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Project Students will choose FOUR topics from the following research list below: Research List : Kwanzaa, Eurocentrism, Affirmative Action in Higher Education, The Harlem Renaissance, W.E.B. DuBois, Booker T. Washington, Marcus Garvey, The Black Panthers, Thurgood Marshall, White Privilege, Jackie Robinson, The NAACP, Malcolm X, Dr. Martin Luther King, Jr., The Attica Prison Revolt, Cornell West, The Scottsboro Boys, The Tuskegee Experiment, The Lynching of James Byrd, Louis Armstrong, James Baldwin, Barbara Jordan, Fannie Lou Hamer, Jack Johnson and SNCC. 2. Find two articles for each topic chosen . In one large paragraph, take topic #1 and (a) summarize each of the two articles; (b) compare the two articles to each other; and (3) give a personal statement as to why this topic is important to African American history and culture in your eyes. (2 copies) doesn't mean 8 characters - 6 will be enogh you may make a paraphras on 2 of them,, .
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Students will choose FOUR topics from the following research lis.docx
Students will choose
FOUR
topics from the following research list below:
Askia Muhammad, The Middle Passage, John Newton, Phillis Wheatley, Benjamin Banneker, Crispus Attucks, Toussaint L’Ouverture, The Haitian Revolution for Independence, David Walker, Richard Allen, Paul Cuffe, The America Colonization Society, Nat Turner, Harriet Tubman, The Underground Railroad, Sojourner Truth, William Lloyd Garrison, The Anti-Slavery/Abolitionist Movement, Frederick Douglass, The Dred Scott Decision, Jim Crow and Segregation, Maria W. Stewart, Harriet Beecher Stowe, Uncle Tom’s Cabin, Thomas Jefferson and Sally Hemings, Martin R. Delany, Henry Highland Garnet, The Amistad Mutiny, John Q. Adams and the Amistad Case, The Lincoln-Douglas Debates, John Brown’s Raid, The Emancipation Proclamation, The 54
th
Massachusetts Regiment, Lincoln and Slavery, Reconstruction, Sharecropping, Ida B. Wells, and Booker T. Washington.
2. Find
two articles for each
topic chosen
. In one large paragraph, take topic #1 and (a) summarize each of the two articles; (b) compare the two articles to each other; and (3) give a personal statement as to why this topic is important to African American history and culture in your eyes.
Do the same for topics #2--#4 in three additional large paragraphs.
3.
Minimum
size for each of the four paragraphs is one-half page
.
4. The articles you select are to come from
professional/scholarly journals and periodicals
only –
not
popular magazines and newspapers.
5. You are required to use the
APA format
for this project.
Be sure to refer to the APA citation instructions available in reference books, Google,
or other Internet sites.
6.
Paper must be typed and stapled.
Use no larger than a 12 font
.
7.
Do
not attach a cover page
: in one line at top of first page, give your name, my name, course number and date.
8. Do
not use double spacing –
use either single or 1 and ½ spacing only
.
.
Social Studies book design_Public Image Private Shame
A social studies text for secondary school students studying in New Zealands schools.
An Lisis Cr Tico Del Estereotipo De La Minor A Modelo Shibboleth
Paper Writing Service
http://StudyHub.vip/An-Lisis-Cr-Tico-Del-Estereotipo-De-La- 👈
Recommended
Students will choose FOUR topics from the following research lis.docx
Students will choose
FOUR
topics from the following research list below:
Askia Muhammad, The Middle Passage, John Newton, Phillis Wheatley, Benjamin Banneker, Crispus Attucks, Toussaint L’Ouverture, The Haitian Revolution for Independence, David Walker, Richard Allen, Paul Cuffe, The America Colonization Society, Nat Turner, Harriet Tubman, The Underground Railroad, Sojourner Truth, William Lloyd Garrison, The Anti-Slavery/Abolitionist Movement, Frederick Douglass, The Dred Scott Decision, Jim Crow and Segregation, Maria W. Stewart, Harriet Beecher Stowe, Uncle Tom’s Cabin, Thomas Jefferson and Sally Hemings, Martin R. Delany, Henry Highland Garnet, The Amistad Mutiny, John Q. Adams and the Amistad Case, The Lincoln-Douglas Debates, John Brown’s Raid, The Emancipation Proclamation, The 54
th
Massachusetts Regiment, Lincoln and Slavery, Reconstruction, Sharecropping, Ida B. Wells, and Booker T. Washington.
2. Find
two articles for each
topic chosen
. In one large paragraph, take topic #1 and (a) summarize each of the two articles; (b) compare the two articles to each other; and (3) give a personal statement as to why this topic is important to African American history and culture in your eyes.
Do the same for topics #2--#4 in three additional large paragraphs.
3.
Minimum
size for each of the four paragraphs is one-half page
.
4. The articles you select are to come from
professional/scholarly journals and periodicals
only –
not
popular magazines and newspapers.
5. You are required to use the
APA format
for this project.
Be sure to refer to the APA citation instructions available in reference books, Google,
or other Internet sites.
6.
Paper must be typed and stapled.
Use no larger than a 12 font
.
7.
Do
not attach a cover page
: in one line at top of first page, give your name, my name, course number and date.
8. Do
not use double spacing –
use either single or 1 and ½ spacing only
.
.
Social Studies book design_Public Image Private Shame
A social studies text for secondary school students studying in New Zealands schools.
An Lisis Cr Tico Del Estereotipo De La Minor A Modelo Shibboleth
Paper Writing Service
http://StudyHub.vip/An-Lisis-Cr-Tico-Del-Estereotipo-De-La- 👈
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
This page intentionally left blank READING THE A
This page intentionally left blank
READING
THE AMERICAN
PAST
FIFTH EDITION
Selected Historical Documents
Volume 2: From 1865
MICHAEL P. JOHNSON
Johns Hopkins University
Bedford/St. Martin’s Boston ◆ New York
01_JOH_56377_fm_i_xxiv_r3jm.indd i01_JOH_56377_fm_i_xxiv_r3jm.indd i 11/17/11 8:53 AM11/17/11 8:53 AM
For Bedford/St. Martin’s
Publisher for History: Mary Dougherty
Executive Editor for History: William J. Lombardo
Director for Development for History: Jane Knetzger
Developmental Editor: Jennifer Jovin
Assistant Production Manager: Joe Ford
Senior Marketing Manager for U.S. History: Amy Whitaker
Project Management: DeMasi Design and Publishing Services
Permissions Manager: Kalina K. Ingham
Cover Designer: Billy Boardman
Cover Art: Gulf War Troops in Parade, Troops walk down the “Canyon Of Heroes,”
on Broadway, in Manhattan, as part of their welcome home parade. June 10,
1991. © Najlah Feanny/CORBIS SABA.
