Prompt1Following the American Revolution, changes in the new Unit.docx
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Prompt:1 Following the American Revolution, changes in the new United States pushed Tecumseh to unite a large group of Native Americans in opposition to the U.S. What were the changes taking place in the United States that pushed Tecumseh to action and what events led to the downfall of Tecumseh and his warriors? Prompt 2 How did generational differences between white settlers and Wampanoag affect the outcome of colonization? Examine the differences between Massasoit and his son, Philip, as well as Edward Winslow and his son, Josiah. Instructions: Answer all parts of the prompt using the required source(s) as the basis for your argument. Include a well-developed question regarding the subject matter for the other students at the end of your post. Then respond to two other student' questions/posts. Grading will be based on the following: The use of plenty of details and examples from the source(s) to support your original commentary in all your posts Completion of (1) response to the prompt and (2) responses to other student's posts. An original and well thought out question for the other students. Clarity, grammar, and spelling. .
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Prompt 1How did generational differences between white settlers a.docx
Prompt 1:
How did generational differences between white settlers and Wampanoag affect the outcome of colonization? Examine the differences between Massasoit and his son, Philip, as well as Edward Winslow and his son, Josiah.
Prompt 2:
Following the American Revolution, changes in the new United States pushed Tecumseh to unite a large group of Native Americans in opposition to the U.S. What were the changes taking place in the United States that pushed Tecumseh to action and what events led to the downfall of Tecumseh and his warriors?
Instructions:
Answer all parts of the prompt using the required source(s) as the basis for your argument. Include a well-developed question regarding the subject matter for the other students at the end of your post. Then respond to two other student' questions/posts. Each post at least 250 words
.
Question 11. The Oneida Community became controversial in par.docx
Question 1
1.
The Oneida Community became controversial in part because of its practice of:
Answer
complex marriage.
racism.
religious intolerance.
self interest and individualism.
3 points
Question 2
1.
Popular sovereignty held that __________ should make decisions concerning slavery.
Answer
the federal government.
the state governments.
the president.
abolitionist reform groups.
3 points
Question 3
1.
Which tribe posed the greatest threat to the settlement of Texas?
Answer
Mohawks
Cherokee
Sioux
Comanche
3 points
Question 4
1.
Established in 1821, the Santa Fe trail resulted in:
Answer
the Mexican-American War.
the Bear Flag Revolt.
the Battle of the Alamo.
the further reduction of Native lands.
3 points
Question 5
1.
Just before Texas became a U.S. state in 1845, it was:
Answer
an independent republic.
part of Mexico.
a U.S. territory.
an area jointly occupied by Mexico and the United States.
3 points
Question 6
1.
In 1860, the largest city by population in America was:
Answer
Charleston.
New York City.
Boston.
Philadelphia.
3 points
Question 7
1.
Massive amounts of the Irish immigrated to America as a reaction to what event?
Answer
California Gold Rush
The Protestant Reformation
The Civil War
The Potato Famine
3 points
Question 8
1.
The Seneca Falls Convention of 1848 promoted which of the following?
Answer
Religious tolerance
Termination of child labor
Women's rights
Temperance
3 points
Question 9
1.
The idea that the United States was certain to spread across North America led to rapid expansion of the country during the 1840s and was known as:
Answer
Manifest Destiny.
nullification.
progressivism.
muckraking.
3 points
Question 10
1.
The various routes by which slaves sought freedom were collectively called:
Answer
the Oregon Trail.
slave codes.
the Underground Railroad.
the Liberator.
3 points
Question 11
1.
Place the events provided in the correct chronological order.
Answer
The Mexican American War begins.
The infamous Battle of the Alamo occurs.
Texans begin a revolt against the Mexican government.
Texas is annexed to the US as a slave state.
The Treaty of Guadalupe Hidalgo is signed.
Compare and contrast four reform movements of the era: temperance, public education, asylums, and feminism. Be sure to note key details in each concerning the origins, important leaders, objectives, and accomplishments.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Abolition was arguably the most important reform of the era. It would become an explosive issue that tore the nation apart. Discuss the objectives of the movement and describe the meth ...
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
choose ONLY 1 essay question
from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions
:
1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
6 - Explain how Americans used the language of freedom when ...
Question 11. Which Indian tribe resisted Jacksons forced rem.docx
Question 1
1.
Which Indian tribe resisted Jackson's forced removal by involving the court system. This tribe had two cases before the Supreme Court from 1831-1832.
Answer
Cherokee
Chickasaw
Choctaw
Creek
3 points
Question 2
1.
The creation of the Second American Party System first began in the 1830s. It produced competition between:
Answer
the Democrats and Federalists.
the Republicans and Whigs.
the Democrats and Republicans.
the Whigs and Democrats.
3 points
Question 3
1.
Which of the following statements is FALSE concerning the Second Great Awakening?
Answer
Businessmen used its ideals to encourage worker responsibility.
It had its greatest success initially in New England.
It stressed salvation attained through personal faith.
It was more democratic and energetic than earlier religious practices.
3 points
Question 4
1.
Some of the earliest American strikes:
Answer
were led by men.
were led by Irish immigrants.
were led by women over wage cuts.
caused economic problems such as the Panic of 1837.
3 points
Question 5
1.
The market revolution was the outcome of three inter-related developments which included all of the following EXCEPT:
Answer
improved transportation.
industrialization.
trade regulations.
commercialization.
3 points
Question 6
1.
Most of the advice Jackson received during his presidency came from:
Answer
his Vice President.
sectional leaders like Webster and Clay.
the heads of government departments.
his "kitchen cabinet."
3 points
Question 7
1.
The election of 1824 resulted in:
Answer
the development of the American Plan.
a corrupt bargain between Adams and Jackson.
the election of Andrew Jackson as president.
the election being thrown into the House of Representatives.
3 points
Question 8
1.
Which of the following was NOT one of the literary figures responsible for creating a national American culture based on uniquely American themes?
Answer
Thomas Cole
Washington Irving
James Fenimore Cooper
Ralph Waldo Emerson
3 points
Question 9
1.
The theory of nullification is based on the principle that:
Answer
a majority of states may declare a law null and void.
the Supreme Court may declare legislation unconstitutional.
the U.S. Congress may declare a state law unconstitutional.
individual states may declare federal law null and void.
3 points
Question 10
1.
The best known novels of James Fenimore Cooper centered on the theme of:
Answer
industrialization.
abolition.
western expansion.
religion.
Describe the policy that Andrew Jackson employed in his quest for Indian Removal. What problems did his policy encounter? What effects did the removal have on Native Americans?
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must h ...
Cold war learning stations
This document outlines learning stations for students to understand the emotional state of America during the Cold War. The stations cover topics like the Space Race, Red Scare, McCarthyism and a Presidential Address. Students will view propaganda, read documents and transcripts, and complete a mock employment application to experience different aspects of 1950s American life during the Cold War.
Cold War Learning Stations
This document outlines learning stations for students to understand the emotional state of America during the Cold War. The stations cover topics like the Space Race, Red Scare, McCarthyism and a Presidential Address. Students will view propaganda, read documents and transcripts, and complete a mock employment application to experience different aspects of 1950s American life during the Cold War.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
EDU 3215 Lesson Plan Template & Elements
Name: Andres Rodriguez
Email address: [email protected]
Content Areas: English Language Arts and Social Studies
Common Core Standard(s): (list and write all applicable)
ELA CCSS:
RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary
sources.
RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
Essential Question(s): How did colonists, African Americans, and Native Americans choose
sides during the Revolutionary War?
Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words)
E.g., This lesson is focused on the role of the Native Americans during the American
Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this
information with the roles of Native Americans during the American Revolution. The purpose is
for students to understand the variety of people and reasons who were involved in the American
Revolution.
Resources/Materials/Technology Utilized:
E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant,
Notebooks, Pens, Pencils, Index cards, looseleaf
Instructional Sequence (x amount of minutes/ how many days will this lesson cover).
Include evidence of Explicit Instruction within the tasks/activity:
ortliebe
Highlight
ortliebe
Highlight
Time Allocation Objective Activity
Assessment/Evaluatio
n
7-9 minutes
This will help
the teacher
gauge what
knowledge the
students are
coming into the
lesson with.
Do Now - Answer the
following question:
Who do you think the
Native Americans fought
with/along side during the
American Revolution?
Why do you believe they
chose this side.
Teacher will walk
around and take note
of how many students
choose Patriots or Red
Coats. This will help
with grouping in
future lessons.
10 minutes
Reading a
document about
Mohawk Mary
Molly Bryant as
a class to help
students with
annotating
relevant facts
and details that
will help them
answer critical
thinking
questions later
on.
Reading a document about
a Native American woman,
Mohawk Mary Molly
Bryant as a class. Teacher
asks the following
questions during the
reading and students
underline/annotate the
answers based on t ...
Recommended
Prompt 1How did generational differences between white settlers a.docx
Prompt 1:
How did generational differences between white settlers and Wampanoag affect the outcome of colonization? Examine the differences between Massasoit and his son, Philip, as well as Edward Winslow and his son, Josiah.
Prompt 2:
Following the American Revolution, changes in the new United States pushed Tecumseh to unite a large group of Native Americans in opposition to the U.S. What were the changes taking place in the United States that pushed Tecumseh to action and what events led to the downfall of Tecumseh and his warriors?
Instructions:
Answer all parts of the prompt using the required source(s) as the basis for your argument. Include a well-developed question regarding the subject matter for the other students at the end of your post. Then respond to two other student' questions/posts. Each post at least 250 words
.
Question 11. The Oneida Community became controversial in par.docx
Question 1
1.
The Oneida Community became controversial in part because of its practice of:
Answer
complex marriage.
racism.
religious intolerance.
self interest and individualism.
3 points
Question 2
1.
Popular sovereignty held that __________ should make decisions concerning slavery.
Answer
the federal government.
the state governments.
the president.
abolitionist reform groups.
3 points
Question 3
1.
Which tribe posed the greatest threat to the settlement of Texas?
Answer
Mohawks
Cherokee
Sioux
Comanche
3 points
Question 4
1.
Established in 1821, the Santa Fe trail resulted in:
Answer
the Mexican-American War.
the Bear Flag Revolt.
the Battle of the Alamo.
the further reduction of Native lands.
3 points
Question 5
1.
Just before Texas became a U.S. state in 1845, it was:
Answer
an independent republic.
part of Mexico.
a U.S. territory.
an area jointly occupied by Mexico and the United States.
3 points
Question 6
1.
In 1860, the largest city by population in America was:
Answer
Charleston.
New York City.
Boston.
Philadelphia.
3 points
Question 7
1.
Massive amounts of the Irish immigrated to America as a reaction to what event?
Answer
California Gold Rush
The Protestant Reformation
The Civil War
The Potato Famine
3 points
Question 8
1.
The Seneca Falls Convention of 1848 promoted which of the following?
Answer
Religious tolerance
Termination of child labor
Women's rights
Temperance
3 points
Question 9
1.
The idea that the United States was certain to spread across North America led to rapid expansion of the country during the 1840s and was known as:
Answer
Manifest Destiny.
nullification.
progressivism.
muckraking.
3 points
Question 10
1.
