u201d about some things. What would people say you\u2019re \u201copinionated\u201d about? Consider something you absolutely love (i.e. Soccer is the best sport, or Farmville is the best game), a restaurant you like to frequent ( _______ has the best pizza in town), or the ways you like to do things (toilet paper should always go roll side on top, or the dishes need to be loaded a particular way in the dishwasher).\r\n\r\nThere are no correct answers to these responses, but you may jot down your thoughts in the spaces provided below.\r\n\r\n1. List three things you have strong opinions about. They can be important or trivial, big or small.\r\n<p class=\"p1\">[practice-area rows=\"4\"][\/practice-area]<\/p>\r\n<p class=\"p1\">2. Choose one of your three items. Is there a way to turn this opinion into an argument? If you had to convince a friend that your opinion about this thing is \u201cright,\u201d what argument could you use? What reason or reasons could you use to convince your friend? Below the item you\u2019ve chosen, write a list of 3 reasons your opinion is \u201ccorrect.\u201d Try to find reasons that go beyond taste (\u201cI just like it\u201d) or belief (\u201cthat\u2019s just what I believe\u201d).<\/p>\r\n<p class=\"p1\">[practice-area rows=\"4\"][\/practice-area]<\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Glossary<\/h3>\r\n<strong>historical argument<\/strong>: a position that defends\u00a0a certain historical point of view through writing or speech\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Describe a historical argument<\/li>\n<\/ul>\n<\/div>\n<h2>Argumentation<\/h2>\n<p>You&#8217;ve learned now about some of the major events in early American history, but just because you read about them in a textbook doesn&#8217;t mean that you have a complete understanding of the events or how they happened. For example, we didn&#8217;t have time in the course to dive into the English Restoration in great detail. We know that\u00a0the Glorious Revolution describes when Mary, daughter of King James II, and her husband, William of Orange, became the new British monarchs following the ousting of King James II, but the details of what and how that all happened are more nuanced, and some details are open to interpretation. The fact that Mary and William were British monarchs after James II is just that\u2014a fact. It can be confirmed by thousands of various resources and is not open to interpretation. But, the biggest issues of their reign, their effectiveness as leaders, and the consequences of their rule are all things that could be discussed or debated.<\/p>\n<p>When historians collect data and work to interpret the facts that they gather about an event, they create historical arguments. A historical argument related to the Glorious Revolution could be: &#8220;William and Mary saved the British monarchy by modeling how to work effectively with Parliament.&#8221; This statement could be refuted. Sometimes arguments are based on an opinion or a hypothesis you have about something, and other times, arguments pull various facts together to create a coherent position. For example, another position related to the Glorious Revolution could state: &#8220;The Glorious Revolution and the reign of William and Mary weakened the control of the monarchy and led to increased parliamentary power in Great Britain.&#8221; With this as the guiding statement, or thesis, we could expect that an essay about this would describe the\u00a0Bill of Rights of 1689, highlight specific instances showing a weaker monarchy, and explain how Parliament gained more power.<\/p>\n<h2>Historical Arguments<\/h2>\n<p>Historians work to construct an idea of what happened based upon the facts that they gather about an event. This is called a historical argument.\u00a0Let\u2019s just clear this up, though: a historical, or academic, \u201cargument\u201d isn\u2019t the same as an argument over what to eat for dinner, or who was heading for a prime parking spot first. An academic argument defends\u00a0a certain point of view through writing or speech.<\/p>\n<div id=\"attachment_28\" style=\"width: 310px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-28\" class=\"wp-image-28 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-300x230.jpg\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" srcset=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-300x230.jpg 300w, https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-768x588.jpg 768w, https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-1024x783.jpg 1024w, https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-65x50.jpg 65w, https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-225x172.jpg 225w, https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5208\/2020\/04\/16193340\/190513-Z-NV440-1002-350x268.jpg 350w\" alt=\"A woman yelling at a man in a parking lot.