Composition: Jeff Miller Book Design
Printing and Binding: RR Donnelley and Sons
President: Joan E. Feinberg
Editorial Director: Denise B. Wydra
Director of Marketing: Karen R. Soeltz
Director of Production: Susan W. Brown
Associate Director, Editorial Production: Elise S. Kaiser
Manager, Publishing Services: Andrea Cava
Library of Congress Control Number: 2011936216
Copyright © 2012, 2009, 2005, 2002 by Bedford/St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, pho-
tocopying, recording, or otherwise, except as may be expressly permitted by the
applicable copyright statutes or in writing by the Publisher.
Manufactured in the United States of America.
6 5 4 3 2 1
f e d c b a
For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston,
MA 02116 (617-399-4000)
ISBN: 978-0-312-56377-6
Acknowledgments
Acknowledgments and copyrights appear at the back of the book on pages 341–42,
which constitute an extension of the copyright page.
It is a violation of the law to reproduce these selections by any means whatsoever
without the written permission of the copyright holder.
01_JOH_56377_fm_i_xxiv_r3jm.indd ii01_JOH_56377_fm_i_xxiv_r3jm.indd ii 11/17/11 8:53 AM11/17/11 8:53 AM
iii
Preface for
Instructors
R
eading the American Past is a collection of compelling documents
that represent political, social, and cultural experiences critical
to students’ understanding of the scope and diversity of United
States history. Created by people who shaped American history in ways
both large and small, these primary sources reveal the views of the au-
thors, the historical context in which they were written, and the major
developments and controversies of their era. The documents give depth,
breadth, and variety to textbook discussions of important developments
in our nation’s past. Organized chapter by chapter to parallel The Amer-
ican Promise: A History ...
Enslavement SystemDr. G. J. Giddings.docx
Enslavement System
Dr. G. J. Giddings
Characteristics
forced,
resisted,
Codified/legal,
Contradictory …
(Evolving/evolutionary)
(indentured servitude; post-bellum …)
Key Concepts (M. Karenga, 1980)
Culture
collective, self-conscious means by which a people (re-)create, celebrate and introduce themselves to the world.
History
struggle and record of a people … humanizing the world, i.e., shaping it in their own image …
Forced … Chattel slavery
4
Forced … by the numbers
Capitalism
12.5 (10.7)million
U.S.: 388,000;
Brazil: 5 million
~90% enslaved
50% enslaved, plantations
88% enslavers, owned <20
25% of enslaved, lived on plantations of >50
~52% of free, Southern
“Slave Community”
Enslavers; overseers; head-slaves (house, field, freshwater, creoles.
Forced …by the numbers
Legal…
Mass Bay Colony, 1641 “Slave Code”
244 years enslaved; 155 years free
Virginia Code, 1670
Child followed mother’s status
U.S. Constitution, 1787
3/5 compromise clause
End of slave trade clause (1808)
“fugitive slave” clause
Fugitive Slave law of 1793
South Carolina, 1822
Black sailors imprisoned while ships were docked
After Denmark Vesey revolt conspiracy
Death penalty
73 death penalty laws: for crimes of arson, rape, revolts …
Resisted …
Day-to-day
Small daily acts of defiance
Cultural
Remaining one’s self; holding on to African traditions …
(“Sankofa” by Haile Gerima)
Escape
1810-’50: 100,000
Revolutionary War: 30, 000 in Virginia; 75% enslaved in Georgia
War of 1812(-1815) Blacks
(Alan Taylor’s The Internal Enemy: Slavery & War in VA, 1772-1832)
Revolt
1/10 mutinied (i.e., Amistad, 1839)
Gabriel P., 1800; D. Vesey, 1822; N. Turner, 1831
Creole Case, 1841: Revolt; British freed 128 in Bahamas
Contradictory …
Crispus Attucks, 1723-1770
“Boston Massacre” martyr, 1790
Phillis Wheatley, 1753-1784
poet …
“Brains & Beauty as well as Brawn”
Rice cultivation in South Carolina; metallurgists; carpenters …
Thomas Jefferson & Sally Hemings’ relationship;
“Internal enemy” (A. Taylor)
Ethnology
Polygenesis theory of human development
“One drop rule”
5,000 Black Revolutionary War veterans
Emigration
American Colonization Society, 1816
Segregation started at Puberty
Contradictory …
Crispus Attucks 1723-1770
Narragansett mother
1750 Advertisement
Boston Massacre,
1770
5 casualties
“Blackness” …
“Normative behavioral system; a way of looking at the world, deciding how one aught to behave, and then acting accordingly”
-Rhett Jones (1997)
3 ingredients
Slavery experience
Lack of ethnicity
One drop rule
.
IALJS-14 Literary Journalism 101: Teaching Toolkit Panel—Successful Texts
Responses from educators to the survey question: “What three texts have been your most successful in teaching literary/long form/narrative journalism?” presented at the Fourteenth International Conference for Literary Journalism Studies (IALJS-14): Literary Journalist as Naturalist: Science, Ecology and the Environment
American History in a Global AGE1.pdf
Professional Writing Service
http://StudyHub.vip/American-History-In-A-Global-AGE1
Paper #1( fill out worksheet Below)US History Exploration Works.docx
Paper #1( fill out worksheet Below):
US History Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What’s your topic and focus question?
Topic:
Focus Question:
Step 2: In 50 words or more, state why you chose the topic and focus question that you chose. It could be how the topic is of interest to you and that you have studied it previously, or it could be a subject that you want to learn more about something of which you do not have knowledge.
Step 3: List the two primary source and two secondary sources that you have chosen in the boxes below.
Source Type
Source Name
Primary Source #1
Primary Source #2
Secondary Source #1
Secondary Source #2
Step 4: In 50 words or more, describe your initial thoughts about how your sources relate to your chosen topic and focus.
Make sure to provide specific examples from each of the four sources that illustrate how they will help you answer your focus question.
This will help you begin to think about the form of your paper!
Topic instructions:
Select a topic from this list. Once you have done this, select your specific focus and sources from the next list.
1.
This Land is My Land
2.
Revolutionary Ideas
3.
The New Nation
4.
Going Underground
5.
All Men Are Created Equal
6.
In Her Place
7.
Splitting Up
8.
Fighting for Peace
Focus and source instructions:
Now that you have your topic, select your desired focus option. Then, it will list the sources that can be used for this topic. Choose two primary and two secondary
sources
. Think about your choices and then fill out the worksheet on page 1!
1.
This Land is My Land
a.
Focus Question
: Analyze the major causes of the tensions between the Native Americans and the European colonists in the 16th-18th centuries.
Primary Sources:
1.
Lion Gardener, “Relation of the Pequot Warres”, 1660
2.
John Mason’s “Brief History of the Pequot War”
3.
Indian Complaints about English Settlers, 1675
4.
Edward Randolph’s Report of King Philip’s War, 1675
Secondary Sources:
1.
Philip Ranlet, “Another Look at the Causes of the King Philip’s War”
2.
