8.1.6 nationalism and liberalism (plea)
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1) The document provides reading strategies and learning objectives for understanding the main characteristics of revolutions in Europe during the 18th and 19th centuries, with a focus on nationalism and liberalism. 2) Students are asked to read about the Revolution of 1848, locate countries involved on a map, and identify political and economic causes of the revolution. 3) A comparison chart is to be completed on aspects of nationalism and liberalism, and their similarities and differences. 4) After reading, students answer questions to identify the overall topic of the text and its main idea.
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8. epc eighth ss (1)
The document outlines a social studies teaching unit for 8th grade students that focuses on major historical events and ideologies from the 18th and 19th centuries. The unit has three main goals: (1) identify the legacies of different social, political, economic, and cultural forces as sources of identity and development; (2) recognize the interaction between geography and humanity; and (3) critically analyze concepts of rights and identity. The unit covers topics on the Enlightenment, French Revolution, Napoleonic Era, Industrial Revolution, liberalism, nationalism, and imperialism through various activities assessing students' competencies in social thinking and interpreting perspectives. Student understanding is evaluated through performances like creating memes, writing letters, completing work
Classwork: Romance Languages
1) The term "Latin America" was first coined in the 1830s by a French thinker who argued that parts of the Americas inhabited by people of Latin races should ally with Latin Europe against other European powers.
2) The term was later adopted by Latin American intellectuals and politicians in the mid-1800s who no longer looked to Spain and Portugal as cultural models but to France instead.
3) The first uses of the term "Latin America" were by a Chilean politician in 1856 and a Colombian writer the same year, showing it to be a relatively new term rather than an ancient one.
First Year Politics Course PO51009DUK and European Compa.docx
First Year Politics Course PO51009D
UK and European Comparative Governance and Politics Module Guide
2017-2018
1
Unit Description
This unit introduces students to the comparative approach to politics and government, in addition to establishing a foundation for the understanding of the politics and governance of three key European states: the UK, Germany, and Italy. The first half of the unit is focused on the UK, while the second half concentrates on the other two countries at the unit’s core. Some reference will be made in both parts of the course to the politics of the European Union and the Cold War. Students will not only build an essential foundation for studying the politics of the UK/EU polity in which we live, but will also develop their knowledge of the use of comparative methods for the study of politics.
Teaching arrangements
Lectures and seminars
The lectures are held in both the Spring and Autumn term at 9am on Fridays.
Seminar attendance is compulsory. You can check which module you have been assigned to on-line at: https://mytimetable.gold.ac.uk/SWS/2016-17/login.aspx
Feedback / Office hours
All the staff teaching on this module have regular office hours in term time. You are welcome to talk to us about any aspect of the module. Our office hours are on the VLe.
Aims and Learning Outcomes
Aims
The aims of this unit are to:
· introduce the politics and governance of the UK, Germany, and Italy since 1945
· familiarise students with the comparative method in political science
Learning outcomes
After completing this unit, students will be able to:
· demonstrate foundation knowledge and understanding of the political systems of the UK, Germany, and Italy
· demonstrate foundation knowledge and understanding of the political history of the European Union and the Cold War
· show familiarity with a range of secondary source materials
Advice
Please see the unit lecturers/tutors if you have any problems or just want a chat about the unit – we are really happy to see people! Details of when, where and how to get hold of us are on the first page.
Assessment
This course is assessed by two coursework essays of 2,000- 2,500 words, each worth 50% of the total. Details of the arrangements for the submission of the coursework essays can be found in the Student Handbook. Students may be required to give short presentations in the seminars, depending on the seminar tutor.
Virtual Learning Environment (VLE)
This unit has a site on the college’s Virtual Learning Environment which contains:
· PowerPoint lecture slides (posted on the VLE before the lecture to aid note- taking)
· Facts and figures on general election results, major office holders and party leaders, that you will find a useful resource for the course.
There is also a Politics Virtual Office on the VLE which contains material such as citations guides so that your essays are properly referenced.
Reading
The lecture programme can only offer a number of angles ...
First Year Politics Course PO51009DUK and European Compa.docx
First Year Politics Course PO51009D
UK and European Comparative Governance and Politics Module Guide
2017-2018
1
Unit Description
This unit introduces students to the comparative approach to politics and government, in addition to establishing a foundation for the understanding of the politics and governance of three key European states: the UK, Germany, and Italy. The first half of the unit is focused on the UK, while the second half concentrates on the other two countries at the unit’s core. Some reference will be made in both parts of the course to the politics of the European Union and the Cold War. Students will not only build an essential foundation for studying the politics of the UK/EU polity in which we live, but will also develop their knowledge of the use of comparative methods for the study of politics.