The various routes by which slaves sought freedom were collectively called:
Answer
the Oregon Trail.
slave codes.
the Underground Railroad.
the Liberator.
3 points
Question 11
1.
Place the events provided in the correct chronological order.
Answer
The Mexican American War begins.
The infamous Battle of the Alamo occurs.
Texans begin a revolt against the Mexican government.
Texas is annexed to the US as a slave state.
The Treaty of Guadalupe Hidalgo is signed.
Compare and contrast four reform movements of the era: temperance, public education, asylums, and feminism. Be sure to note key details in each concerning the origins, important leaders, objectives, and accomplishments.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Abolition was arguably the most important reform of the era. It would become an explosive issue that tore the nation apart. Discuss the objectives of the movement and describe the meth ...
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
choose ONLY 1 essay question
from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions
:
1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
6 - Explain how Americans used the language of freedom when ...
Question 11. Which Indian tribe resisted Jacksons forced rem.docx
Question 1
1.
Which Indian tribe resisted Jackson's forced removal by involving the court system. This tribe had two cases before the Supreme Court from 1831-1832.
Answer
Cherokee
Chickasaw
Choctaw
Creek
3 points
Question 2
1.
The creation of the Second American Party System first began in the 1830s. It produced competition between:
Answer
the Democrats and Federalists.
the Republicans and Whigs.
the Democrats and Republicans.
the Whigs and Democrats.
3 points
Question 3
1.
Which of the following statements is FALSE concerning the Second Great Awakening?
Answer
Businessmen used its ideals to encourage worker responsibility.
It had its greatest success initially in New England.
It stressed salvation attained through personal faith.
It was more democratic and energetic than earlier religious practices.
3 points
Question 4
1.
Some of the earliest American strikes:
Answer
were led by men.
were led by Irish immigrants.
were led by women over wage cuts.
caused economic problems such as the Panic of 1837.
3 points
Question 5
1.
The market revolution was the outcome of three inter-related developments which included all of the following EXCEPT:
Answer
improved transportation.
industrialization.
trade regulations.
commercialization.
3 points
Question 6
1.
Most of the advice Jackson received during his presidency came from:
Answer
his Vice President.
sectional leaders like Webster and Clay.
the heads of government departments.
his "kitchen cabinet."
3 points
Question 7
1.
The election of 1824 resulted in:
Answer
the development of the American Plan.
a corrupt bargain between Adams and Jackson.
the election of Andrew Jackson as president.
the election being thrown into the House of Representatives.
3 points
Question 8
1.
Which of the following was NOT one of the literary figures responsible for creating a national American culture based on uniquely American themes?
Answer
Thomas Cole
Washington Irving
James Fenimore Cooper
Ralph Waldo Emerson
3 points
Question 9
1.
The theory of nullification is based on the principle that:
Answer
a majority of states may declare a law null and void.
the Supreme Court may declare legislation unconstitutional.
the U.S. Congress may declare a state law unconstitutional.
individual states may declare federal law null and void.
3 points
Question 10
1.
The best known novels of James Fenimore Cooper centered on the theme of:
Answer
industrialization.
abolition.
western expansion.
religion.
Describe the policy that Andrew Jackson employed in his quest for Indian Removal. What problems did his policy encounter? What effects did the removal have on Native Americans?
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must h ...
Cold war learning stations
This document outlines learning stations for students to understand the emotional state of America during the Cold War. The stations cover topics like the Space Race, Red Scare, McCarthyism and a Presidential Address. Students will view propaganda, read documents and transcripts, and complete a mock employment application to experience different aspects of 1950s American life during the Cold War.
Cold War Learning Stations
This document outlines learning stations for students to understand the emotional state of America during the Cold War. The stations cover topics like the Space Race, Red Scare, McCarthyism and a Presidential Address. Students will view propaganda, read documents and transcripts, and complete a mock employment application to experience different aspects of 1950s American life during the Cold War.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
EDU 3215 Lesson Plan Template & Elements
Name: Andres Rodriguez
Email address: [email protected]
Content Areas: English Language Arts and Social Studies
Common Core Standard(s): (list and write all applicable)
ELA CCSS:
RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary
sources.
RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
Essential Question(s): How did colonists, African Americans, and Native Americans choose
sides during the Revolutionary War?
Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words)
E.g., This lesson is focused on the role of the Native Americans during the American
Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this
information with the roles of Native Americans during the American Revolution. The purpose is
for students to understand the variety of people and reasons who were involved in the American
Revolution.
Resources/Materials/Technology Utilized:
E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant,
Notebooks, Pens, Pencils, Index cards, looseleaf
Instructional Sequence (x amount of minutes/ how many days will this lesson cover).
Include evidence of Explicit Instruction within the tasks/activity:
ortliebe
Highlight
ortliebe
Highlight
Time Allocation Objective Activity
Assessment/Evaluatio
n
7-9 minutes
This will help
the teacher
gauge what
knowledge the
students are
coming into the
lesson with.
Do Now - Answer the
following question:
Who do you think the
Native Americans fought
with/along side during the
American Revolution?
Why do you believe they
chose this side.
Teacher will walk
around and take note
of how many students
choose Patriots or Red
Coats. This will help
with grouping in
future lessons.
10 minutes
Reading a
document about
Mohawk Mary
Molly Bryant as
a class to help
students with
annotating
relevant facts
and details that
will help them
answer critical
thinking
questions later
on.
Reading a document about
a Native American woman,
Mohawk Mary Molly
Bryant as a class. Teacher
asks the following
questions during the
reading and students
underline/annotate the
answers based on t ...
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
Jackson's presidency
The document provides questions about Andrew Jackson's presidency and Jacksonian democracy, including about the "corrupt bargain" that led to John Quincy Adams' election in 1824 and Jackson's victory over Adams in 1828. It also discusses Jackson's opposition to the Second Bank of the United States and the resulting Panic of 1837 after the bank's demise. The effects of the Indian Removal Act, which led to the forced relocation of Native Americans and the tragic Trail of Tears, are also addressed.
Lab 8 Flyer 1. Design a Flyer WITHOUT the use of Word Te.docx
Lab 8 Flyer
1. Design a Flyer WITHOUT the use of Word Templates
Some flyer ideas:
School event,
Restaurant,
Party Invitation,
Advertisement,
Real Estate,
For Sale Sign,
etc.
a. 2 – 3 columns 5
b. Text in multiple colors, Vertical Text box 5
c. A shape: color filled, border, Shadow Effect, rotated. 15
d. Picture inside another shape. 10
e. Image, wrap "Tight" with text, and crop to shape. 10
f. Insert captions for images. 5
g. Page background. 5
h. Use one of the Word Styles. 5
Total: 60
Question 1
1.
Puerto Ricans differed from other immigrant groups because they:
Answer
spoke English fluently.
were readily welcomed into trade unions, skilled jobs, and neighborhoods.
were American citizens.
were from a culture very similar to the American one.
3 points
Question 2
1.
Which of the following statements concerning the group of writers called Beats is FALSE?
Answer
It was led by Jack Kerouac and Allen Ginsberg.
It held a distrust of the American values of progress, power, and consumerism.
It discouraged spontaneity, friendship, open sexuality, and drug use.
It foreshadowed the counterculture of the 1960s.
3 points
Question 3
1.
Which of the following list the events in the correct order?
Answer
SCLC campaign to desegregate Birmingham, Alabama; Montgomery Bus boycott, Selma to Montgomery March
Montgomery Bus boycott; Selma to Montgomery March; SCLC campaign to desegregate Birmingham, Alabama
Selma to Montgomery March; Montgomery Bus boycott; SCLC campaign to desegregate Birmingham, Alabama
Montgomery Bus boycott; SCLC campaign to desegregate Birmingham, Alabama; Selma to Montgomery March
3 points
Question 4
1.
On May 10, 1963, Martin Luther King, Jr. and the SCLC agreed to end protests in Birmingham, the most segregated big city in America, in exchange for all of the following EXCEPT:
Answer
the desegregation of businesses.
the employment of African Americans.
forming a biracial committee to oversee desegregation of public facilities.
the resignation of Alabama governor, George Wallace.
3 points
Question 5
1.
Who assassinated Kennedy?
Answer
Jack Ruby
Earl Warren
Lee Harvey Oswald
Walt Rostow
3 points
Question 6
1.
Kennedy enthusiastically expanded the Special Forces. __________ was the popular name for the Army's Special Forces fighting under direct orders of the president in covert battles against guerrillas.
Answer
The Seals
The Green Berets
The Screaming Eagles
The Rangers
3 points
Question 7
1.
Which of the following was NOT an effect of the Immigration and Nationality Act of 1965?
Answer
An increase in undocumented immigration from Latin America.
A drastic increase in the number of Asian Americans
Abolishment of national origins quotas
Abolishment of overall hemispheric quotas
3 points
Question 8
1.
In 1955, Jonas Salk pioneered the first effective vaccine for which disease?
Answer
AI ...
His 204 week 1 dq 2 the industrial revolution
The document discusses the major economic and social changes during the last quarter of the 19th century in the United States, known as the Industrial Revolution. It prompts the reader to examine how these changes affected Native Americans, immigrants, and farmers, as well as the role of government. The reader is asked to draw from primary sources and videos in their response to summarize the most revolutionary developments, how different groups responded, and the role of government.
Question 1 1. The first country to recognize American independen.docx
Question 1
1. The first country to recognize American independence from Great Britain during the Revolutionary War was:
Spain.
The Netherlands.
France.
Great Britain.
Question 2
1. During the final phase of the American Revolution, General Cornwallis was surrounded and forced to surrender his entire force at:
Charleston.
Yorktown.
Wilmington.
Cowpens.
Question 3
1. What was a voting reform present within the New Jersey state constitution of 1776?
It did not require property ownership.
It granted some women the opportunity to vote.
It granted universal suffrage to everyone inhabiting the state.
It granted suffrage only to those men who were born in the state.
Question 4
1. During the Revolutionary War, which of the following was NOT an important American military leader?
Benedict Arnold
Horatio Gates
Nathaniel Greene
William Howe
Question 5
1. The "Great Compromise" achieved at the Constitutional Convention of 1787 resulted in each of the following EXCEPT:
establishing that the lower house of Congress would base representation on state population.
establishing the "three-fifths rule."
establishing that the upper House of Congress would reflect equal representation for each state.
prohibiting slavery within the new country.
Question 6
1. An effective advocate of the US Constitution and head of the Federalist Party, Alexander Hamilton served in what capacity within Washington's cabinet?
Secretary of the Treasury
Secretary of State
Secretary of War
Attorney General
Question 7
1. In order for northern delegates to obtain support for their "commerce clause," they agreed to support the desire of southern delegates to:
provide a Bill of Rights to the constitution.
limit the national government's ability to levy taxes on either imports or exports.
prohibit the federal government's interference in the slave trade for twenty years.
allow the federal government to regulate foreign trade but prohibit any regulation of interstate trade.
Question 8
1. Passed in Virginia in 1786, the Bill for Establishing Religious Freedom was counted among the notable achievements of:
Alexander Hamilton.
Samuel Johnson.
James Madison.
Thomas Jefferson.