Alden T. Vaughan, “Pequots and Puritans: The Causes of the War of 1637”
3.
James Drake, “Restraining Atrocity: The Conduct of King Philip’s War”
b.
Focus Question
: Evaluate the impact of the Pequot War on either the Europeans or Natives.
Primary Sources:
1.
Indian Complaints about English Settler.
They should be about two pages typed minimum for each question. Make.docx
They should be about two pages typed minimum for each question. Make sure you answer each of the questions you have chosen fulling, using examples from the texts,
Creating Black Americans
and
Major Problems in African American History.
1. Discuss the change in African American society created by the Great Migration. How did black people's lives change socially, politically, economically and artistically (including the Harlem Renaissance)? Explain the difference between life in the North and the South for African Americans and the difficulties each group faced. What did each group do to improve their situation?
2. During the 20th century, two of the major strains of civil rights for African Americans included black separatism (Marcus Garvey, Malcolm X, Black Panther Party) and racial integration (WEB DuBois, NAACP, Martin Luther King Jr., SCLC, SNCC). Describe these two strains, including the major arguments for each. Which do you feel has been more successful? Were both ideas necessary in order to accomplish the goal of equal rights for African Americans?
3. How have African Americans used art, music and literature to express themselves in the 20th and 21st centuries? Using examples from our texts what periods have spawned the most artistic creativity? Why? What periods do not seem to be as represented by artistic movements and why? Does art and music inspire political action or reflect it?
.
1 Morgan University Department of History Sprin.docx
1
Morgan University
Department of History
Spring 2017
HIST 350 : 017; 018; 019; 020
Assignment and Book Review Completion Guidelines
Assignment
1):Question:
Of what significance was the “Tran-Atlantic Moment” in the making of the Atlantic African Diaspora
between the 15
th
and the 19
th
centuries? What efforts and with what challenges have been made by
African descendants of this African Diaspora to reconnect with their ancestral homeland since the 19
th
century? (40 points).
2) Due Date: Monday March 13, 2017. Completed hard copies of papers shall be submitted in class
during respective class periods. No paper shall be accepted after the due date and time. No emailing of
assignments.
3) Writing Style: Only the Chicago Manual Style of writing should be used throughout the paper
including footnotes and bibliography. You must use Footnotes Citation as No MLA and/or APA
writing styles shall be accepted. Example of footnote citation:
Euro-Americans are often quick to trivialize and justify America’s role in the enslavement of Africans on
the grounds that enslavement had been an old practice and was not uniquely practiced by Europeans in
the Americas.
1
This citation is for a published book. To cite a published article, you put the author’s name followed by a
period (Womai Song.) followed by the title of the article in quotation marks ( “Cameroon in the Trans-
Atlantic Slave Trade.”) the name of the journal ( Journal of African Studies.) Vol. 6, no. 20 (2006), p. 35.
4) Organization: The paper should include a cover page, the main text, and a reference page.
i) Cover Page: This page should include from top to bottom the following information: Course number
and title, Student’s name, student’s ID number, Question (s), Course Instructor’ name, Semester, and
Academic Year.
ii) Main text: This is an essay assignment and must be typed in doubled spacing. This part of the paper
should include:
1
Joy DeGruy. Post Traumatic Slave Syndrome: America’s Legacy of enduring injury and healing. (Portland: Joy
DeGruy Publications Inc., 2005), p. 46.
2
An engaging introduction that grabs/captivates the reader’s attention and clearly identifies and
puts into perspective the major requirements/points of the question.
A body that clearly, thoroughly, and insightfully addresses all aspects of the assignment.
Paragraphs must be introduced by solid topic sentences and developed by providing sufficient
evidence and sources to support the topic sentences and/or main point of each paragraph. There
should be smooth and effective transitions (using transition words and/or sentences) that link
sentence to sentence, point to point, paragraph to paragraph, and one part of the paper to another.
Each section or sub-section of the question must have at least four substantively developed
supporting paragraphs. Do not p ...
Topic Exploration WorksheetAll historians have areas of intere.docx
Topic Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What’s your topic and focus question?
Topic:
Focus Question:
Step 2: In 50 words or more, state why you chose the topic and focus question that you chose. It could be how the topic is of interest to you and that you have studied it previously, or it could be a subject that you want to learn more about something of which you do not have knowledge.
Step 3: List the two primary source and two secondary sources that you have chosen in the boxes below.
Source Type
Source Name
Primary Source #1
Primary Source #2
Secondary Source #1
Secondary Source #2
Step 4: In 50 words or more, describe your initial thoughts about how your sources relate to your chosen topic and focus. Make sure to provide specific examples from each of the four sources that illustrate how they will help you answer your focus question. This will help you begin to think about the form of your paper!
Topic instructions: Select a topic from this list (see descriptions located in your Blackboard course). Once you have done this, select your specific focus and sources from the next list.
1. This Land is My Land
2. Revolutionary Ideas
3. The New Nation
4. Going Underground
5. All Men Are Created Equal
6. In Her Place
7. Splitting Up
8. Fighting for Peace
Focus and source instructions: Now that you have your topic, select your desired focus option. Then, it will list the sources that can be used for this topic. Choose two primary and two secondary sources. Think about your choices and then fill out the worksheet on page 1!
1. This Land is My Land
a. Focus Question: Analyze the major causes of the tensions between the Native Americans and the European colonists in the 16th-18th centuries.
Primary Sources:
1. Lion Gardener, “Relation of the Pequot Warres”, 1660
2. John Mason’s “Brief History of the Pequot War”
3. Indian Complaints about English Settlers, 1675
4. Edward Randolph’s Report of King Philip’s War, 1675
Secondary Sources:
1. Philip Ranlet, “Another Look at the Causes of the King Philip’s War”
2. Alden T. Vaughan, “Pequots and Puritans: The Causes of the War of 1637”
3. James Drake, “Restraining Atrocity: The Conduct of King Philip’s War”
b. Focus Question: Evaluate the impact of the Pequot War on either the Europeans or Natives.
Primary Sources:
1. Indian Complaints about English Settlers, 1675
2. Edwa ...
HIST 2070 Essay 2 PromptsChoose one of the below essay prompts.docx
HIST 2070 Essay 2
Prompts
Choose one of the
below essay prompts to
answer
. Answer in a 5-6 page essay based on the assigned textbook and primary source readings.
Suggested primary sources to consult are listed below each question. Choose at
least two (2) primary sources
to include in your essay.
Essay 2 is due on
Sunday, April 23
rd
by 11:59
pm
to
WRITE Essay (
essay 2
)
dropbox on e-learn
.
1.
The Industrial Revolution led to a global economic and political shift. Identify and analyze two (2) trends of the Industrial Revolution that led to economic and political changes in industrializing nations. How do these trends also influence and shape either social or cultural ideas or systems.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
2.