Teaching arrangements
Lectures and seminars
The lectures are held in both the Spring and Autumn term at 9am on Fridays.
Seminar attendance is compulsory. You can check which module you have been assigned to on-line at: https://mytimetable.gold.ac.uk/SWS/2016-17/login.aspx
Feedback / Office hours
All the staff teaching on this module have regular office hours in term time. You are welcome to talk to us about any aspect of the module. Our office hours are on the VLe.
Aims and Learning Outcomes
Aims
The aims of this unit are to:
· introduce the politics and governance of the UK, Germany, and Italy since 1945
· familiarise students with the comparative method in political science
Learning outcomes
After completing this unit, students will be able to:
· demonstrate foundation knowledge and understanding of the political systems of the UK, Germany, and Italy
· demonstrate foundation knowledge and understanding of the political history of the European Union and the Cold War
· show familiarity with a range of secondary source materials
Advice
Please see the unit lecturers/tutors if you have any problems or just want a chat about the unit – we are really happy to see people! Details of when, where and how to get hold of us are on the first page.
Assessment
This course is assessed by two coursework essays of 2,000- 2,500 words, each worth 50% of the total. Details of the arrangements for the submission of the coursework essays can be found in the Student Handbook. Students may be required to give short presentations in the seminars, depending on the seminar tutor.
Virtual Learning Environment (VLE)
This unit has a site on the college’s Virtual Learning Environment which contains:
· PowerPoint lecture slides (posted on the VLE before the lecture to aid note- taking)
· Facts and figures on general election results, major office holders and party leaders, that you will find a useful resource for the course.
There is also a Politics Virtual Office on the VLE which contains material such as citations guides so that your essays are properly referenced.
Reading
The lecture programme can only offer a number of angles .
2.2 causes of ww2
The document provides background information on a teaching unit about the causes of World War II, with a focus on the rise of Nazism in Germany. It includes discussion questions, activities, and resources for students. Some key points:
1) It addresses the Australian curriculum standard on an overview of the causes and course of World War II.
2) An activity asks students to consider what made the rise of Nazism possible in Germany.
3) Hitler appealed to different groups in society by promoting ideals of national strength and portraying others as threats.
4) The Nazis gained control over almost all aspects of German social, political, economic and cultural life through propaganda and the suppression of opposition.
Historical and Modern Political Media
This 5-day lesson teaches 7th grade students about political media by having them analyze historical and modern examples and then create their own persuasive media. Students learn to identify techniques used to influence opinions, analyze how media shapes views, and develop media with a political position. The lesson supports social studies standards on historical analysis and democratic principles. Students practice critical thinking skills to understand authorship, messages, audiences and representations in media.
21st-Century-Lit-SHS_Q1_Mod4_Post-Colonial-Period_VerFinal.pdf
Here is the completed table with the necessary information:
Contemporary
Historical
Period
Language or
Medium
Used
Dominant
Literary
Forms or
Genres
Theme/
Subject
Some
Representative
Authors
Post-War
Period
(1945-1965)
English,
Filipino
Short stories,
Novels
War experiences,
Survival, Social
realism
Stevan Javellana,
Edilberto Tiempo,
Lazaro Francisco
Martial Law
Period
(1965-1986)
English,
Filipino
Short stories,
Novels, Poetry
Political oppression,
History 061 Journal EntriesInstructions After researching t.docx
History 061
Journal Entries
Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives.
Unit 1 & 2: Greek & Romans
10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Complete the following chart by using the sources provided below.
Greeks & Romans
(use your textbook as your main source)
Judaism
(“Principles of Judaism” reading)
Christianity
(“The Rise of Christianity” reading)
Law
Reason & Faith
Duties
10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics.
After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny.
Complete the following chart by using the sources provided below.
Plato’s Republic
Aristotle’s Politics
From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle?
(Making bullet points is great.)
·
·
10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world.
Greeks & Romans
Judaism
Christianity
What influence did the following civilizations and religion have on the U.S. Constitution?
Unit 3: Revolutions
10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison).
Complete the following chart to compare and contrast the revolution with the impact of the following individuals:
Glorious Revolution of England
American Revolution
French Revolution
John Locke
Charles-Louis Montesquieu
Jean-Jacques Rousseau
Simon Bolivar
Thomas Jefferson
James Madison
10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...