Question 9
1. An increased attention to women's education the early 1800s was based on the belief that:
women's suffrage was eminent.
women were intellectually equal to men.
civic virtues should be taught at home by the mother.
women would be full participants in the "American experiment.
Question 10
1. Despite the obvious significance of Yorktown, most did not expect it to end the war because:
the British retained control of New York.
the French had yet to pledge their support to the American cause.
the Prime Minister, Lord Rockingham, refused to entertain the idea of American independence.
the British inflicted a decisive victory on the Patriots at Yorktown.
Question 11
1. Refer to this map as you match the following items.
Followin ...
19th century reforms
This document contains a lesson plan on 19th century reforms in the United States. It includes sections on the Second Great Awakening, Henry Clay's American System, the Erie Canal, and several key reformers from the time period such as Dorothea Dix and Horace Mann. Students will learn about these topics through a reading, video, worksheet, and role playing activity where historical figures are interviewed by Dr. Phil. The goal is for students to understand how the Great Awakening led to greater reform efforts and to evaluate the impact of reformers on society.
1- The essay includes a clear, compelling statement of its thesis,.docx
The document outlines two potential essay topics on major events and issues in United States history from the post-World War II period through the Nixon presidency. The first essay prompts analysis of how conflicting aims of the U.S. and Soviet Union launched the Cold War, the rise of anti-Communism in the late 1940s-1950s, and the impact on decisions to engage in Korea and Vietnam. The second essay explores domestic turmoil in the late 1960s-1970s, evaluating the successes and failures of Nixon's presidency regarding civil rights, Vietnam, foreign relations, and the Watergate scandal.
Historian Alan Knight states that, modern Mexico is a racial mix” a.docx
Historian Alan Knight states that, “modern Mexico is a racial mix” and goes on to outline several examples from Mexico’s history to support one of the main claims of his essay. Identify one of the examples found in Knight’s essay and comment on its importance to the main themes of the essay overall. How would you summarize Knight’s views on the Mexican Revolution´s impact on the concepts of race and race relations in
postrevolutionary
Mexico? ths week's question for discussion
Weekly Discussion Board Response
The weekly discussion board response serves as a forum for students to participate and discuss assigned readings with classmates and the professor. This weekly assignment is broken down into 2 parts: (1) your response and (2) commenting on two other posts. The class has been organized to include the same amount of readings as a class that would meet in person. Each student is required to write a response about the Tuesday reading by Thursday – no later than 6:00 PM EST (I am including eastern standard time because several students are taking the class while outside of the country).
Students are expected to write responses that are three paragraphs in length and demonstrate a strong understanding of the themes, events, and people contained in the readings. In addition, each student must pick two other student posts and comment on their response for the week. Comments should be constructive, thoughtful and focused. The purpose of the each student’s comment response is to promote dialogue between students that would typically occur in a classroom setting. Comments should be one paragraph.
Weekly Response Paper
Students are responsible for writing a response paper at the end of each week. The paper’s topic will draw from the readings assigned for that week. The paper’s question (or set of questions) will build off the weekly discussion response. The purpose of the weekly response paper is for students to demonstrate that they have completed the assigned readings and can critically apply the material to larger questions of history and political economy. The paper should follow the basic format of: introduction, body, conclusion, and footnotes that follow the Chicago-style format (do not cite in the body of the text). All papers should contain the student’s own, individual voice that is supported with evidence and facts drawn from the assigned readings. Other secondary sources used to complement or strengthen your argument are acceptable, however Wikipedia entries and blog posts are not acceptable as sources.
It was very interesting to see the different race relations and concepts Alan Knight touches upon in his essay. One major claim that he points upon is the mestizo concept that coincides with Indian racism. Within this concept, he uses first hand references that have witnessed this racism and have also offered diagnostics on this idea as well.
As Knight explores two individual groups and their history, the racist his.
For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx
For Part 2 of the Unit 3 Exam, choose
ONLY 1 essay question
from the list below, which covers chapters 9 and 10 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new nation. Discuss the internal borderlands within the West.
2 - Discuss the impact of the market revolution on women and African-Americans (both free and slave).
3 - Explain the shift from artisan to factory worker, and discuss the factory system. What were the advantages and disadvantages? Who was left out? Who benefited? What were some ways workers responded?
4 - Thoroughly describe the arguments made that linked American freedom to westward expansion. Who or what were obstacles to freedom in the pursuit of expansion? How did Americans deal with those obstacles?
5 - Explain how transcendentalism and the Second Great Awakening affected the definitions of freedom. How were both movements a response to the market revolution?
6 - One German newcomer wrote that “there aren’t any masters [in America], here everyone is a free agent.” How accurate a statement was that? Why would a German immigrant view America as free? Do you think an Irish immigrant would feel the same way about America? Why or why not?
7 - The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
8 - Explain how Democrats and Whigs viewed liberty and the role of government in securing liberty.
9 - Analyze the arguments that were presented during the nullification crisis. Be sure to comment on how Daniel Webster and John C. Calhoun interpreted the Constitution differently and how each defined the rights of states. Finally, speak to how the crisis illustrated the growing sectional differences in America.
10 - Thinking back to previous chapters, analyze America’s policies toward Indians from the Washington administration through the removal of Indians from the southeastern states in the 1830s and early 1840s. What ideas and policies about Indians remained the same? Which changed? Why?
.
250 wordsDiscussion #1 The Declaration of IndependenceThe t.docx
250 words
Discussion #1: The Declaration of Independence
The tensions that arose between Great Britain and her North American colonies as a result of taxation and other measures following the Seven Years' War culminated in war, a movement for independence and the establishment of a new nation. The ideals that fueled the Revolution were grounded in Enlightenment Era thought. These same ideals still shape our vision as we continue to define American Democracy.
To prepare for this post, please review the links below to support your discussion:
Enlightenment Thought
The Declaration of Independence
After you have completed the readings answer ONE of the following questions:
1.
How did Enlightenment Era thought influence the Declaration of Independence? In your answer, be sure to address how political thought evolved during the Enlightenment Era and how those shifts are represented within the Declaration of Independence.
2
. Are Enlightenment ideals still relevant as a guiding force in current American society? How so? In your answer, please be sure to address current events and issues.
.
Melissa Kabinoff, Sunny Parsons, Zarah Katrina ViñOla
This document outlines a unit plan for teaching high school students about domestic policies during the Cold War era, including how the US government used propaganda to promote anti-communism. The unit focuses on critical thinking skills and having students analyze primary sources to understand how the government portrayed communism as a threat and influenced public opinion through its actions. Key aspects to be covered include the causes of the Cold War, what constitutes propaganda, and different government policies and investigations presented as protecting national security but that infringed on civil liberties.
His 204 week 1 dq 1 the history of reconstruction
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 Quiz
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Good Compare And Contrast Essay
How to Start a Compare and Contrast Essay?. Compare And Contrast Essay Examples (+FAQ) | Pro Essay Help.
CONNECTING WITH MILLENNIALS (information found in Making Space f.docx
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
Select ONE of the following questions to Make.docx
One of the core elements of the African American community after slavery was education. Generally, African Americans placed a high value on education. However, there were disagreements between W.E.B. Du Bois and Booker T. Washington on the best approach. Du Bois advocated for a liberal arts education to develop an educated elite leadership class, while Washington supported vocational education to teach skills for jobs. Both approaches can be seen as strategies, not compromises, given the restrictions of Jim Crow laws. Additionally, Ida B. Wells argued that lynching of African Americans was widespread and served the underlying purpose of racial terror and controlling communities across the South.
Reply the response requirement 1. Respond to a specific prom.docx
Reply the response requirement
1. Respond to a specific prompt in detail and with sustained interest over the discussion
2. Apply concepts and ideas from lecture and/or readings to something currently in the news.
Your participation will be assessed using the following criteria:
· Activity (25%):
· How much do you participate in our online discussions? Are you “lurking” or actively conversing? Do you wait until the last minute or work consistently throughout the discussion period?
· Are you taking the initiative to post and to work with one another?
· Quality (50%):
· How strong are your contributions to the online discussions? Do they deepen your group’s general understanding of the course materials and ideas contained therein?
· Are your contributions based on the ideas contained in the readings and do they strengthen our deliberations OR are they merely expressions of unsupported opinion—“data-free” analysis?
· Interest (25%):
· Are you bringing some new and relevant information into the discussion that deepen the general understanding of your group? For example, are you discussing an interesting journal or newspaper article that pertains to the topic for the week?
· Are you applying concepts and ideas from lecture and/or readings to a current case or a particular class
Original Prompt
Folks,
What are the building blocks of American exceptionalism and how did they (and continue to) influence foreign policy? In thinking about this question let's try to draw a line between past uses of the term and current expressions.
Response
American exceptionalism is deep rooted in our history, and difficult for me to understand as a contemporary citizen. The Beautiful Lie of American Omnipotence in combination with Mead’s The American Foreign Policy Legacy began to enlighten me a little as to how American foreign policy came to be exceptionalism, and more importantly, how we are still operating under exceptionalism in the light of a new era, where: “our commitments have grown massively… but our resources are not what they once appeared (qtd. In Beinart).”
The foundation of American exceptionalism is, as far as I can tell, a huge amount of military clout, and natural resources. The nation was built by nationalist pride and a strong desire for independence. Once the United States had been established as a nation, exceptionalism was fostered by the geographic location (oceans on either side, posing little threat) and the political climate of Democracy that made America feel as though it were a city on a hill as Winthrop said. With the strength of the US military, we were never forced to give up this national image, even though, today political rhetoric clings to an empty shell of what nationalism once was.
“The American character, wrote Arthur Schlesinger Sr., ‘is bottomed upon the profound conviction that nothing in the world is beyond its power to accomplish’ (Beinart 1).” The passage quoted here goes on to explain how because of this conviction ...
Fall 2016Columbia College History 17 SyllabusUnited Stat.docx
Fall 2016
Columbia College
History 17 Syllabus
United States History: 1877 To Present (3 units)
Professor: Tom Johnson. Office: Aspen 3
Office Hours: Tuesday and Thursday 12:45-2:40, Wednesday 4:05-5:05
Phone: 209-588-5215
e-mail: [email protected]
Website: directory.gocolumbia.edu/johnsont
Required Reading:
Howard Zinn, A People’s History of the United States (1980).
Paul Johnson, A History of the American People (1997).
Richard Hofstadter, The American Political Tradition (1948).
Course Description:
This course analyzes the development of the United States from Reconstruction to the present. Although an accurate factual understanding of each era in American history is crucial, this course is primarily about interpreting what the facts mean. The purpose of this class is for students to see a subject (like history) from as many different angles as possible. Students will see how different historians marshal similar facts in different ways in order to persuade readers that a particular interpretation superior. Students will learn to think analytically and critically about each interpretation so that students can decide for themselves which interpretation is more accurate.
Course Objectives (Student Learning Outcomes):
This course will help transform students into lifelong learners who independently read and research, and who think objectively, critically and analytically. The course promotes global awareness and fosters oral and written communication skills. Students will learn to compose essays that demonstrate college level research and writing in an organized, logical, persuasive, and grammatically correct manner. The essays will state theses supported by evidence, critically analyzing and evaluating differing interpretations of Modern American history. By the end of this course students should be able to describe the broad sweep of historical trends throughout American history from Reconstruction to the present, show basic competence in historiography, and understand the complex intertwining of socio-cultural, economic, and political trends in modern American history.