Identify and analyze three (3) characteristics of the 2
nd
wave of imperialism. Identify and explain at least two (2) ways that the 2
nd
wave of imperialism differed from imperialist ideas and colonizing practices of the 16
th
through 18
th
centuries.
Possible primary sources to consult
: Manifest Destiny, Two Faces of Empire,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt
3
.
Identify and a
nalyze
at least two (2)
ways
that
new conceptions of class, race
,
and nation created tensions amongst and between peoples
in one (1)
of the following centuries: nineteenth, twentieth, or twenty-first centuries
.
Identify and discuss how these tensions were exacerbated by two or three historical events in the century of your focus.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Tes
timonies of Bentley and Harter
,
Manif
est Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
4
. World War I (WWI) and World War II (WWII)
were both global wars. Identify and analyze at least two (2) ways
each
was a global war as well as address
. H
ow
did the outcome
of
each
war
challenge
the ideological justifications for imperialism?
Possible p
rimary sources to consult
: Manifest Destiny, Two Faces of Empire
5.
History is not just shaped by events that unfold, but also by people. People can shape histo
ry through their actions
through the
recording of an event or by leading a revolution. Choose one or two individuals discussed thus far to analyze their impact on world history.
In doing so, be sure to identify the individual, their contribution to and impact on world history.
Use primary sources to support your argument.
Possible p
rimary sources to consult
:
Marx and Engel’s Communist Manifesto, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
Mao Zedong’s “On New Democracy”, Senghor’s “African Socialism”
,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt, Nicolo M.
Propose recommendations to create an age diverse workforce.W.docx
Propose recommendations to create an age diverse workforce.
What are the GAPS in society? How do these gender gaps and diversity differ regarding:
Work ethic
Diversity view
Culture
Integration of people and skill sets
PLEASE ANSWER QUESTION TWICE. 200 WORD MIN EACH ANSWER. APA
.
Prosecuting Cybercrime The Jurisdictional ProblemIn this discuss.docx
Prosecuting Cybercrime: The Jurisdictional Problem
In this discussion, you will consider the many jurisdictional obstacles that confront investigators in their cyber crimes investigations.
For a frame of reference, consider this scenario:
Bob lives in California and decides to take a weekend trip to Las Vegas. Bob packs his suitcase and the sets off, but stops to buy marijuana while still in California.
Just after Bob crosses the border from California into Nevada, he is stopped for speeding. The police find enough marijuana to charge him with a felony.
The state of Nevada wants to prosecute Bob because he was stopped there. The state of California wants to prosecute Bob because he originally picked up the marjijuana in their state. The federal government wants to prosecute Bob becase marijuna possession and trafficking are federal offenses. Who has jurisdiction?
Using this frame of reference, consider what investigators face when they try to apprehend cyber criminals. A cyber criminal in Holland hacks a database and steals thousands of customer's data. The data theft effected U.S. citizens as well as citizens from other countries. U.S. investigators do not have jurisdiction in Holland, so they work with Interpol/Europol. This is not a fast process, so by the time they get a warrant to apprehend the cyber criminal, he's gone.
For this discussion forum, you will consider the jurisdictional problems when it comes to cyber crime. Please review the article at the link below and post your thoughts on the single most difficult hurdle when it comes to prosecuting cyber crime. Your initial post should be no less that 250 words.
.
More Related Content
Similar to ProjectStudents will choose FOUR topics from the followi.docx
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
This page intentionally left blank READING THE A
This page intentionally left blank
READING
THE AMERICAN
PAST
FIFTH EDITION
Selected Historical Documents
Volume 2: From 1865
MICHAEL P. JOHNSON
Johns Hopkins University
Bedford/St. Martin’s Boston ◆ New York
01_JOH_56377_fm_i_xxiv_r3jm.indd i01_JOH_56377_fm_i_xxiv_r3jm.indd i 11/17/11 8:53 AM11/17/11 8:53 AM
For Bedford/St. Martin’s
Publisher for History: Mary Dougherty
Executive Editor for History: William J. Lombardo
Director for Development for History: Jane Knetzger
Developmental Editor: Jennifer Jovin
Assistant Production Manager: Joe Ford
Senior Marketing Manager for U.S. History: Amy Whitaker
Project Management: DeMasi Design and Publishing Services
Permissions Manager: Kalina K. Ingham
Cover Designer: Billy Boardman
Cover Art: Gulf War Troops in Parade, Troops walk down the “Canyon Of Heroes,”
on Broadway, in Manhattan, as part of their welcome home parade. June 10,
1991. © Najlah Feanny/CORBIS SABA.
Composition: Jeff Miller Book Design
Printing and Binding: RR Donnelley and Sons
President: Joan E. Feinberg
Editorial Director: Denise B. Wydra
Director of Marketing: Karen R. Soeltz
Director of Production: Susan W. Brown
Associate Director, Editorial Production: Elise S. Kaiser
Manager, Publishing Services: Andrea Cava
Library of Congress Control Number: 2011936216
Copyright © 2012, 2009, 2005, 2002 by Bedford/St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, pho-
tocopying, recording, or otherwise, except as may be expressly permitted by the
applicable copyright statutes or in writing by the Publisher.
Manufactured in the United States of America.
6 5 4 3 2 1
f e d c b a
For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston,
MA 02116 (617-399-4000)
ISBN: 978-0-312-56377-6
Acknowledgments
Acknowledgments and copyrights appear at the back of the book on pages 341–42,
which constitute an extension of the copyright page.
It is a violation of the law to reproduce these selections by any means whatsoever
without the written permission of the copyright holder.
01_JOH_56377_fm_i_xxiv_r3jm.indd ii01_JOH_56377_fm_i_xxiv_r3jm.indd ii 11/17/11 8:53 AM11/17/11 8:53 AM
iii
Preface for
Instructors
R
eading the American Past is a collection of compelling documents
that represent political, social, and cultural experiences critical
to students’ understanding of the scope and diversity of United
States history. Created by people who shaped American history in ways
both large and small, these primary sources reveal the views of the au-
thors, the historical context in which they were written, and the major
developments and controversies of their era. The documents give depth,
breadth, and variety to textbook discussions of important developments
in our nation’s past. Organized chapter by chapter to parallel The Amer-
ican Promise: A History ...
Enslavement SystemDr. G. J. Giddings.docx
Enslavement System
Dr. G. J. Giddings
Characteristics
forced,
resisted,
Codified/legal,
Contradictory …
(Evolving/evolutionary)
(indentured servitude; post-bellum …)
Key Concepts (M. Karenga, 1980)
Culture
collective, self-conscious means by which a people (re-)create, celebrate and introduce themselves to the world.