Recommended
8. epc eighth ss (1)
The document outlines a social studies teaching unit for 8th grade students that focuses on major historical events and ideologies from the 18th and 19th centuries. The unit has three main goals: (1) identify the legacies of different social, political, economic, and cultural forces as sources of identity and development; (2) recognize the interaction between geography and humanity; and (3) critically analyze concepts of rights and identity. The unit covers topics on the Enlightenment, French Revolution, Napoleonic Era, Industrial Revolution, liberalism, nationalism, and imperialism through various activities assessing students' competencies in social thinking and interpreting perspectives. Student understanding is evaluated through performances like creating memes, writing letters, completing work
Classwork: Romance Languages
1) The term "Latin America" was first coined in the 1830s by a French thinker who argued that parts of the Americas inhabited by people of Latin races should ally with Latin Europe against other European powers.
2) The term was later adopted by Latin American intellectuals and politicians in the mid-1800s who no longer looked to Spain and Portugal as cultural models but to France instead.
3) The first uses of the term "Latin America" were by a Chilean politician in 1856 and a Colombian writer the same year, showing it to be a relatively new term rather than an ancient one.
First Year Politics Course PO51009DUK and European Compa.docx
First Year Politics Course PO51009D
UK and European Comparative Governance and Politics Module Guide
2017-2018
1
Unit Description
This unit introduces students to the comparative approach to politics and government, in addition to establishing a foundation for the understanding of the politics and governance of three key European states: the UK, Germany, and Italy. The first half of the unit is focused on the UK, while the second half concentrates on the other two countries at the unit’s core. Some reference will be made in both parts of the course to the politics of the European Union and the Cold War. Students will not only build an essential foundation for studying the politics of the UK/EU polity in which we live, but will also develop their knowledge of the use of comparative methods for the study of politics.
Teaching arrangements
Lectures and seminars
The lectures are held in both the Spring and Autumn term at 9am on Fridays.
Seminar attendance is compulsory. You can check which module you have been assigned to on-line at: https://mytimetable.gold.ac.uk/SWS/2016-17/login.aspx
Feedback / Office hours
All the staff teaching on this module have regular office hours in term time. You are welcome to talk to us about any aspect of the module. Our office hours are on the VLe.
Aims and Learning Outcomes
Aims
The aims of this unit are to:
· introduce the politics and governance of the UK, Germany, and Italy since 1945
· familiarise students with the comparative method in political science
Learning outcomes
After completing this unit, students will be able to:
· demonstrate foundation knowledge and understanding of the political systems of the UK, Germany, and Italy
· demonstrate foundation knowledge and understanding of the political history of the European Union and the Cold War
· show familiarity with a range of secondary source materials
Advice
Please see the unit lecturers/tutors if you have any problems or just want a chat about the unit – we are really happy to see people! Details of when, where and how to get hold of us are on the first page.
Assessment
This course is assessed by two coursework essays of 2,000- 2,500 words, each worth 50% of the total. Details of the arrangements for the submission of the coursework essays can be found in the Student Handbook. Students may be required to give short presentations in the seminars, depending on the seminar tutor.
Virtual Learning Environment (VLE)
This unit has a site on the college’s Virtual Learning Environment which contains:
· PowerPoint lecture slides (posted on the VLE before the lecture to aid note- taking)
· Facts and figures on general election results, major office holders and party leaders, that you will find a useful resource for the course.
There is also a Politics Virtual Office on the VLE which contains material such as citations guides so that your essays are properly referenced.
Reading
The lecture programme can only offer a number of angles ...
First Year Politics Course PO51009DUK and European Compa.docx
First Year Politics Course PO51009D
UK and European Comparative Governance and Politics Module Guide
2017-2018
1
Unit Description
This unit introduces students to the comparative approach to politics and government, in addition to establishing a foundation for the understanding of the politics and governance of three key European states: the UK, Germany, and Italy. The first half of the unit is focused on the UK, while the second half concentrates on the other two countries at the unit’s core. Some reference will be made in both parts of the course to the politics of the European Union and the Cold War. Students will not only build an essential foundation for studying the politics of the UK/EU polity in which we live, but will also develop their knowledge of the use of comparative methods for the study of politics.
Teaching arrangements
Lectures and seminars
The lectures are held in both the Spring and Autumn term at 9am on Fridays.