Course Requirements:
1) Class participation. Students must participate in this class. Proper participation requires preparing for each class by reading and preparing typed answers to the study questions in advance of each session (political science students must brief each of the assigned cases), asking the professor questions about the reading, study questions, and lectures, and responding to the professor’s questions. You should always stay one section ahead of the topic we are discussing in class so that you are prepared when we begin discussing the next section. In order to make sure you are prepared to ask questions in class, you should have at least 5 questions about the reading, lectures, or topic of the day typed out in advance and ready to turn in if requested by the professor. There may also be short in class or out of class written assignm ...
FINAL EXAM AMH 1020Pick THREE questions and answer them usin.docx
FINAL EXAM AMH 1020
Pick THREE questions and answer them using well thought out essays. Your essays should be from one and a half to two pages in length. Your exam is due no later than 11:59 PM.
DECEMBER 7
and should be submitted to CANVAS. I’m sorry I cannot grant any extensions for this exam. I am literally giving you to the last minute to write and submit the exam—there is absolutely no leeway, so please, get your essay in by the due date and GOOD LUCK!
Discuss McCarthyism during the 1950s. What were its root causes? What were its effects? In what ways did it reflect the culture of the late 1940s-early 1950s?
Discuss the US posture of isolationism prior to the Second World War. What were some of the reasons for the US taking this political position and why were they significant? How did Roosevelt steer the US towards war?
Compare and contrast the Cold War foreign policies of Truman, Eisenhower, and Kennedy. What points did they have in common and how did they differ. Hint: Examining how these men handled their flashpoints: the Korean Conflict, the Suez and Hungarian crises, and the Cuban Missile Crisis, and how Kennedy handled Vietnam will help you in answering this question.
Evaluate the struggle for civil rights during the late 1950s and 1960s. In your answer, you should discuss the role played by groups and organizations such as the Ku Klux Klan and the NAACP, and the impact of Supreme Court rulings, legislative acts, and executive actions as well as the impact of individuals such as Martin Luther King.
The 1950s have been described as an era of conformity. Do you agree or disagree with this statement. Support your position
While Roosevelt’s New Deal is generally credited with ending the Great Depression, a substantial body of historians view it in a more negative light, arguing that some of his programs actually hampered recovery. Which position do you think is the better interpretation? Why or why not?
.
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
1. You may open this assessment multiple times but you may only su.docx
1. You may open this assessment multiple times but you may only submit it once.
2. You may print the assessment and prepare your answers offline. Alternatively, you may enter and save your answers for a portion of the assessment, and continue at a later time.
3. Your textbook and other reference materials may be used to complete this exam.
4. When answering the multiple choice questions mark the correct response in Blackboard.
5. When answering the fill-in-the-blank questions, type the correct response in Blackboard.
a. If the answer is a formal name, give the full common name associated with the figure as written in the textbook, including proper capitalization and middle names or initials.
6. When answering the written response questions please follow these requirements:
a. Your answer to each question should contain a minimum 200-word response.
b. Spelling and grammar will impact your grade. Make certain to proofread each response carefully before clicking on the submit button.
c. General encyclopedias are not acceptable sources.
i. Examples include, but are not limited to, Wikipedia, Encarta, and World Book.
d. Make certain that all of your sources (including your textbook) are referenced at the end of your response and that the information within your response is cited to show the difference between your ideas and your sources.
7. Once all questions have been answered, click the "Submit" button located at the bottom of the exam.
8. If you have questions regarding your sources or general questions regarding the exam, please contact your professor.
Course Textbook
Faragher, J. M., Buhle, M. J., Czitrom, D., & Armitage, S. H. (2009). Out of many: A history of the American people, Volume I (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Part 1
Question 1
During the Middle Ages in Europe, great advances in technology such as crop rotation and iron plows resulted in which of the following?
Answer
Infectious disease and famine
A lasting peace with the Muslims
A boom that recovered the continent's population
A weakening in commerce and trade
Question 2
Which of the following MOST exactly explains why Henry VIII began the English Reformation?
Answer
He converted to Protestant ideals.
He wanted control of the church.
He wanted to change English Christianity.
The pope refused to support his request for an annulment.
Question 3
Refer to the map entitled "Indian Groups in the Areas of First Contact (Map 1.4)" in your textbook. Which of the following groups was not considered a group of the Southwest?
Answer
Navajos
Papagos
Natchez
Apaches
Question 4
When the Europeans began their exploration of the New World, they found:
Answer
a "virgin" land unchanged by those who inhabited it.
many groups of people with different and distinct cultures.
communities of people; none of which shared any cultural traits similar to those found in Europe.
many peoples who shared one single culture and had ...
Purpose of Assignment The foreign exchange market is an intern.docx
Purpose of Assignment
The foreign exchange market is an international monetary system that among several of its functions, converts one country's currency into that of another. Understanding the foreign exchange market is an important dynamic in international trade and investment. It is, therefore, a benefit to the business student, via this assignment, to fully comprehend its functions.
Assignment Steps
Develop
a minimum 700-word analysis to include the following aspects of the foreign exchange market: Introduction & Conclusion REQUIRED! NO PLAGIARISM! MUST ANSWER EVERY BULLET THOROUGHLY!
·
Discuss the two main functions of the foreign exchange market.
·
Analyze, in detail, the relationship between money supply and inflation.
·
Describe the difference between a freely convertible currency and a non-convertible currency.
·
Evaluate the technology risks associated with the functions of the foreign exchange market.
APA FORMAT MUST INCUDE ATLEAST 2 SOURCES!
.
Purpose To analyze types of media specific to the healthcare indust.docx
Purpose: To analyze types of media specific to the healthcare industry.
Spend time during week 2 of the course monitoring print media (e.g. newspapers, magazines) and electronic media, (e.g. radio, television, social media) for commercials promoting healthcare products.
Prepare a 250-350 word summary that assesses the following:
Image vs. service marketing
The “product” being marketed (e.g. good, service, idea, organization)
The medium being used (e.g. newspaper, magazine, radio, television, billboard, internet)
The placement of the promotional piece (e.g. location in newspaper, time of day for radio spot, cable –vs. network television)
The apparent target market
The ultimate objective (e.g. improve image, attract new business, increase sales volume)
.
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EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
Jackson's presidency
The document provides questions about Andrew Jackson's presidency and Jacksonian democracy, including about the "corrupt bargain" that led to John Quincy Adams' election in 1824 and Jackson's victory over Adams in 1828. It also discusses Jackson's opposition to the Second Bank of the United States and the resulting Panic of 1837 after the bank's demise. The effects of the Indian Removal Act, which led to the forced relocation of Native Americans and the tragic Trail of Tears, are also addressed.
Lab 8 Flyer 1. Design a Flyer WITHOUT the use of Word Te.docx
Lab 8 Flyer
1. Design a Flyer WITHOUT the use of Word Templates
Some flyer ideas:
School event,
Restaurant,
Party Invitation,
Advertisement,
Real Estate,
For Sale Sign,
etc.
a. 2 – 3 columns 5
b. Text in multiple colors, Vertical Text box 5
c. A shape: color filled, border, Shadow Effect, rotated. 15
d. Picture inside another shape. 10
e. Image, wrap "Tight" with text, and crop to shape. 10
f. Insert captions for images. 5
g. Page background. 5
h. Use one of the Word Styles. 5
Total: 60
Question 1
1.
Puerto Ricans differed from other immigrant groups because they:
Answer
spoke English fluently.
were readily welcomed into trade unions, skilled jobs, and neighborhoods.
were American citizens.
were from a culture very similar to the American one.
3 points
Question 2
1.
Which of the following statements concerning the group of writers called Beats is FALSE?
Answer
It was led by Jack Kerouac and Allen Ginsberg.
It held a distrust of the American values of progress, power, and consumerism.
It discouraged spontaneity, friendship, open sexuality, and drug use.
It foreshadowed the counterculture of the 1960s.
3 points
Question 3
1.
Which of the following list the events in the correct order?
Answer
SCLC campaign to desegregate Birmingham, Alabama; Montgomery Bus boycott, Selma to Montgomery March
Montgomery Bus boycott; Selma to Montgomery March; SCLC campaign to desegregate Birmingham, Alabama
Selma to Montgomery March; Montgomery Bus boycott; SCLC campaign to desegregate Birmingham, Alabama
Montgomery Bus boycott; SCLC campaign to desegregate Birmingham, Alabama; Selma to Montgomery March
3 points
Question 4
1.
On May 10, 1963, Martin Luther King, Jr. and the SCLC agreed to end protests in Birmingham, the most segregated big city in America, in exchange for all of the following EXCEPT:
Answer
the desegregation of businesses.
the employment of African Americans.
forming a biracial committee to oversee desegregation of public facilities.
the resignation of Alabama governor, George Wallace.
3 points
Question 5
1.
Who assassinated Kennedy?
Answer
Jack Ruby
Earl Warren
Lee Harvey Oswald
Walt Rostow
3 points
Question 6
1.
Kennedy enthusiastically expanded the Special Forces. __________ was the popular name for the Army's Special Forces fighting under direct orders of the president in covert battles against guerrillas.
Answer
The Seals
The Green Berets
The Screaming Eagles
The Rangers
3 points
Question 7
1.
Which of the following was NOT an effect of the Immigration and Nationality Act of 1965?
Answer
An increase in undocumented immigration from Latin America.
A drastic increase in the number of Asian Americans
Abolishment of national origins quotas
Abolishment of overall hemispheric quotas
3 points
Question 8
1.
In 1955, Jonas Salk pioneered the first effective vaccine for which disease?
Answer
AI ...
His 204 week 1 dq 2 the industrial revolution
The document discusses the major economic and social changes during the last quarter of the 19th century in the United States, known as the Industrial Revolution. It prompts the reader to examine how these changes affected Native Americans, immigrants, and farmers, as well as the role of government. The reader is asked to draw from primary sources and videos in their response to summarize the most revolutionary developments, how different groups responded, and the role of government.
Question 1 1. The first country to recognize American independen.docx
Question 1
1. The first country to recognize American independence from Great Britain during the Revolutionary War was:
Spain.
The Netherlands.
France.
Great Britain.
Question 2
1. During the final phase of the American Revolution, General Cornwallis was surrounded and forced to surrender his entire force at:
Charleston.
Yorktown.
Wilmington.
Cowpens.
Question 3
1. What was a voting reform present within the New Jersey state constitution of 1776?
It did not require property ownership.
It granted some women the opportunity to vote.
It granted universal suffrage to everyone inhabiting the state.
It granted suffrage only to those men who were born in the state.
Question 4
1. During the Revolutionary War, which of the following was NOT an important American military leader?
Benedict Arnold
Horatio Gates
Nathaniel Greene
William Howe
Question 5
1. The "Great Compromise" achieved at the Constitutional Convention of 1787 resulted in each of the following EXCEPT:
establishing that the lower house of Congress would base representation on state population.
establishing the "three-fifths rule."
establishing that the upper House of Congress would reflect equal representation for each state.
prohibiting slavery within the new country.