History
struggle and record of a people … humanizing the world, i.e., shaping it in their own image …
Forced … Chattel slavery
4
Forced … by the numbers
Capitalism
12.5 (10.7)million
U.S.: 388,000;
Brazil: 5 million
~90% enslaved
50% enslaved, plantations
88% enslavers, owned <20
25% of enslaved, lived on plantations of >50
~52% of free, Southern
“Slave Community”
Enslavers; overseers; head-slaves (house, field, freshwater, creoles.
Forced …by the numbers
Legal…
Mass Bay Colony, 1641 “Slave Code”
244 years enslaved; 155 years free
Virginia Code, 1670
Child followed mother’s status
U.S. Constitution, 1787
3/5 compromise clause
End of slave trade clause (1808)
“fugitive slave” clause
Fugitive Slave law of 1793
South Carolina, 1822
Black sailors imprisoned while ships were docked
After Denmark Vesey revolt conspiracy
Death penalty
73 death penalty laws: for crimes of arson, rape, revolts …
Resisted …
Day-to-day
Small daily acts of defiance
Cultural
Remaining one’s self; holding on to African traditions …
(“Sankofa” by Haile Gerima)
Escape
1810-’50: 100,000
Revolutionary War: 30, 000 in Virginia; 75% enslaved in Georgia
War of 1812(-1815) Blacks
(Alan Taylor’s The Internal Enemy: Slavery & War in VA, 1772-1832)
Revolt
1/10 mutinied (i.e., Amistad, 1839)
Gabriel P., 1800; D. Vesey, 1822; N. Turner, 1831
Creole Case, 1841: Revolt; British freed 128 in Bahamas
Contradictory …
Crispus Attucks, 1723-1770
“Boston Massacre” martyr, 1790
Phillis Wheatley, 1753-1784
poet …
“Brains & Beauty as well as Brawn”
Rice cultivation in South Carolina; metallurgists; carpenters …
Thomas Jefferson & Sally Hemings’ relationship;
“Internal enemy” (A. Taylor)
Ethnology
Polygenesis theory of human development
“One drop rule”
5,000 Black Revolutionary War veterans
Emigration
American Colonization Society, 1816
Segregation started at Puberty
Contradictory …
Crispus Attucks 1723-1770
Narragansett mother
1750 Advertisement
Boston Massacre,
1770
5 casualties
“Blackness” …
“Normative behavioral system; a way of looking at the world, deciding how one aught to behave, and then acting accordingly”
-Rhett Jones (1997)
3 ingredients
Slavery experience
Lack of ethnicity
One drop rule
.
IALJS-14 Literary Journalism 101: Teaching Toolkit Panel—Successful Texts
Responses from educators to the survey question: “What three texts have been your most successful in teaching literary/long form/narrative journalism?” presented at the Fourteenth International Conference for Literary Journalism Studies (IALJS-14): Literary Journalist as Naturalist: Science, Ecology and the Environment
American History in a Global AGE1.pdf
Professional Writing Service
http://StudyHub.vip/American-History-In-A-Global-AGE1
Paper #1( fill out worksheet Below)US History Exploration Works.docx
Paper #1( fill out worksheet Below):
US History Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What’s your topic and focus question?
Topic:
Focus Question:
Step 2: In 50 words or more, state why you chose the topic and focus question that you chose. It could be how the topic is of interest to you and that you have studied it previously, or it could be a subject that you want to learn more about something of which you do not have knowledge.
Step 3: List the two primary source and two secondary sources that you have chosen in the boxes below.
Source Type
Source Name
Primary Source #1
Primary Source #2
Secondary Source #1
Secondary Source #2
Step 4: In 50 words or more, describe your initial thoughts about how your sources relate to your chosen topic and focus.
Make sure to provide specific examples from each of the four sources that illustrate how they will help you answer your focus question.
This will help you begin to think about the form of your paper!
Topic instructions:
Select a topic from this list. Once you have done this, select your specific focus and sources from the next list.
1.
This Land is My Land
2.
Revolutionary Ideas
3.
The New Nation
4.
Going Underground
5.
All Men Are Created Equal
6.
In Her Place
7.
Splitting Up
8.
Fighting for Peace
Focus and source instructions:
Now that you have your topic, select your desired focus option. Then, it will list the sources that can be used for this topic. Choose two primary and two secondary
sources
. Think about your choices and then fill out the worksheet on page 1!
1.
This Land is My Land
a.
Focus Question
: Analyze the major causes of the tensions between the Native Americans and the European colonists in the 16th-18th centuries.
Primary Sources:
1.
Lion Gardener, “Relation of the Pequot Warres”, 1660
2.
John Mason’s “Brief History of the Pequot War”
3.
Indian Complaints about English Settlers, 1675
4.
Edward Randolph’s Report of King Philip’s War, 1675
Secondary Sources:
1.
Philip Ranlet, “Another Look at the Causes of the King Philip’s War”
2.
Alden T. Vaughan, “Pequots and Puritans: The Causes of the War of 1637”
3.
James Drake, “Restraining Atrocity: The Conduct of King Philip’s War”
b.
Focus Question
: Evaluate the impact of the Pequot War on either the Europeans or Natives.
Primary Sources:
1.
Indian Complaints about English Settler.
They should be about two pages typed minimum for each question. Make.docx
They should be about two pages typed minimum for each question. Make sure you answer each of the questions you have chosen fulling, using examples from the texts,
Creating Black Americans
and
Major Problems in African American History.
1. Discuss the change in African American society created by the Great Migration. How did black people's lives change socially, politically, economically and artistically (including the Harlem Renaissance)? Explain the difference between life in the North and the South for African Americans and the difficulties each group faced. What did each group do to improve their situation?
2. During the 20th century, two of the major strains of civil rights for African Americans included black separatism (Marcus Garvey, Malcolm X, Black Panther Party) and racial integration (WEB DuBois, NAACP, Martin Luther King Jr., SCLC, SNCC). Describe these two strains, including the major arguments for each. Which do you feel has been more successful? Were both ideas necessary in order to accomplish the goal of equal rights for African Americans?
3. How have African Americans used art, music and literature to express themselves in the 20th and 21st centuries? Using examples from our texts what periods have spawned the most artistic creativity? Why? What periods do not seem to be as represented by artistic movements and why? Does art and music inspire political action or reflect it?
.
1 Morgan University Department of History Sprin.docx
1
Morgan University
Department of History
Spring 2017
HIST 350 : 017; 018; 019; 020
Assignment and Book Review Completion Guidelines
Assignment
1):Question:
Of what significance was the “Tran-Atlantic Moment” in the making of the Atlantic African Diaspora
between the 15
th
and the 19
th
centuries? What efforts and with what challenges have been made by
African descendants of this African Diaspora to reconnect with their ancestral homeland since the 19
th
century? (40 points).
2) Due Date: Monday March 13, 2017. Completed hard copies of papers shall be submitted in class
during respective class periods. No paper shall be accepted after the due date and time. No emailing of
assignments.