Seminar attendance is compulsory. You can check which module you have been assigned to on-line at: https://mytimetable.gold.ac.uk/SWS/2016-17/login.aspx
Feedback / Office hours
All the staff teaching on this module have regular office hours in term time. You are welcome to talk to us about any aspect of the module. Our office hours are on the VLe.
Aims and Learning Outcomes
Aims
The aims of this unit are to:
· introduce the politics and governance of the UK, Germany, and Italy since 1945
· familiarise students with the comparative method in political science
Learning outcomes
After completing this unit, students will be able to:
· demonstrate foundation knowledge and understanding of the political systems of the UK, Germany, and Italy
· demonstrate foundation knowledge and understanding of the political history of the European Union and the Cold War
· show familiarity with a range of secondary source materials
Advice
Please see the unit lecturers/tutors if you have any problems or just want a chat about the unit – we are really happy to see people! Details of when, where and how to get hold of us are on the first page.
Assessment
This course is assessed by two coursework essays of 2,000- 2,500 words, each worth 50% of the total. Details of the arrangements for the submission of the coursework essays can be found in the Student Handbook. Students may be required to give short presentations in the seminars, depending on the seminar tutor.
Virtual Learning Environment (VLE)
This unit has a site on the college’s Virtual Learning Environment which contains:
· PowerPoint lecture slides (posted on the VLE before the lecture to aid note- taking)
· Facts and figures on general election results, major office holders and party leaders, that you will find a useful resource for the course.
There is also a Politics Virtual Office on the VLE which contains material such as citations guides so that your essays are properly referenced.
Reading
The lecture programme can only offer a number of angles .
2.2 causes of ww2
The document provides background information on a teaching unit about the causes of World War II, with a focus on the rise of Nazism in Germany. It includes discussion questions, activities, and resources for students. Some key points:
1) It addresses the Australian curriculum standard on an overview of the causes and course of World War II.
2) An activity asks students to consider what made the rise of Nazism possible in Germany.
3) Hitler appealed to different groups in society by promoting ideals of national strength and portraying others as threats.
4) The Nazis gained control over almost all aspects of German social, political, economic and cultural life through propaganda and the suppression of opposition.
Historical and Modern Political Media
This 5-day lesson teaches 7th grade students about political media by having them analyze historical and modern examples and then create their own persuasive media. Students learn to identify techniques used to influence opinions, analyze how media shapes views, and develop media with a political position. The lesson supports social studies standards on historical analysis and democratic principles. Students practice critical thinking skills to understand authorship, messages, audiences and representations in media.
21st-Century-Lit-SHS_Q1_Mod4_Post-Colonial-Period_VerFinal.pdf
Here is the completed table with the necessary information:
Contemporary
Historical
Period
Language or
Medium
Used
Dominant
Literary
Forms or
Genres
Theme/
Subject
Some
Representative
Authors
Post-War
Period
(1945-1965)
English,
Filipino
Short stories,
Novels
War experiences,
Survival, Social
realism
Stevan Javellana,
Edilberto Tiempo,
Lazaro Francisco
Martial Law
Period
(1965-1986)
English,
Filipino
Short stories,
Novels, Poetry
Political oppression,
History 061 Journal EntriesInstructions After researching t.docx
History 061
Journal Entries
Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives.
Unit 1 & 2: Greek & Romans
10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Complete the following chart by using the sources provided below.
Greeks & Romans
(use your textbook as your main source)
Judaism
(“Principles of Judaism” reading)
Christianity
(“The Rise of Christianity” reading)
Law
Reason & Faith
Duties
10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics.
After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny.
Complete the following chart by using the sources provided below.
Plato’s Republic
Aristotle’s Politics
From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle?
(Making bullet points is great.)
·
·
10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world.
Greeks & Romans
Judaism
Christianity
What influence did the following civilizations and religion have on the U.S. Constitution?
Unit 3: Revolutions
10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison).
Complete the following chart to compare and contrast the revolution with the impact of the following individuals:
Glorious Revolution of England
American Revolution
French Revolution
John Locke
Charles-Louis Montesquieu
Jean-Jacques Rousseau
Simon Bolivar
Thomas Jefferson
James Madison
10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...
Project Totalitarism
The document provides an overview of totalitarian governments that arose after World War 1, including Nazi Germany led by Adolf Hitler, Fascist Italy led by Benito Mussolini, and Communist Russia led by Joseph Stalin. It outlines a lesson plan where students will be assigned one of these governments to research and write a newspaper article about daily life under that totalitarian regime as if from the year 1939. The research will cover the leader and political party, social controls and culture, the prior economy and its role in the regime's rise, and the current political environment. The goal is for students to understand what allows totalitarian rule to emerge and what life was like for citizens completely subject to state authority in all aspects of life.
