300+words with three sources in apa formatRemember. . .You are.docx

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300+words with three sources in apa format Remember. . . You are to answer only one of the following questions! However, each of the questions is multi-layered, be sure to address each of the points raised in each question. When answering your question, be sure to provide the number and copy-and-paste the question itself in your response. * * * * * * * * * * * * * * * * 1). What were the main beliefs of transcendentalism, and how did American writers incorporate them into their work? 2). How did the abolitionists' proposals and methods differ from those of earlier antislavery movements? Who were some of the most important and influencial abolitionists? Why did their proposals, ideas, and methods arouse such hostility in the South and in the North? 3). By 1860, what different groups made up the South's increasingly complex society? How did these groups interact in the political arena? Why in 1860 did white southerners remain committed to the institution of slavery and its expansion? 4). What was “Manifest Destiny” as a set of ideas? Did it cause historical events or was it merely a description of events? What were those events? 5). Why did President Polk go to war with Mexico? Why did the war become so divisive in Congress and the country? .

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Please answer the following questions as fully as possible, in at least two paragraphs. You are to cite the sources you use. You may work in groups of three or less. You are to collaborate (i.e. work together on each question), not delegate questions to each member. Please upload this assignment to Blackboard (if you are physically unable to provide a physical copy due to travel). Please do not submit this exam through email. No late exams will be accepted. 1) For W.E.B. Du Bois (“Conservation of Races”) and Vincent Harding (“The Vocation of the Black Scholar”) what is the role of intellectual work in the pursuit of freedom? How do their positions compare? In what ways does Cedric Robinson’s (Black Movements in America excerpt) understanding of “two alternative political cultures” align with Du Bois’s and Harding’s perspective? How might we use this work to frame issues that continue to persist? 2) Which of the five methods for approaching Black intellectual genealogy outlined by Carr, singularly, or in combination with others, provides the most salient means for studying the Black Power Movement? How would you use these same methods to categorize the work of Peniel Joseph (Waiting ‘til the Midnight Hour) and Joshua Bloom and Waldo Martin (Black Against Empire)? Why? 3) In what ways did Black Power exist as a concept or orientation before June 1966? How does Peniel Joseph develop this history? Who are the key actors and organizations involved in these movements in the 1950s and early 1960s? How does this Black Power “pre-history” contribute to our understanding of what occurred after June 1966? 4) What were the principal motivations around the conception of organizations like the Group on Advanced Leadership and the Freedom Now Party? Who were the key figures involved and what did they contribute? How did they energize political movements in northern and urban settings? What was the relationship of the organizing efforts like the Grassroots Leadership Conference to the Southern freedom struggle? Why did prominent figures in the North develop critiques of the Southern freedom struggle? 5) What was the context surrounding the June 1966 call for “Black Power”? How did the Student Nonviolent Coordinating Committee engage other civil rights organizations during this particular moment? What were the implications for the evolution of Black Power and/or Black nationalist consciousness in the years to come? How did figures like Stokely Carmichael conceptualize and justify the need or desire for Black Power? 6) How did the Black Power movement approach the question of internationalism or transnationalism? In what ways did the concept extend beyond the borders of the United States? How did the Cold War influence these developments? How did the Pan-Africanist movement connect to the Black Power movement? What were the critical developments that extended these convergences of struggle into the early 1970s? 7) How d.

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Briefly describe the event that became known as “Scottsboro: An American Tragedy.” What does this episode from U.S. history teach us about the American and southern pasts? In your discussion, be sure to address issues relating to race, class, gender, sex, and southern culture. Also consider how perceptions of the past affected what people did in their present. In this sense, think particularly about how perceptions of the Reconstruction Era – perceptions we may refer to as the “Reconstruction Syndrome” and which were encased deeply in myth -- may have influenced the region's views of outside opinions and outsiders in general, especially regarding the questioning or challenging (or changing) of local customs and attitudes. Do you consider the Scottsboro incident a historical phenomenon that can help us understand the dynamics of social change (a reference either to people giving in to or resisting such transformations)? Explain. In short, how did your examination of evidence associated with Scottsboro help you understand the historical process as not only an art of description or storytelling, but also one of analysis? Do you consider the analytical methods that you used relegated only to addressing the past? Explain. ...

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lesson plan toter.rtfd/TXT.rtfTake a lesson plan you have already written for another Marymount class. Examine your lesson plan and see how you could support the diversity of learners from Voices of Diversity:Race & EthnicitySocioeconomic Status (such as the homeless student from the podcast link above) Sexual OrientationReligious BeliefLinguistic DiversityGender and Gender RolesLearning (Dis)Abilities and Special NeedsPhysical Abilities For example, what strategies might you use to address linguistic diversity in your literature lesson? How can you support students of varying physical abilities in your Math class that uses the SMART Board? How can you address intercultural education with your students of multiple ethnicities? 3. Add a comment (Links to an external site.) Links to an external site. in your lesson plan that indicates how you would modify this lesson for a category of learners listed above. These strategies should reflect what you have learned in the course about being responsive to diverse learners. All supporting documents (including rubrics, PowerPoints, handouts, etc.) need to be submitted with your strategies. You will include at least 5 strategies (modifications of your original lesson plan). Include at least two different categories of learners. For example, you might add 2 strategies that support socioeconomic status diversity (such as students who do not have technology access at home), and 3 strategies that support gender and gender roles diversity (such as addressing gendered representations in printed materials). You are not limited to only two chapters from Voices of Diversity - feel free to branch out to include other chapters. __MACOSX/lesson plan toter.rtfd/._TXT.rtf Introduction Woman’s Rights, Race, and Imperialism If rethinking the historical contours of Western racial [and feminist] discourse matters as a political project, it is not as a manifestation of an other truth that has previously been denied, but as a vehicle for shifting the frame of reference in such a way that the present can emerge as somehow less familiar, less natural in its categories, its political delineations and its epistemological foundations. Robyn Wiegman, American Anatomies (1995) IN THE SPRING OF 1888, the renowned suffragist Elizabeth Cady Stanton (1815–1902), at age seventy-three, presided over an international gathering of women. The meeting was held in part to commemorate the fortieth anniversary of the Seneca Falls Convention of 1848, the first organized meeting of woman’s rights activists in the United States. This was a joyous occasion, a time of celebration and renewed commitment, an opportunity for younger members to pay tribute to older pioneers. Lucy Stone (1818–1893), Susan B. Anthony (1820–1906), and Julia Ward Howe (1819–1910) all occupied places of honor on the stage. Alongside them sat Frederick Douglass, famous ex-slave, abolitionist, and elder statesman, a longstanding supporter of woman’s rights. Invite ...

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