3) Writing Style: Only the Chicago Manual Style of writing should be used throughout the paper
including footnotes and bibliography. You must use Footnotes Citation as No MLA and/or APA
writing styles shall be accepted. Example of footnote citation:
Euro-Americans are often quick to trivialize and justify America’s role in the enslavement of Africans on
the grounds that enslavement had been an old practice and was not uniquely practiced by Europeans in
the Americas.
1
This citation is for a published book. To cite a published article, you put the author’s name followed by a
period (Womai Song.) followed by the title of the article in quotation marks ( “Cameroon in the Trans-
Atlantic Slave Trade.”) the name of the journal ( Journal of African Studies.) Vol. 6, no. 20 (2006), p. 35.
4) Organization: The paper should include a cover page, the main text, and a reference page.
i) Cover Page: This page should include from top to bottom the following information: Course number
and title, Student’s name, student’s ID number, Question (s), Course Instructor’ name, Semester, and
Academic Year.
ii) Main text: This is an essay assignment and must be typed in doubled spacing. This part of the paper
should include:
1
Joy DeGruy. Post Traumatic Slave Syndrome: America’s Legacy of enduring injury and healing. (Portland: Joy
DeGruy Publications Inc., 2005), p. 46.
2
An engaging introduction that grabs/captivates the reader’s attention and clearly identifies and
puts into perspective the major requirements/points of the question.
A body that clearly, thoroughly, and insightfully addresses all aspects of the assignment.
Paragraphs must be introduced by solid topic sentences and developed by providing sufficient
evidence and sources to support the topic sentences and/or main point of each paragraph. There
should be smooth and effective transitions (using transition words and/or sentences) that link
sentence to sentence, point to point, paragraph to paragraph, and one part of the paper to another.
Each section or sub-section of the question must have at least four substantively developed
supporting paragraphs. Do not p ...
Topic Exploration WorksheetAll historians have areas of intere.docx
Topic Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What’s your topic and focus question?
Topic:
Focus Question:
Step 2: In 50 words or more, state why you chose the topic and focus question that you chose. It could be how the topic is of interest to you and that you have studied it previously, or it could be a subject that you want to learn more about something of which you do not have knowledge.
Step 3: List the two primary source and two secondary sources that you have chosen in the boxes below.
Source Type
Source Name
Primary Source #1
Primary Source #2
Secondary Source #1
Secondary Source #2
Step 4: In 50 words or more, describe your initial thoughts about how your sources relate to your chosen topic and focus. Make sure to provide specific examples from each of the four sources that illustrate how they will help you answer your focus question. This will help you begin to think about the form of your paper!
Topic instructions: Select a topic from this list (see descriptions located in your Blackboard course). Once you have done this, select your specific focus and sources from the next list.
1. This Land is My Land
2. Revolutionary Ideas
3. The New Nation
4. Going Underground
5. All Men Are Created Equal
6. In Her Place
7. Splitting Up
8. Fighting for Peace
Focus and source instructions: Now that you have your topic, select your desired focus option. Then, it will list the sources that can be used for this topic. Choose two primary and two secondary sources. Think about your choices and then fill out the worksheet on page 1!
1. This Land is My Land
a. Focus Question: Analyze the major causes of the tensions between the Native Americans and the European colonists in the 16th-18th centuries.
Primary Sources:
1. Lion Gardener, “Relation of the Pequot Warres”, 1660
2. John Mason’s “Brief History of the Pequot War”
3. Indian Complaints about English Settlers, 1675
4. Edward Randolph’s Report of King Philip’s War, 1675
Secondary Sources:
1. Philip Ranlet, “Another Look at the Causes of the King Philip’s War”
2. Alden T. Vaughan, “Pequots and Puritans: The Causes of the War of 1637”
3. James Drake, “Restraining Atrocity: The Conduct of King Philip’s War”
b. Focus Question: Evaluate the impact of the Pequot War on either the Europeans or Natives.
Primary Sources:
1. Indian Complaints about English Settlers, 1675
2. Edwa ...
HIST 2070 Essay 2 PromptsChoose one of the below essay prompts.docx
HIST 2070 Essay 2
Prompts
Choose one of the
below essay prompts to
answer
. Answer in a 5-6 page essay based on the assigned textbook and primary source readings.
Suggested primary sources to consult are listed below each question. Choose at
least two (2) primary sources
to include in your essay.
Essay 2 is due on
Sunday, April 23
rd
by 11:59
pm
to
WRITE Essay (
essay 2
)
dropbox on e-learn
.
1.
The Industrial Revolution led to a global economic and political shift. Identify and analyze two (2) trends of the Industrial Revolution that led to economic and political changes in industrializing nations. How do these trends also influence and shape either social or cultural ideas or systems.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
2.
Identify and analyze three (3) characteristics of the 2
nd
wave of imperialism. Identify and explain at least two (2) ways that the 2
nd
wave of imperialism differed from imperialist ideas and colonizing practices of the 16
th
through 18
th
centuries.
Possible primary sources to consult
: Manifest Destiny, Two Faces of Empire,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt
3
.
Identify and a
nalyze
at least two (2)
ways
that
new conceptions of class, race
,
and nation created tensions amongst and between peoples
in one (1)
of the following centuries: nineteenth, twentieth, or twenty-first centuries
.
Identify and discuss how these tensions were exacerbated by two or three historical events in the century of your focus.
Possible p
rimary sources to consult
: Marx and Engel’s
Communist Manifesto
, Tes
timonies of Bentley and Harter
,
Manif
est Destiny, Two Faces of Empire,
M
ao Zedong’s “On New Democracy”
, Senghor’s “African Socialism”
4
. World War I (WWI) and World War II (WWII)
were both global wars. Identify and analyze at least two (2) ways
each
was a global war as well as address
. H
ow
did the outcome
of
each
war
challenge
the ideological justifications for imperialism?
Possible p
rimary sources to consult
: Manifest Destiny, Two Faces of Empire
5.
History is not just shaped by events that unfold, but also by people. People can shape histo
ry through their actions
through the
recording of an event or by leading a revolution. Choose one or two individuals discussed thus far to analyze their impact on world history.
In doing so, be sure to identify the individual, their contribution to and impact on world history.
Use primary sources to support your argument.
Possible p
rimary sources to consult
:
Marx and Engel’s Communist Manifesto, Testimonies of Bentley and Harter,
Manifest Destiny, Two Faces of Empire,
Mao Zedong’s “On New Democracy”, Senghor’s “African Socialism”
,
Cortes and the Aztecs, Portuguese Views of the Chinese, Olaudah Equiano excerpt, Nicolo M.