\" width=\"300\" height=\"230\" \/><\/p>\n<p id=\"caption-attachment-28\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. An academic argument isn\u2019t like an argument over a parking spot.<\/p>\n<\/div>\n<h3>An argument must take a stance<\/h3>\n<p>What distinguishes an argumentative essay from a descriptive essay or \u201creport\u201d is that the argument must take a stance; if you\u2019re merely summarizing \u201cboth sides\u201d of an issue or pointing out the \u201cpros and cons,\u201d you\u2019re not really writing an argument. For example, \u201cStricter gun control laws will likely result in a decrease in gun-related violence\u201d is an argument. \u201cAmericans are divided over gun control laws\u201d isn\u2019t an argument yet, because it\u2019s presenting an issue (but not taking a stance). Arguments don\u2019t just have to be about controversial political issues, though: many kinds of writing make arguments without touching on politics at all. For instance, an essay can take a stance by offering a particular interpretation of a song or a movie, or by showing the reader a new way to look at a historical event.<\/p>\n<h3>Arguments can have an opinion, but should not be\u00a0<em>based<\/em>\u00a0on opinion<\/h3>\n<p>When someone says: \u201cwell, that\u2019s just your opinion,\u201d what do they mean? Usually, this phrase implies that the other person doesn\u2019t have a good\u00a0<em>reason\u00a0<\/em>for a particular view. If an argument is all about providing reasons for our views, does that mean we can\u2019t express an opinion through argument? No! In fact, academic arguments usually articulate an opinion. Importantly, though, this opinion is always carefully defended with good reasoning, and often supported by research. If I claim that\u00a0Michael Jordan was the greatest athlete of all time, but don\u2019t offer any reasons, then that\u2019s just my opinion. If I claim that \u201cBabe\u201d Didrikson Zaharias was a more accomplished athlete than Jordan because she dominated\u00a0golf, basketball, and track-and-field, while Jordan was only good at basketball and golf, then we\u2019re moving toward an argument.\u00a0As the example of Zaharias vs. Jordan is supposed to show, the difference between opinion and argument comes down to\u00a0<em>reasons<\/em>. If you can give reasons to support your claim, then it\u2019s closer to an argument. But that still doesn\u2019t clarify things entirely. After all, as every parent knows, \u201cbecause I said so!\u201d\u00a0<em>is<\/em>\u00a0a reason, just not one that can be argued with.<\/p>\n<h3>If you can\u2019t disagree with it, it\u2019s not an argument<\/h3>\n<p>\u201cI like the\u00a0<em>Fast and Furious<\/em>\u00a0movies\u201d is an opinion, because no one can disagree with it: it wouldn\u2019t make sense to say: \u201cNo, you don\u2019t like those movies.\u201d By comparison, here\u2019s an argument: \u201cAlthough they might seem like mindless action flicks, The\u00a0<em>Fast and Furious\u00a0<\/em>movies actually have a lot to say about changing ideas about family in modern America.\u201d (Of course, you\u2019d then have to give your\u00a0<em>reasons<\/em>\u00a0for this claim).\u00a0Now your reader could agree or disagree: \u201cYes, that makes sense to me\u201d or \u201cNo, I see it differently.\u201d<\/p>\n<div class=\"textbox tryit\">\n<h3>TRY IT<\/h3>\n<p>\t<iframe id=\"assessment_practice_6642c9b6-7a72-47ce-a813-4049d0cd7fb7\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/6642c9b6-7a72-47ce-a813-4049d0cd7fb7?iframe_resize_id=assessment_practice_id_6642c9b6-7a72-47ce-a813-4049d0cd7fb7\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<p>\t<iframe id=\"assessment_practice_36f85e01-5d93-46d2-a2bb-42823f6cd39e\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/36f85e01-5d93-46d2-a2bb-42823f6cd39e?iframe_resize_id=assessment_practice_id_36f85e01-5d93-46d2-a2bb-42823f6cd39e\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h3>Formulating a Valid Argument<\/h3>\n<p>Formulating an argument can be a scary thing. Making an assertion that someone else might challenge or criticize is intimidating and you may be tempted to simply argue a point that no one could refute, like \u201cThe American Revolution resulted in significant social, political, and economic changes in America.\u201d This is a true statement, but it\u2019s not yet an argument. You could argue about the ways in which social, political, and economic life changed, but the fact that it did change is undisputed.