Question 6
1. An effective advocate of the US Constitution and head of the Federalist Party, Alexander Hamilton served in what capacity within Washington's cabinet?
Secretary of the Treasury
Secretary of State
Secretary of War
Attorney General
Question 7
1. In order for northern delegates to obtain support for their "commerce clause," they agreed to support the desire of southern delegates to:
provide a Bill of Rights to the constitution.
limit the national government's ability to levy taxes on either imports or exports.
prohibit the federal government's interference in the slave trade for twenty years.
allow the federal government to regulate foreign trade but prohibit any regulation of interstate trade.
Question 8
1. Passed in Virginia in 1786, the Bill for Establishing Religious Freedom was counted among the notable achievements of:
Alexander Hamilton.
Samuel Johnson.
James Madison.
Thomas Jefferson.
Question 9
1. An increased attention to women's education the early 1800s was based on the belief that:
women's suffrage was eminent.
women were intellectually equal to men.
civic virtues should be taught at home by the mother.
women would be full participants in the "American experiment.
Question 10
1. Despite the obvious significance of Yorktown, most did not expect it to end the war because:
the British retained control of New York.
the French had yet to pledge their support to the American cause.
the Prime Minister, Lord Rockingham, refused to entertain the idea of American independence.
the British inflicted a decisive victory on the Patriots at Yorktown.
Question 11
1. Refer to this map as you match the following items.
Followin ...
19th century reforms
This document contains a lesson plan on 19th century reforms in the United States. It includes sections on the Second Great Awakening, Henry Clay's American System, the Erie Canal, and several key reformers from the time period such as Dorothea Dix and Horace Mann. Students will learn about these topics through a reading, video, worksheet, and role playing activity where historical figures are interviewed by Dr. Phil. The goal is for students to understand how the Great Awakening led to greater reform efforts and to evaluate the impact of reformers on society.
1- The essay includes a clear, compelling statement of its thesis,.docx
The document outlines two potential essay topics on major events and issues in United States history from the post-World War II period through the Nixon presidency. The first essay prompts analysis of how conflicting aims of the U.S. and Soviet Union launched the Cold War, the rise of anti-Communism in the late 1940s-1950s, and the impact on decisions to engage in Korea and Vietnam. The second essay explores domestic turmoil in the late 1960s-1970s, evaluating the successes and failures of Nixon's presidency regarding civil rights, Vietnam, foreign relations, and the Watergate scandal.
Historian Alan Knight states that, modern Mexico is a racial mix” a.docx
Historian Alan Knight states that, “modern Mexico is a racial mix” and goes on to outline several examples from Mexico’s history to support one of the main claims of his essay. Identify one of the examples found in Knight’s essay and comment on its importance to the main themes of the essay overall. How would you summarize Knight’s views on the Mexican Revolution´s impact on the concepts of race and race relations in
postrevolutionary
Mexico? ths week's question for discussion
Weekly Discussion Board Response
The weekly discussion board response serves as a forum for students to participate and discuss assigned readings with classmates and the professor. This weekly assignment is broken down into 2 parts: (1) your response and (2) commenting on two other posts. The class has been organized to include the same amount of readings as a class that would meet in person. Each student is required to write a response about the Tuesday reading by Thursday – no later than 6:00 PM EST (I am including eastern standard time because several students are taking the class while outside of the country).
Students are expected to write responses that are three paragraphs in length and demonstrate a strong understanding of the themes, events, and people contained in the readings. In addition, each student must pick two other student posts and comment on their response for the week. Comments should be constructive, thoughtful and focused. The purpose of the each student’s comment response is to promote dialogue between students that would typically occur in a classroom setting. Comments should be one paragraph.
Weekly Response Paper
Students are responsible for writing a response paper at the end of each week. The paper’s topic will draw from the readings assigned for that week. The paper’s question (or set of questions) will build off the weekly discussion response. The purpose of the weekly response paper is for students to demonstrate that they have completed the assigned readings and can critically apply the material to larger questions of history and political economy. The paper should follow the basic format of: introduction, body, conclusion, and footnotes that follow the Chicago-style format (do not cite in the body of the text). All papers should contain the student’s own, individual voice that is supported with evidence and facts drawn from the assigned readings. Other secondary sources used to complement or strengthen your argument are acceptable, however Wikipedia entries and blog posts are not acceptable as sources.
It was very interesting to see the different race relations and concepts Alan Knight touches upon in his essay. One major claim that he points upon is the mestizo concept that coincides with Indian racism. Within this concept, he uses first hand references that have witnessed this racism and have also offered diagnostics on this idea as well.
As Knight explores two individual groups and their history, the racist his.
For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx
For Part 2 of the Unit 3 Exam, choose
ONLY 1 essay question
from the list below, which covers chapters 9 and 10 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new nation. Discuss the internal borderlands within the West.
2 - Discuss the impact of the market revolution on women and African-Americans (both free and slave).
3 - Explain the shift from artisan to factory worker, and discuss the factory system. What were the advantages and disadvantages? Who was left out? Who benefited? What were some ways workers responded?
4 - Thoroughly describe the arguments made that linked American freedom to westward expansion. Who or what were obstacles to freedom in the pursuit of expansion? How did Americans deal with those obstacles?
5 - Explain how transcendentalism and the Second Great Awakening affected the definitions of freedom. How were both movements a response to the market revolution?
6 - One German newcomer wrote that “there aren’t any masters [in America], here everyone is a free agent.” How accurate a statement was that? Why would a German immigrant view America as free? Do you think an Irish immigrant would feel the same way about America? Why or why not?
7 - The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
8 - Explain how Democrats and Whigs viewed liberty and the role of government in securing liberty.
9 - Analyze the arguments that were presented during the nullification crisis. Be sure to comment on how Daniel Webster and John C. Calhoun interpreted the Constitution differently and how each defined the rights of states. Finally, speak to how the crisis illustrated the growing sectional differences in America.
10 - Thinking back to previous chapters, analyze America’s policies toward Indians from the Washington administration through the removal of Indians from the southeastern states in the 1830s and early 1840s. What ideas and policies about Indians remained the same? Which changed? Why?
.
250 wordsDiscussion #1 The Declaration of IndependenceThe t.docx
250 words
Discussion #1: The Declaration of Independence
The tensions that arose between Great Britain and her North American colonies as a result of taxation and other measures following the Seven Years' War culminated in war, a movement for independence and the establishment of a new nation. The ideals that fueled the Revolution were grounded in Enlightenment Era thought. These same ideals still shape our vision as we continue to define American Democracy.
To prepare for this post, please review the links below to support your discussion:
Enlightenment Thought
The Declaration of Independence
After you have completed the readings answer ONE of the following questions:
1.
How did Enlightenment Era thought influence the Declaration of Independence? In your answer, be sure to address how political thought evolved during the Enlightenment Era and how those shifts are represented within the Declaration of Independence.
2
. Are Enlightenment ideals still relevant as a guiding force in current American society? How so? In your answer, please be sure to address current events and issues.
.
Melissa Kabinoff, Sunny Parsons, Zarah Katrina ViñOla
This document outlines a unit plan for teaching high school students about domestic policies during the Cold War era, including how the US government used propaganda to promote anti-communism. The unit focuses on critical thinking skills and having students analyze primary sources to understand how the government portrayed communism as a threat and influenced public opinion through its actions. Key aspects to be covered include the causes of the Cold War, what constitutes propaganda, and different government policies and investigations presented as protecting national security but that infringed on civil liberties.
His 204 week 1 dq 1 the history of reconstruction
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 Quiz
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Good Compare And Contrast Essay
How to Start a Compare and Contrast Essay?. Compare And Contrast Essay Examples (+FAQ) | Pro Essay Help.
CONNECTING WITH MILLENNIALS (information found in Making Space f.docx
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
Select ONE of the following questions to Make.docx
One of the core elements of the African American community after slavery was education. Generally, African Americans placed a high value on education. However, there were disagreements between W.E.B. Du Bois and Booker T. Washington on the best approach. Du Bois advocated for a liberal arts education to develop an educated elite leadership class, while Washington supported vocational education to teach skills for jobs. Both approaches can be seen as strategies, not compromises, given the restrictions of Jim Crow laws. Additionally, Ida B. Wells argued that lynching of African Americans was widespread and served the underlying purpose of racial terror and controlling communities across the South.
Reply the response requirement 1. Respond to a specific prom.docx
Reply the response requirement
1. Respond to a specific prompt in detail and with sustained interest over the discussion
2. Apply concepts and ideas from lecture and/or readings to something currently in the news.
Your participation will be assessed using the following criteria:
· Activity (25%):
· How much do you participate in our online discussions? Are you “lurking” or actively conversing? Do you wait until the last minute or work consistently throughout the discussion period?
· Are you taking the initiative to post and to work with one another?
· Quality (50%):
· How strong are your contributions to the online discussions? Do they deepen your group’s general understanding of the course materials and ideas contained therein?
· Are your contributions based on the ideas contained in the readings and do they strengthen our deliberations OR are they merely expressions of unsupported opinion—“data-free” analysis?
· Interest (25%):
· Are you bringing some new and relevant information into the discussion that deepen the general understanding of your group? For example, are you discussing an interesting journal or newspaper article that pertains to the topic for the week?
· Are you applying concepts and ideas from lecture and/or readings to a current case or a particular class
Original Prompt
Folks,
What are the building blocks of American exceptionalism and how did they (and continue to) influence foreign policy? In thinking about this question let's try to draw a line between past uses of the term and current expressions.
Response
American exceptionalism is deep rooted in our history, and difficult for me to understand as a contemporary citizen. The Beautiful Lie of American Omnipotence in combination with Mead’s The American Foreign Policy Legacy began to enlighten me a little as to how American foreign policy came to be exceptionalism, and more importantly, how we are still operating under exceptionalism in the light of a new era, where: “our commitments have grown massively… but our resources are not what they once appeared (qtd. In Beinart).”
The foundation of American exceptionalism is, as far as I can tell, a huge amount of military clout, and natural resources. The nation was built by nationalist pride and a strong desire for independence. Once the United States had been established as a nation, exceptionalism was fostered by the geographic location (oceans on either side, posing little threat) and the political climate of Democracy that made America feel as though it were a city on a hill as Winthrop said. With the strength of the US military, we were never forced to give up this national image, even though, today political rhetoric clings to an empty shell of what nationalism once was.
“The American character, wrote Arthur Schlesinger Sr., ‘is bottomed upon the profound conviction that nothing in the world is beyond its power to accomplish’ (Beinart 1).” The passage quoted here goes on to explain how because of this conviction ...
Fall 2016Columbia College History 17 SyllabusUnited Stat.docx
Fall 2016
Columbia College
History 17 Syllabus
United States History: 1877 To Present (3 units)
Professor: Tom Johnson. Office: Aspen 3
Office Hours: Tuesday and Thursday 12:45-2:40, Wednesday 4:05-5:05
Phone: 209-588-5215
e-mail: [email protected]
Website: directory.gocolumbia.edu/johnsont
Required Reading:
Howard Zinn, A People’s History of the United States (1980).
Paul Johnson, A History of the American People (1997).