Similar to ProjectStudents will choose FOUR topics from the followi.docx (20)
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom 1. Thesis 2. Quotes.docx
IALJS-14 Literary Journalism 101: Teaching Toolkit Panel—Successful Texts
IALJS-14 Literary Journalism 101: Teaching Toolkit Panel—Successful Texts
Paper #1( fill out worksheet Below)US History Exploration Works.docx
Paper #1( fill out worksheet Below)US History Exploration Works.docx
They should be about two pages typed minimum for each question. Make.docx
They should be about two pages typed minimum for each question. Make.docx
1 Morgan University Department of History Sprin.docx
1 Morgan University Department of History Sprin.docx
Topic Exploration WorksheetAll historians have areas of intere.docx
Topic Exploration WorksheetAll historians have areas of intere.docx
HIST 2070 Essay 2 PromptsChoose one of the below essay prompts.docx
HIST 2070 Essay 2 PromptsChoose one of the below essay prompts.docx
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Propose recommendations to create an age diverse workforce.
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Prosecuting Cybercrime The Jurisdictional ProblemIn this discuss.docx
Prosecuting Cybercrime: The Jurisdictional Problem
In this discussion, you will consider the many jurisdictional obstacles that confront investigators in their cyber crimes investigations.
For a frame of reference, consider this scenario:
Bob lives in California and decides to take a weekend trip to Las Vegas. Bob packs his suitcase and the sets off, but stops to buy marijuana while still in California.
Just after Bob crosses the border from California into Nevada, he is stopped for speeding. The police find enough marijuana to charge him with a felony.
The state of Nevada wants to prosecute Bob because he was stopped there. The state of California wants to prosecute Bob because he originally picked up the marjijuana in their state. The federal government wants to prosecute Bob becase marijuna possession and trafficking are federal offenses. Who has jurisdiction?
Using this frame of reference, consider what investigators face when they try to apprehend cyber criminals. A cyber criminal in Holland hacks a database and steals thousands of customer's data. The data theft effected U.S. citizens as well as citizens from other countries. U.S. investigators do not have jurisdiction in Holland, so they work with Interpol/Europol. This is not a fast process, so by the time they get a warrant to apprehend the cyber criminal, he's gone.
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Explain
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QUESTION 1
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Ad by QueenCoupon
|
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Appropriate font
Written instructions for accessing, navigating, and using the selected tool or procedure
Visual elements such as images and screenshots
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orp
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lthen
o
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prompt：Leadership Culture - Describe the leadership culture in ope.docx
prompt：
Leadership Culture - Describe the leadership culture in operation at your internship/experiential learning site. The description should include an analysis of how direction, alignment and commitment are produced in this setting.
(1) direction: widespread agreement in a collective on overall goals, aims, and mission; (2) alignment: the organization and coordination of knowledge and work in a collective; and (3) commitment: the willingness of members of a collective to subsume their own interests and benefit within the collective interest and benefit.
关于那internship：
There are three registered lobbyists in the office – we are the liaison between the ADL regional offices and Congress and the Administration. I have the domestic portfolios – hate crime, church-state, First Amendment, counterterrorism, religious freedom, LGBT rights, police and criminal justice reform and state legislative initiatives. The other two lobbyists lead our advocacy efforts on international issues – immigration, Middle East peace, global anti-Semitism, international religious freedom, and human rights. And the fourth staffer, Sarah Woodbury, is our social media guru and grass roots outreach and advocacy coordinator.
Our work here is project oriented – drafting, research, legal and legislative analysis, interpretation, coalition building, organizing advocacy efforts, and summarizing events on the legislative and administrative front. We work closely with ADL civil rights, international affairs, and Legal Affairs colleagues in our national office in New York, and with the five area counsels across the country, who back up our work with more traditional, more extensive legal research and writing.
网站：
http://www.adl.org/
.
Prompt These two poems are companion pieces from a collection by.docx
Prompt:
These two poems are companion pieces from a collection by the poet William Blake called
Songs of Innocence & Experience.
How do you think these two concepts, innocence and experience play out in the poems? What associations can you make with these poems--what did they remind you of or lead you to think about?
.
PromptTopic Robert was quite active when he first started colleg.docx
Prompt/Topic
: Robert was quite active when he first started college. When the weather was good, he would ride his bike to school or work, and on the weekends he would go hiking or kayaking. Now he is very busy with school and work, and being active does not seem to fit with his current lifestyle. Robert has noticed that he has gained a little weight. His parents were both quite overweight; his mom had high blood pressure and his father had type 2 diabetes; neither of them were very active. Robert wants to be able to stay active and healthy as he gets older, and he is starting to realize he needs to make some changes.
What would you recommend to Robert to help him stay active?
In addition to exercise, how can Robert minimize his weight gain to help reduce his risk of developing high blood pressure and type 2 diabetes?
.
PromptTopic Outline the flow of blood through the heart. Explai.docx
Prompt/Topic
: Outline the flow of blood through the heart. Explain the function of valves as you proceed. What are the possible causes of blocked coronary arteries? What could result if the condition is not treated? How can a coronary blockage be treated? Please perform some research using the LIRN Library (diagrams or articles) to supplement the material that you have learned in the textbook.
.
PromptTopic Deborah has 2 preschool-age children and one school-.docx
Prompt/Topic
: Deborah has 2 preschool-age children and one school-age child. She works 20 hours a week and volunteers at her children’s schools, so she is on the go most of the time. Most nights she prepares a home-cooked meal for her family; recently they have been trying to eat healthier, so they have been staying away from red meat. She cooks mostly chicken, turkey, or fish, and meatless meals using beans. She has noticed that she has been feeling more tired than usual, but assumes it is probably due to her busy lifestyle.
need this is two hrs
.
PROMPTAnalyze from Amreeka the scene you found most powerfu.docx
PROMPT:
Analyze from
Amreeka
the scene you found most powerful.
(3 pages minimum, double-spaced, MLA format)
Some powerful scenes you may wish to consider include:
·
The
checkpoint scenes
that begin approximately at 3:30 and 10:30 in the film
·
The scene where Muna and Fadi go through
U.S. Customs
(17:40-19:49)
·
Fadi’s first day at school
(and his younger cousin before that helping him choose what to wear) (29:12-34:05); there is another powerful scene in the
classroom
beginning at 41:50
·
Two scenes: Muna and Raghda talking about being
homesick
; Muna and Raghda at the
Arabic grocery store
on life back in Palestine (35:00--39)
·
The scenes at
White Castle
are rich for the way we see Muna adjusting to her new life, and for the relationships she starts to form beyond her family with high school dropout Matt and Fadi’s high school principal, a Polish-American Jew.
·
The
ending
of the film begins with Muna running the drive-through at White Castle. That scene and the scene that follows in the van as she and her extended family and their guest, the principal, go to an Arab restaurant would reward careful analysis, as would the last scene of their meal in the restaurant.
.
Prompt What makes a poem good or bad Use Chapter 17 to identi.docx
Prompt: What makes a poem "good" or "bad"? Use Chapter 17 to identify key areas where poems can excel or fail. Then, evaluate "annabel Lee" by Edgar Allen Poe. What is your response to Edgar Allen Poe's "Annabel Lee"? Is this a "good" poem? Is this a "bad" poem? Justify your claim with thorough explanation and evidence.