<\/p>\n<p>History is full of different interpretations. One historian might argue that Thomas Jefferson was the most influential of the Founding Fathers and another might argue that it was John Adams. Both historians will be able to back up their arguments with evidence and, to put it simply, neither one is wrong. Much of history is a matter of perspective. What matters is that you are able to formulate an argument and back it up using different perspectives and sources, and also that you are willing to change your argument or your own perspective when presented with evidence that refutes your points.<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_9ab19f5d-ed05-451b-8035-8ba1add032bf\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/9ab19f5d-ed05-451b-8035-8ba1add032bf?iframe_resize_id=assessment_practice_id_9ab19f5d-ed05-451b-8035-8ba1add032bf\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>ACTIVITY: Make an Argument<\/h3>\n<p>Everyone is \u201copinionated\u201d about some things. What would people say you\u2019re \u201copinionated\u201d about? Consider something you absolutely love (i.e. Soccer is the best sport, or Farmville is the best game), a restaurant you like to frequent ( _______ has the best pizza in town), or the ways you like to do things (toilet paper should always go roll side on top, or the dishes need to be loaded a particular way in the dishwasher).<\/p>\n<p>There are no correct answers to these responses, but you may jot down your thoughts in the spaces provided below.<\/p>\n<p>1. List three things you have strong opinions about. They can be important or trivial, big or small.<\/p>\n<p class=\"p1\"><textarea aria-label=\"Your Answer\" rows=\"4\"><\/textarea><\/p>\n<p class=\"p1\">2. Choose one of your three items. Is there a way to turn this opinion into an argument? If you had to convince a friend that your opinion about this thing is \u201cright,\u201d what argument could you use? What reason or reasons could you use to convince your friend? Below the item you\u2019ve chosen, write a list of 3 reasons your opinion is \u201ccorrect.\u201d Try to find reasons that go beyond taste (\u201cI just like it\u201d) or belief (\u201cthat\u2019s just what I believe\u201d).<\/p>\n<p class=\"p1\"><textarea aria-label=\"Your Answer\" rows=\"4\"><\/textarea><\/p>\n<\/div>\n<div class=\"textbox learning-objectives\">\n<h3>Glossary<\/h3>\n<p><strong>historical argument<\/strong>: a position that defends\u00a0a certain historical point of view through writing or speech<\/p>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-3108\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>What is an Argument?. <strong>Provided by<\/strong>: Lumen Learning. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/englishcomp1coreq\/chapter\/introduction-to-what-is-an-argument\/\">https:\/\/courses.lumenlearning.com\/englishcomp1coreq\/chapter\/introduction-to-what-is-an-argument\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Analyzing an Argument. <strong>Provided by<\/strong>: Historical.Exploration. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=SUI9H9VT1kU\">https:\/\/www.youtube.com\/watch?v=SUI9H9VT1kU<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":29,"menu_order":16,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"What is an Argument?\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"https:\/\/courses.lumenlearning.com\/englishcomp1coreq\/chapter\/introduction-to-what-is-an-argument\/\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Analyzing an Argument\",\"author\":\"\",\"organization\":\"Historical.Exploration\",\"url\":\"https:\/\/www.youtube.com\/watch?v=SUI9H9VT1kU\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"82631ac7-ce40-4a72-b804-3831aaf81355,3deaf16c-ebea-418e-91d8-ad5ed397e9e6","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-3108","chapter","type-chapter","status-publish","hentry"],"part":151,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapters\/3108","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/wp\/v2\/users\/29"}],"version-history":[{"count":16,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapters\/3108\/revisions"}],"predecessor-version":[{"id":8651,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapters\/3108\/revisions\/8651"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/parts\/151"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapters\/3108\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/wp\/v2\/media?parent=3108"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/pressbooks\/v2\/chapter-type?post=3108"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/wp\/v2\/contributor?post=3108"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/wp-json\/wp\/v2\/license?post=3108"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}