Richard Hofstadter, The American Political Tradition (1948).
Course Description:
This course analyzes the development of the United States from Reconstruction to the present. Although an accurate factual understanding of each era in American history is crucial, this course is primarily about interpreting what the facts mean. The purpose of this class is for students to see a subject (like history) from as many different angles as possible. Students will see how different historians marshal similar facts in different ways in order to persuade readers that a particular interpretation superior. Students will learn to think analytically and critically about each interpretation so that students can decide for themselves which interpretation is more accurate.
Course Objectives (Student Learning Outcomes):
This course will help transform students into lifelong learners who independently read and research, and who think objectively, critically and analytically. The course promotes global awareness and fosters oral and written communication skills. Students will learn to compose essays that demonstrate college level research and writing in an organized, logical, persuasive, and grammatically correct manner. The essays will state theses supported by evidence, critically analyzing and evaluating differing interpretations of Modern American history. By the end of this course students should be able to describe the broad sweep of historical trends throughout American history from Reconstruction to the present, show basic competence in historiography, and understand the complex intertwining of socio-cultural, economic, and political trends in modern American history.
Course Requirements:
1) Class participation. Students must participate in this class. Proper participation requires preparing for each class by reading and preparing typed answers to the study questions in advance of each session (political science students must brief each of the assigned cases), asking the professor questions about the reading, study questions, and lectures, and responding to the professor’s questions. You should always stay one section ahead of the topic we are discussing in class so that you are prepared when we begin discussing the next section. In order to make sure you are prepared to ask questions in class, you should have at least 5 questions about the reading, lectures, or topic of the day typed out in advance and ready to turn in if requested by the professor. There may also be short in class or out of class written assignm ...
FINAL EXAM AMH 1020Pick THREE questions and answer them usin.docx
FINAL EXAM AMH 1020
Pick THREE questions and answer them using well thought out essays. Your essays should be from one and a half to two pages in length. Your exam is due no later than 11:59 PM.
DECEMBER 7
and should be submitted to CANVAS. I’m sorry I cannot grant any extensions for this exam. I am literally giving you to the last minute to write and submit the exam—there is absolutely no leeway, so please, get your essay in by the due date and GOOD LUCK!
Discuss McCarthyism during the 1950s. What were its root causes? What were its effects? In what ways did it reflect the culture of the late 1940s-early 1950s?
Discuss the US posture of isolationism prior to the Second World War. What were some of the reasons for the US taking this political position and why were they significant? How did Roosevelt steer the US towards war?
Compare and contrast the Cold War foreign policies of Truman, Eisenhower, and Kennedy. What points did they have in common and how did they differ. Hint: Examining how these men handled their flashpoints: the Korean Conflict, the Suez and Hungarian crises, and the Cuban Missile Crisis, and how Kennedy handled Vietnam will help you in answering this question.
Evaluate the struggle for civil rights during the late 1950s and 1960s. In your answer, you should discuss the role played by groups and organizations such as the Ku Klux Klan and the NAACP, and the impact of Supreme Court rulings, legislative acts, and executive actions as well as the impact of individuals such as Martin Luther King.
The 1950s have been described as an era of conformity. Do you agree or disagree with this statement. Support your position
While Roosevelt’s New Deal is generally credited with ending the Great Depression, a substantial body of historians view it in a more negative light, arguing that some of his programs actually hampered recovery. Which position do you think is the better interpretation? Why or why not?
.
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
1. You may open this assessment multiple times but you may only su.docx
1. You may open this assessment multiple times but you may only submit it once.
2. You may print the assessment and prepare your answers offline. Alternatively, you may enter and save your answers for a portion of the assessment, and continue at a later time.
3. Your textbook and other reference materials may be used to complete this exam.
4. When answering the multiple choice questions mark the correct response in Blackboard.
5. When answering the fill-in-the-blank questions, type the correct response in Blackboard.
a. If the answer is a formal name, give the full common name associated with the figure as written in the textbook, including proper capitalization and middle names or initials.
6. When answering the written response questions please follow these requirements:
a. Your answer to each question should contain a minimum 200-word response.
b. Spelling and grammar will impact your grade. Make certain to proofread each response carefully before clicking on the submit button.
c. General encyclopedias are not acceptable sources.
i. Examples include, but are not limited to, Wikipedia, Encarta, and World Book.
d. Make certain that all of your sources (including your textbook) are referenced at the end of your response and that the information within your response is cited to show the difference between your ideas and your sources.
7. Once all questions have been answered, click the "Submit" button located at the bottom of the exam.
8. If you have questions regarding your sources or general questions regarding the exam, please contact your professor.
Course Textbook
Faragher, J. M., Buhle, M. J., Czitrom, D., & Armitage, S. H. (2009). Out of many: A history of the American people, Volume I (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Part 1
Question 1
During the Middle Ages in Europe, great advances in technology such as crop rotation and iron plows resulted in which of the following?
Answer
Infectious disease and famine
A lasting peace with the Muslims
A boom that recovered the continent's population
A weakening in commerce and trade
Question 2
Which of the following MOST exactly explains why Henry VIII began the English Reformation?
Answer
He converted to Protestant ideals.
He wanted control of the church.
He wanted to change English Christianity.
The pope refused to support his request for an annulment.
Question 3
Refer to the map entitled "Indian Groups in the Areas of First Contact (Map 1.4)" in your textbook. Which of the following groups was not considered a group of the Southwest?
Answer
Navajos
Papagos
Natchez
Apaches
Question 4
When the Europeans began their exploration of the New World, they found:
Answer
a "virgin" land unchanged by those who inhabited it.
many groups of people with different and distinct cultures.
communities of people; none of which shared any cultural traits similar to those found in Europe.
many peoples who shared one single culture and had ...
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More from bfingarjcmc
Purpose of Assignment The foreign exchange market is an intern.docx
Purpose of Assignment
The foreign exchange market is an international monetary system that among several of its functions, converts one country's currency into that of another. Understanding the foreign exchange market is an important dynamic in international trade and investment. It is, therefore, a benefit to the business student, via this assignment, to fully comprehend its functions.
Assignment Steps
Develop
a minimum 700-word analysis to include the following aspects of the foreign exchange market: Introduction & Conclusion REQUIRED! NO PLAGIARISM! MUST ANSWER EVERY BULLET THOROUGHLY!
·
Discuss the two main functions of the foreign exchange market.
·
Analyze, in detail, the relationship between money supply and inflation.
·
Describe the difference between a freely convertible currency and a non-convertible currency.
·
Evaluate the technology risks associated with the functions of the foreign exchange market.
APA FORMAT MUST INCUDE ATLEAST 2 SOURCES!
.
Purpose To analyze types of media specific to the healthcare indust.docx
Purpose: To analyze types of media specific to the healthcare industry.
Spend time during week 2 of the course monitoring print media (e.g. newspapers, magazines) and electronic media, (e.g. radio, television, social media) for commercials promoting healthcare products.
Prepare a 250-350 word summary that assesses the following:
Image vs. service marketing
The “product” being marketed (e.g. good, service, idea, organization)
The medium being used (e.g. newspaper, magazine, radio, television, billboard, internet)
The placement of the promotional piece (e.g. location in newspaper, time of day for radio spot, cable –vs. network television)
The apparent target market
The ultimate objective (e.g. improve image, attract new business, increase sales volume)
.
PURPOSE To begin applying critical lenses (theory) to both the li.docx
PURPOSE:
To begin applying critical lenses (theory) to both the literary reading and writing processes. You’ll analyze a piece of fiction using the fundamental premises and rules of interpretation outlined by a school of criticism. In this first paper you will focus on
intrinsic analysis,
doing a close study of the various literary elements, language and patterns that create meaning in the text. While the two critical lenses differ considerably, both function on the premise that analysis of the “text and the text and alone” best reveals meaning. (Psychoanalytic criticism does include several components that emphasize
extrinsic analysis
, but several of its modes of interpretation subscribe to or allow for intrinsic analysis.)
ASSIGNMENT:
In a 4-5 page, MLA-formatted paper, analyze one of the short stories selected for the paper using either New Criticism or Psychoanalytic Criticism. (Below-page 2- you will find a list of short stories on which you can base this first paper. I will post a list of additional stories and their attending summaries in another document that goes with this prompt.) Your paper should include direct quotes that support your examples, a clear and thoughtful thesis (you’ll find examples of an intro/thesis for both schools of criticisms in the theory folders on Blackboard – the New Critical example is already posted).
DRAFT DUE DATE
:
THURS, 6/29.
(If you want the opportunity to submit a revision, you need to turn in a completed paper on the draft due date – one that meets length and topic requirements.)
FINAL DRAFT DUE DATE:
One week after I return the paper to you
LITERARY SELECTIONS:
The Ones Who Walk Away From Omelas
:
“
One child is chosen from the population to serve as a sacrifice that will allow the rest of the city to live in peace and plenty. The child is placed in a small, windowless room without any amenities and is completely cut off from the rest of society except for the short visits from those who come to view the child. When they learn of the child’s existence, the people of Omelas battle with the knowledge of The child, who suffers for them, and the guilt they feel as a result of their knowledge.
Red Card
:
“What if the government gave everybody one free pass to shoot one person,
any person,
for whatever reason? . . . S.L. Gilbow says that the idea for “Red Card” actually came from a conversation he had with his daughter, Mandy. “One day after a driver cut me off in heavy traffic. I . . . turned to my daughter and said, ‘Everyone should be allowed to shoot one person without going to prison.’ My daughter thought for a second then turned to
/
me and said, ‘Dad, if that were true you would have been dead a long time ago.”
“Just Do It”:
Heather Lindsley.
“Chemistry has a bad rap these days. The late twentieth-century is riddled with environmental and health disasters stemming from human abuse of chemistry. From thalidomide babies to endangered eagles, it’s difficult to see a good side .
Purpose of AssignmentThis week requires the student to address.docx
Purpose of Assignment
This week requires the student to address six unresolved issues in macroeconomics, each of which is central to current political debates. Students are required to use information and tools that they have accumulated in their study of the text and evaluate both sides of those issues, determine which side they can support for each issue, and defend their positions.
Assignment Steps
Select
two subjects from the following list of topics and
prepare
a 15-20 slide presentation and
present
to class:
Active monetary and fiscal policy
Increased government spending to fight recessions
Reducing federal government's discretionary powers
Zero-inflation target
Balanced government budget
Tax incentives for saving
Evaluate
both the advocates' position and the critics' position.
Determine
which position you support and defend your position.
Cite
a minimum of three peer-reviewed sources not including your textbook.
Present
your work to class with 15 - 20 slides.
Click
the Assignment Files tab to submit your assignment.
.
Purpose of AssignmentThe purpose of this assignment is to help y.docx
Purpose of Assignment
The purpose of this assignment is to help you understand the basics of financial statement analysis related to the assets section of the balance sheet, data interpretation, and how financial information is obtained to understand how a company accounts for its long-lived assets.
Assignment Steps
Resources:
Financial Accounting: Tools for Business Decision Making
Note
: The financial statements of Apple, Inc
.
are presented in Appendix A of
Financial Accounting
. Instructions for accessing and using the company's complete annual report, including the notes to the financial statements, are also provided in Appendix A.