OR
Create your own assertion, and justify your point of view with textual evidence. (Review the Thesis assignment sheet in Session 3 for more explanation.)
.
PromptTopic Anton grew up in France and has come to America for .docx
Prompt/Topic
: Anton grew up in France and has come to America for college. He lived with an French family during his freshman year, but then he moved into an apartment with two other students, all from different countries. They all study very hard and do not want to take time to cook, so he eats mostly fast or convenience food. He has found some French convenience foods; they are not as great as home cooking, but he does enjoy the familiar taste of his native country. Anton is acquiring a taste for American food and pizza, and he often eats fast food for lunch because it is inexpensive and quick to eat.
What concerns would you have about Anton’s eating habits?
What practical changes could Anton make to make his eating habits more consistent with the Dietary Guidelines for Americans?
IF I CAN GET THIS TODAY!!!!!
.
Prompt #1 Examples of Inductive InferencePrepare To prepare to.docx
Prompt #1: Examples of Inductive Inference
Prepare
: To prepare to answer this prompt, take another look at Chapter 5 of our book, paying close attention to the names of the various forms of inductive inference.
Types of inductive inference: Appeals to authority, Arguments from Analogy, Inductive Generalizations, Inferences to the Best Explanations, and Statistical Syllogisms
Write
: To answer the prompt, create or find one example each of three different types of inductive inference. Clearly indicate as well which type of inductive inference it is. For each of your arguments, include an analysis of its degree of strength using the evaluative methods we learned in the chapter for that type of argument.
Prompt #2:
One of the most common inferences in life is the inference to the best explanation (sometimes called
abductive reasoning
). We use this type of reasoning to infer what would best explain the things that we see. Chapter 5 in our book demonstrates ways in which this type of reasoning helps us to explain the world around us.
Prepare
: Choose a topic that is difficult or controversial to explain. Some good topics include hoaxes, unusual sightings (e.g. UFOs, bigfoot, the Loch Ness monster), the supernatural or paranormal, events that are the subject of conspiracy theories, unsolved crimes or other court cases, etc.
Reflect
: Do a little research to find a specific topic and learn about explanations on both sides. Consider what you think might best explain the observed facts of the case.
Write
: Explain the topic you chose and why it is interesting or controversial. Present good arguments on more than one side of the issue (e.g. competing explanations of the facts). Analyze both arguments that you have presented. Then present your own argument for your theory that you feel will best explain this phenomenon. Are there any holes in your theory? Is there any information that would be likely to strengthen or weaken your case?
.
Project This project requires you to identify and analyze le.docx
Project
This project requires you to identify and analyze legal issues and to make recommendations based on one or more fact patterns. The issues will relate to the concepts covered in weeks 1, 2, 3 and 4 about the legal environment of business and business organizations.
Directions
This project contains three sections. You must respond to each section. You must use Headings (Section) and Sub-headings (Numbers) in your submission (points will be deducted if you do not properly label your responses. If a question is numbered, your response should also be numbered.
Section I – Sam and Irene
Sam and his sister Irene, are partners in an important business located in a small town in Rhode Island. Irene is married to a well-known real estate developer and is campaigning to be the mayor of their town. Sam is in his mid-thirties and has never been married. Both siblings travel to other countries to purchase the goods they sell at their retail store. Irene buys Indonesian goods, and Sam buys goods from Africa. After a tsunami destroys many of the cities in Indonesia to which Irene usually travels, she phones one of her contacts there and asks him to procure some items and ship them to her. He informs her that it will be impossible to buy these items now because the townspeople are being evacuated due to a water shortage. Irene is angry and tells the man that if he cannot purchase the goods, he should just take them without paying for them after the town has been evacuated. Sam overhears his sister’s instructions and is outraged.
They have a falling-out, and Sam decides that he no longer wishes to be in business with his sister.
1. Suppose that Sam tells several of his friends about Irene instructing the man to take goods without paying for them after the tsunami disaster. If Irene files a tort action against Sam alleging slander, will her suit be successful? Why or why not?
2. Now suppose that Irene wins the election and becomes the city’s mayor. Several months later Irene receives a shipment of goods from the man to whom she spoke in Indonesia. Sam asks his sister how she was able to get the goods and she replied, “I’ve got my ways.” Both Sam and his sister believe the goods were obtained fraudulently.
Sam then writes a letter to the editor of the local newspaper disclosing Irene’s misconduct. If Irene accuses Sam of committing libel, what defenses could Sam assert? Discuss fully.
3. Suppose now that Irene, who is angry with her brother for disclosing her business improprieties, writes a letter to the editor falsely accusing Sam of having sexual relations with her neighbor’s thirteen-year-old daughter. For what intentional tort or torts could Sam sue Irene in this situation? Discuss fully.
Section II – Sam and Marvin
Sam wanted to get away from it all and learned that “One Step, Two Step” an extremely popular band was coming to town. One Step, Two Step is old school in that patrons must buy tickets in person at one location in e.
ProjectUsing the information you learned from your assessments and.docx
Project
Using the information you learned from your assessments and from this course(
Caring for a Multicultural Society)
, describe five points or areas that would affect nursing care for a person of the African Culture. Include the areas and evaluate the type of accommodation or change in nursing care needed to give culturally competent care. Retake the cultural competency quiz and summarize if and how your cultural competency has changed. Evaluate how your learning can positively affect the nursing care of individuals from diverse cultures. Submit your response in a 4- to 6-page Word document. Support your responses with examples.
Cite any sources in APA format.
Assignment 2 Grading Criteria
1.
Analyzed and described at least five points on how the concepts learned may be used to influence nursing care.
2.
Analyzed and submitted a summary of how the student's cultural competency has changed.
3.
Evaluated and described how your learning can be used to positively affect nursing care.
4.
Supported answers with journal articles.
.
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- 1. Project Students will choose FOUR topics from the following research list below: Research List : Kwanzaa, Eurocentrism, Affirmative Action in Higher Education, The Harlem Renaissance, W.E.B. DuBois, Booker T. Washington, Marcus Garvey, The Black Panthers, Thurgood Marshall, White Privilege, Jackie Robinson, The NAACP, Malcolm X, Dr. Martin Luther King, Jr., The Attica Prison Revolt, Cornell West, The Scottsboro Boys, The Tuskegee Experiment, The Lynching of James Byrd, Louis Armstrong, James Baldwin, Barbara Jordan, Fannie Lou Hamer, Jack Johnson and SNCC. 2. Find two articles for each topic chosen . In one large paragraph, take topic #1 and (a) summarize each of the two articles; (b) compare the two articles to each other; and (3) give a personal statement as to why this topic is important to African American history and culture in your eyes. (2 copies) doesn't mean 8 characters - 6 will be enogh you may make a paraphras on 2 of them,,