Complete
a 1,050-word summary of findings and recommendations from the following questions:
What were the total cost and book value of property, plant, and equipment at September 27, 2014?
Using the notes to find financial statements, what method or methods of depreciation are used by Apple for financial reporting purposes?
What was the amount of depreciation and amortization expense for each of the three years 2012-2014? (
Hint
: Use the statement of cash flows).
Using the statement of cash flows, what are the amounts of property, plant, and equipment purchased in 2014 and 2013?
Using the notes to the financial statements, explain in the summary how Apple accounted for its intangible assets in 2014.
Use
the Week 2 Excel
®
spreadsheet to show your work and
submit
with your summary.
Click
the Assignment Files tab to submit your assignment.
.
Purpose of AssignmentThe business environment is continuously evol.docx
Purpose of Assignment
The business environment is continuously evolving with the integration of new management trends developed to create opportunity and respond to challenges. Innovation often challenges the status quo of organizations and change agents in an organization must become intrapreneurs to meet those challenges.
You have been tasked to communicate to the VP of Human Resources about the need to prepare current staff for a more diverse workforce as a result of opening a new office in Miami, FL. This geographical area is known for its cultural, religious, and ethnic diversity in comparison to the company's office in Topeka, KS.
Assignment Steps
Create
a 500-word report analyzing the relationship between these concepts or topics:
Analyze the role of innovation in executing change strategies.
Assess managing diversity in the workplace
.
Purpose of AssignmentStudents will employ the supply and demand .docx
Purpose of Assignment
Students will employ the supply and demand model to develop consumer surplus and producer surplus as a measure of welfare and market efficiency. Students learn about welfare economics--the study of how the allocation of resources affects economic well-being--and will discover that under most circumstances, the equilibrium price and quantity is also the one that maximizes welfare. Students will review different sources of externalities and a variety of potential cures and will see that while markets are usually a good way to organize economic activity, governments can sometimes improve market outcomes. Students will see how the U.S. government raises and spends money and the difficulty of making a tax system both efficient and equitable.
Assignment Steps
Scenario:
You have been assigned to a team that has the responsibility of preparing a paper for the governor's next economic conference.
Prepare
a 1,050-word paper addressing the following:
Explain why equilibrium of supply and demand is desirable.
Explain the following concepts using the concept of consumer and producer surplus:
Efficiency of markets
Costs of taxation
Benefits of international trade
Discuss how externalities may prevent market equilibrium and the various governments policies used to remedy the inefficiencies in markets caused by externalities.
Analyze the difference between the efficiency of a tax system and the equity of a tax system as it refers to the costs imposed on taxpayers using the benefits principles.
Format consistent with APA guidelines.
.
Purpose of AssignmentThe case study focuses on break-even, margi.docx
Purpose of Assignment
The case study focuses on break-even, margin of safety, and incremental analysis and allows students to experience working through a business scenario to apply these tools in managerial decision making. Students are
required
to make decisions and provide solutions based on their evaluation of financial data.
Assignment Steps
Resources:
Generally Accepted Accounting Principles (GAAP), U.S. Securities and Exchange Committee (SEC)
Tutorial help on Excel
®
and Word functions can be found on the Microsoft
®
Office website. There are also additional tutorials via the web offering support for Office products.
Scenario:
Shelley Jones has just been elected as president of the Circular Club of Auburn, Kansas, and she has been asked to suggest a new fundraising activity for the club. After a considerable amount of research, Shelley proposed the Circular Club sponsor a professional rodeo. In her presentation to the club, Shelley recommends the fundraiser become an annual activity with the following goals:
Continue to grow each year
Give back to the community
Provide the club a presence in the community
Shelley's goal in the first year is to have an activity that would become an "annual community event" and would break even the first year and raise $5,000 the following year. In addition, based on the experience of other communities, Shelley believed a rodeo could grow in popularity so the club would eventually earn an average of $20,000 annually.
A rodeo committee was formed. Shelley contacted the world's oldest and largest rodeo-sanctioning agency to apply to sponsor a professional rodeo. The sanctioning agency requires a rodeo to consist of the following five events: Bareback Riding, Bronco Riding, Steer Wrestling, Bull Riding, and Calf Roping, Team Roping and Women's Barrels. Prize money in the amount of $3,000 would be paid to winners in each of the seven events. Members of the rodeo committee contracted with RJ Cattle Company, a livestock contractor on the rodeo circuit, to provide bucking stock, fencing, and chutes. Realizing costs associated with the rodeo were tremendous and ticket sales would probably not be sufficient to cover the costs, the rodeo committee sent letters to local businesses soliciting contributions in exchange for various sponsorships. Exhibiting Sponsorships are $1,000 to exhibit products or services, while Major Sponsorships are $600, and Chute Sponsorships are $500 to have the name of the sponsor's business on one of the six bucking chutes. For a contribution of $100, individual sponsors will be included in a Friends of Rodeo list found in the rodeo programs.
A local youth group will be contacted to provide concessions to the public and divide the profits with the Circular Club. The Auburn Circular Club Pro Rodeo Roundup will be held on June 1, 2, and 3. The cost of an adult ticket is set at $8 in advance or $10 at the gate; the cost of a ticket for a child 12 or younger is set at $6 in .
Purpose of AssignmentThe purpose of this assignment is to help.docx
Purpose of Assignment
The purpose of this assignment is to help you become familiar with examining transactions and how it affects the balance sheet.
Assignment Steps
Resources:
Financial Accounting: Tools for Business Decision Making
Write
in sentence format a response to each of the following scenarios from Exercise E3-1 in
Financial Accounting
(p. 132) describing the effect of each transaction on assets, liabilities, and stockholder's equity:
Selected transactions for Thyme Advertising Company, Inc.
Issued common stock to investors in exchange for cash received from investors.
Paid monthly rent.
Received cash from customers when service was performed.
Billed customers for services performed.
Paid dividend to stockholders.
Incurred advertising expense on account.
Received cash from customers billed in (4).
Purchased additional equipment for cash.
Purchased equipment on account.
Use
the Excel
®
spreadsheet to record your answers and
submit
your responses.
E3-1 Selected transactions for Thyme Advertising Company, Inc. are listed here.
Issued common stock to investors in exchange for cash received from investors.
Paid monthly rent.
Received cash from customers when service was performed.
Billed customers for services performed.
Paid dividend to stockholders.
Incurred advertising expense on account.
Received cash from customers billed in (4).
Purchased additional equipment for cash.
Purchased equipment on account.
Instructions
Describe the effect of each transaction on assets, liabilities, and stockholders' equity. For example, the first answer is (1) Increase in assets and increase in stockholders' equity.
Analyze the effect of transactions on assets, liabilities, and stockholders' equity.
.
Purpose of AssignmentStudents begin to strategize on how a chang.docx
Purpose of Assignment
Students begin to strategize on how a change initiative is planned and the potential obstacles to the change's success. They will also begin to address the organizational resistance by determining a potential solution.
Assignment Steps
Consider
an existing organization you are familiar with, such as an employer, or a company for which you would like to work that operates under a traditional management model. The company's new CEO is looking to grow the company into a sustainable organization. In her initial evaluation, the CEO realizes that the traditional management approach is not compatible with being sustainable and wants to explore integrating a Corporate Social Responsibility program as an initial step to becoming a sustainable organization.
Create
a 1,400-word change management brief or report.
Explain
how change management, in the context of Lewin's or Kotter's model (select only one), can help the organization become a socially-responsible organization.
Apply
Lewin's or Kotter's model and
outline
the following:
Define the project goals in the context of change management.
Propose an action plan for creating change.
Establish how progress will be measured.
Determine how performance will be validated.
Include
at least four peer reviewed references.
Format
your assignment consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment.
.
Purpose of AssignmentStudents learn to understand associate and le.docx
Students learn to understand how to create metrics that fit an organization's culture and strategy, and track progress towards goals. They must write a 650- to 900-word analysis of how change management can retain employee loyalty by motivating engagement, monitoring performance, and communicating change at strategic and tactical levels, using real workplace examples and references while following APA style guidelines.
Purpose of AssignmentIn Week 2, students will employ the supply .docx
Purpose of Assignment
In Week 2, students will employ the supply and demand model to develop consumer surplus and producer surplus as a measure of welfare and market efficiency. Students learn about welfare economics--the study of how the allocation of resources affects economic well-being--and will discover that under most circumstances, the equilibrium price and quantity is also the one that maximizes welfare. Students will review different sources of externalities and a variety of potential cures and will see that while markets are usually a good way to organize economic activity, governments can sometimes improve market outcomes. Students will see how the U.S. government raises and spends money and the difficulty of making a tax system both efficient and equitable.
Assignment Steps
Scenario:
Imagine you have been assigned the responsibility of preparing a paper for the governor's next economic conference.
Prepare
a 1,050-word paper addressing the following:
Explain why equilibrium of supply and demand is desirable.
Explain the following concepts using the concept of consumer and producer surplus:
Efficiency of markets
Costs of taxation
Benefits of international trade
Discuss how externalities may prevent market equilibrium and the various governments policies used to remedy the inefficiencies in markets caused by externalities.
Analyze the difference between the efficiency of a tax system and the equity of a tax system as it refers to the costs imposed on taxpayers using the benefits principles.
Cite
a minimum of three peer-reviewed sources, not including your textbook.
Format
consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment.
.
Purpose Comment the Discussion (Which theory speaks to your advan.docx
Purpose: Comment the Discussion (
Which theory speaks to your advanced nursing practice?)
Thing to Remember:
•
Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
•
1 References, f
ind resources that are 5 years or less
•
No errors with APA format 6 Edition
Discussion:
(
Which theory speaks to your advanced nursing practice?)
One of the theorists that speaks to my nursing practice is Madeleine Leininger’s Theory of Culture Care Diversity and Universality otherwise known as transcultural nursing. The theory of transcultural nursing promotes understanding of both the universally held and common understandings of care among humans and the culture-specific caring beliefs and behaviors that define any particular caring context of interaction (Butts & Rich, 2018, p. 572). Culture is the specific pattern of behavior that distinguishes any society from others and gives meaning to human expressions of care (McFarland & Wehbe-Alamah, 2015). This theory is intended to view the patient as a whole being. As an APN, this theory will allow me to be considerate of my patient’s needs. In turn, they will feel respected and listened to and hopefully this will promote a long-lasting relationship.
Leininger discovered that inadequate knowledge of cultural factors represented a missing link in her ability to provide care (Nelson, 2006). As a future APN, I recognize the need and sometimes missing component of culture care nursing in our women’s health practice today. For example, in South Dakota we have a lot of Native American reservations. Since we see a number of Native American women, I think it would be beneficial for me to better understand their culture and beliefs related to healthcare in order to offer these women expert care.
Also, with Leininger’s transcultural nursing theory she believes seeing the patient as a whole and to appreciate that the patient represents a complex constellation of physical, emotional, psychological, spiritual, social, environmental, and economic factors that interact and contribute to the patient’s unique wholeness and influence their ability to participate in health promotion, health maintenance, and disease modifying activities (McFarland & Eipperle, 2008). As an APN, by viewing the patient as a whole and recognizing their diversities, I will provide better patient care in which caring will be the main focus and recognizing that their different beliefs and cultures play a part in their decision making to the different treatment options.
References
Butts, J. B., & Rich, K. L. (2018)
. Philosophies and theories for advanced nursing practice.
(3
rd
ed.). Burlington, MA: Jones and Bartlett Learning.
McFarland, M. M., & Eipperle, M. K. (2008). Culture care theory: A proposed practice theory
guide for nurse practitioners in primary care settings.
Contemporary Nurse
, (1-2), 48.
McFarland, M. R., & Wehbe-Alamah, H. B. (2015).
Cultur.
Purpose In the first assignment, students are given a scenario ab.docx
Purpose:
In the first assignment, students are given a scenario about Global Delivery Direct (GDD), a Norfolk, England medium-sized global delivery company that was started in 1968 by four college friends.
The purpose of this exercise is to see if you can identify the GDD leader in the potential candidates that will be hired to lead the new boutique services department.
Outcome Met by Completing This Assignment
use leadership theories, assessment tools, and an understanding of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills
Instructions:
Preparation for Writing the Assignment
Before you begin writing the report, you will read the following requirements that will help you meet the writing and APA requirements. Not reading this information will lead to a lower grade: Review “How to Analyze a Case Study” under Week 4 Content. You are expected to use the facts from the case scenario focusing on using this information to determine opportunities and solve problems.
In writing this assignment, you will read and follow these tasks:
Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing).
Contractions are not used in business writing, so you are expected NOT to use contraction in writing this assignment.
You are expected to paraphrase and are NOT to use direct quotes.
You are responsible for APA only for in-text citations and a reference list.
You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning.
No more than three (3) external resources can be used in completing the assignment.
How to Set Up the Report
The final product will be between 4-6 pages in length excluding the title page and reference page.
Introduction
GDD’s Results
Candidate’s Results
GDD/ Candidates Comparison
Recommendation
I COPIED & PASTED THE CASE STUDY BELOW; PLUS ATTACHED A FILE COPY OF THE CASE STUDY AND INSTRUCTIONS...
EACH BULLET POINT OF THIS CASE STUDY NEEDS TO BE ANSWERED.
CASE STUDY AND BULLET POINTS:
Andrew Rockfish and the co- owners have been looking for a competitive edge in the North American market that will translate well to the other divisions. A recent meeting of the owners resulted in the decision to target business organizations with custom services. This decision stems from recent feedback from customers that revealed that for GDD to anticipate the needs of their clients, suppliers and service vendors, the Company needed to decrease the turnaround time in delivery and the mailing of small packages and letters. Rockfish has decided to offer “boutique” services to its business customers. Catering to businesses will allow GDD to provide personal services that Fed Ex and UPS cannot offer. Customizing the services will allow GDD to increase prices while creating a new niche.
Purpose Discussion Thing to RememberAnswer this discussion w.docx
Purpose: Discussion
Thing to Remember:
Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
1 References, try to find resources that are 5 years or less
No errors with APA format.
---------------
Discussion: Opinion Leaders
This page automatically marks posts as read as you scroll.
Adjust automatic marking as read setting
I chose to further my education in hopes of providing better patient care and education. I want to be seen as an influence and a primary healthcare provider. My goal is to provide specialized, high-leveled care to patients with different backgrounds.
An opinion leader is someone who has strong influence within a work place, giving of their time and experience, and creates strategies to help change an initiative. An opinion leader earns their role after much experience and expertise. Others look to them for advice and new information (Hamric, Hanson, Tracy, & O’Grady, 2014).
When problems arise in a work environment, employees will look towards opinion leaders and others who will lead them through the stressors and crises. In order to be successful as an opinion leader, staff must be committed to serving the organization and devote time for teaching. Patient and staff safety should always be at the forefront. Not one person knows all the answers, but once we live through various experiences our abilities and competence improve and widen (Kai Tiaki, 2014).
Communication skills can improve opinion leaders abilities. It is important that communication allows everyone’s voice to be heard, in an open, non-combative manner. In order for piers and other staff to have a positive trusting relationship with the opinion leader, they must feel as though they are being heard and also guided in difficult situations (Pollard & Wild, 2014).
By the end of the summer, I am hoping my schedule allows me to become a preceptor for new graduates. I view that role as being an opinion leader for an individual, which would progress to a small group. I would love the opportunity to mold new fellows with everything I have learned so far as a postpartum nurse. When a newer nurse comes to me for advice, I want them to feel safe. My goal is never to talk down to someone making him or her feel inadequate for coming to me for help in the first place. If I do not know how to solve the issue I have been made aware of, I seek guidance from another senior nurse. I feel as though a good opinion leader wants others to seek their guidance instead of possibly making a mistake.
References
Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E. T. (2014).
Advanced
practice nursing: An integrative approach
(5
th
ed.). St. Louis, MO: Elsevier.
Kai Tiaki. (2014) Nursing New Zealand.
What nursing leaders are saying, 20(6),
12-13.
doi: edsgcl.375815611
Pollard, C., Wild, C. (2014) Nursing leadership competencies: low-fidelity
simulation as a teaching strate.
Publisher TableWrite a project to display the Publishers table f.docx
Publisher Table
Write a project to display the Publishers table from the
Contacts.mdf database from the provided Student Datafiles
(in assignment dropbox). The Publishers table has the
following fields: PubID (key), Name, Company Name,
Address, City, State, Zip, Tele, Fax. Allow the user to select
the publisher name from a sorted drop-down list; display
the rest of the fields in labels.
.
Purpose A Comment to Discussion Team DynamicsThing to Remember.docx
Purpose: A Comment to Discussion: Team Dynamics
Thing to Remember:
Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
1 References, find resources that are 5 years or less
No errors with APA format 6th edition
Discussion: Team Dynamics
As healthcare providers, we should aim to provide safe and quality care to patients while working with other members of the interdisciplinary team. However, teamwork is not always easy. I would like to explicate some of the characteristics of the interdisciplinary team that can prove to be beneficial to teamwork, as well as those that can hinder the teamwork process.
I feel the most important aspect of teamwork is proper communication. Without communication, information cannot be conveyed to other members of the team. According to Lavoie-Tremblay et al. (2014) “team building requires considerable attention to interpersonal and communication skills” (p. 23). Members of the team must also share respect for one another and act in a professional manner through team interactions. Also, I think it is important for each team member to know the role they play within the team. In a study where a Learning Collaborative Program was initiated to help providers learn how to work in a team, they discovered the “teams needed opportunities to first learn about each other’s scope of practice and skill sets, develop a common language for communication, and understand how their scope of practice can be leveraged to improve team functioning and patient care” (Kotecha et al., 2015, p. 228).
There is always another side to every story. There are some conditions that make teamwork in healthcare very difficult. Teamwork can be even more complicated when healthcare providers must make ethical decisions. The members of the interdisciplinary team have different personalities and perspectives that can affect teamwork. Hamric, Hanson, Tracy, and O’Grady (2014) postulate that “these differing positions can lead to creative and collaborative decision making or to a breakdown in communication and lack of problem solving” (p. 329). Other aspects identified by Lavoie-Tremblay et al. (2014) that can impact teamwork are psychological demands (of the job), social support (from colleagues and superiors), effort-reward balance, and healthcare providers’ experience with patients (p. 19). These aspects can impact teamwork in a positive or negative way.
References
Hamric, A. B., Hanson, C. M., Tracy, M. F., & O'Grady, E. T. (2014).
Advanced practice
nursing: An integrative approach
(5th ed.). St. Louis, MO: Elsevier.
Kotecha, J., Han, H., Green, M., Roberts, S., Brown, J. B., Harris, S. B., & ... Birtwhistle, R.
(2015). Influence of a quality improvement learning collaborative program on team
functioning in primary healthcare.
Families, Systems & Health, 33
, 222-230. doi:10.1037/ .
Public Writing EssayUsing the topic you selected in Week Three’s B.docx
Public Writing Essay
Using the topic you selected in Week Three’s Business Writing Essay assignment, construct an essay that discusses a public issue or concern. For this assignment choose one of the following:
Write an opinion/editorials article for your local newspaper
Write a speech that could be delivered in a public forum
The essay should use standard writing practices such as subheads, bullets, charts and figures.
The essay
Must be five to seven double-spaced pages in length (not including title and references pages) and formatted according to
APA
style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:
Title of essay
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three appropriate sources for the intended public audience, including at least one government source, and one industry-specific source. These sources may or may not be the same as the sources you used to create your Annotated Bibliography for the Week Two assignment.
Must begin with an introductory paragraph that has a succinct thesis statement that clearly states why the issue identified should be considered a public concern.
Must contain at least three fully-developed body paragraphs must clearly support the thesis statement with relevant supporting points and critical thought.
Must end with a conclusion that restates the essay’s main points and reaffirms your thesis.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Week Three’s Business Writing Essay assignment
Business Report: Poor Employee Performance
Employees form a very important part of the organization because they directly contribute towards the performance of the organization (Weightman, 2008). The employees of New World
Solution
s Ltd (NWSL) have been found to be performing poorly because they rarely meet the objectives that have set for them. For this reason, the company is facing problems in the market because its competitiveness is very low. It has been unable to meet its targets and this is having a negative impact on its general performance. Keeping in mind that the employees are the driving force of any organization, their poor performance implies that the organization cannot perform as expected. It is, therefore, necessary for corrective measures to be put in place to ensure that employees are able to perform as expected of them by the organization as well as other stakeholders.
The performance of employees is greatly affected by motivation and this implies that the organization should find out the different reasons as to why employees are not motivated and solve the
problem
. It is important for NWSL to take a look at the situation and reveal the different factors that are affecting the situation. This will reveal the problem and.
PUNISHMENT BY PREVENTION OF REMOVAL OF AN AVERSIVE CONDITIONPREV.docx
PUNISHMENT BY PREVENTION OF REMOVAL OF AN AVERSIVE CONDITION
PREVENTION OF THE PRESENTATION OF A REINFORCER VS. REMOVAL OF A REINFORCER
THE FOUR BASIC BEHAVIORAL CONTINGENCIES AND THEIR PREVENTION
USING PUNISHMENT CONTINGENCIES
2 - answers per question with a minimum of 100 words each
Must use citations and have references
Need by Friday Morning 9:00 am Central time
.
Public Writing EssayUsing the topic you selected in Week Three.docx
Public Writing Essay
Using the topic you selected in Week Three’s Business Writing Essay assignment, construct an essay that discusses a public issue or concern. For this assignment choose one of the following:
Write an opinion/editorials article for your local newspaper
Write a speech that could be delivered in a public forum
The essay should use standard writing practices such as subheads, bullets, charts and figures.
The essay
Must be five to seven double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:
Title of essay
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three appropriate sources for the intended public audience, including at least one government source, and one industry-specific source. These sources may or may not be the same as the sources you used to create your Annotated Bibliography for the Week Two assignment.
Must begin with an introductory paragraph that has a succinct thesis statement that clearly states why the issue identified should be considered a public concern.
Must contain at least three fully-developed body paragraphs must clearly support the thesis statement with relevant supporting points and critical thought.
Must end with a conclusion that restates the essay’s main points and reaffirms your thesis.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
.
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