Colony and conquest (plea)
The document provides reading strategies and questions for understanding the influence of European exploration and colonization in America. It asks students to activate prior knowledge on conquest and colonies before reading. During reading, students should select important information, identify the text structure, and answer comprehension questions. After reading, students are asked to summarize a topic from the colonial America section in an infographic, including title, images, short texts using keywords, and sources. The goal is for students to understand the economic and geographic impacts of European territorial expansion and colonization in America.
7.3.4 Colony and Conquest (PLEA).docx
1. The document provides reading strategies and questions for understanding the influence of European exploration and colonization in America.
2. It asks students to read about the conquest process in America and how this impacted the region economically and geographically.
3. Students are given directions to activate prior knowledge, select important information, identify the text structure, and create an infographic on a topic from the colonial America section to demonstrate their understanding.
Renaissance Lesson Plan
This 3-day unit introduces students to the Italian Renaissance and the growth of city-states in Italy. On day 1, students will discuss whether the Renaissance was a period of great change or continuity from the Middle Ages. They will learn about innovations and institutions during this time. On day 2, students will define autonomy and learn about the major Italian city-states like Florence, Milan, and Venice as well as their systems of government. On day 3, students will discuss diplomacy and warfare between city-states as they pursued expansion in the 15th century, leading to the Italian Wars. Throughout, students will participate in a "Live History" activity taking on the roles of different city-states.
Presentation in Tokyo
Fernando Barrientos del Monte gave a presentation in Tokyo, Japan in October 2006. He discussed his background and education including receiving a scholarship from the Japan-IDB program. He provided a brief overview of Mexico's history from ancient civilizations to modern independence. He also summarized Mexico's cultural diversity with its many indigenous groups and traditions. Finally, he touched on Mexico's current political and economic situation, trade relationships, and population statistics. In his master's thesis, he analyzed the democratization process in Latin America using Stein Rokkan's theory of democratic development.
dll-ucsp-2017.docx
This daily lesson plan covers a multi-day unit on Understanding Culture, Society and Politics for 11th grade students. Over the course of the unit, students will learn about key concepts in culture, society, politics, and the social sciences. Activities include group discussions, analysis of cultural phenomena, and reflection on social and cultural identities. The goal is for students to understand social and cultural diversity, recognize how social forces influence identity, and appreciate the role of social change.
Week 3 - Assignment 2Significant Contributions to Public Hea.docx
Week 3 - Assignment 2
Significant Contributions to Public Health - Part I
For your final project, you will be researching an individual and their contribution to community and public health. Because of the size of this project, you will be doing the first part of this project in Week 3 then adding the final portion in Week 5. You have the option of writing a paper or putting together a presentation. Details are below the outline. Overall, you will be researching an historical figure in the public health world, their contribution to public health, and how their work helped shape the public health system. Furthermore, you will be analyzing how their contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry.
Follow this outline to help formulate your paper or presentation:
ACTION:
Select one of the historical figures and their associated public health topic
Margaret Higgins Sanger/Reproductive health
Rachel Carson/Environmental health
Franklin D. Roosevelt/Health care administration
John Snow/Communicable and infectious disease
Luther T. Terry/Smoking
W. E. B. DuBois/Social determinants of health
Larry Kramer/Health activism
An individual of your own choice:
YOU MUST OBTAIN INSTRUCTOR APPROVAL IN ADVANCE
ACTION:
Research the individual’s background
GRADED ELEMENT:
Describe your selected person’s biographical background (i.e. experience).
HELP:
This can include resume elements such as birthdate, location, education, and brief statement of their contribution to public health. (Reminder: biographical information can be easily plagiarized. Please do not copy from your biographical websites. Paraphrase and/or quote and cite everything according to APA.)
ACTION:
Research the barriers and issue of the time
GRADED ELEMENT:
Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked
HELP:
Think about whether this person was up against resistance or was their work welcomed.
[For example, if you were writing on Abraham Lincoln and the abolition of slavery, you would note that slavery was prevalent and accepted at the time and the change was welcomed by some and rejected by others]
GRADED ELEMENT:
Examine the personal beliefs of your person that prompted this work.
HELP:
You are basically addressing the question: “Why did this person get involved with the issue at the time?” [In continuing the Lincoln example above, you would note that black people were considered property, not people; yet Lincoln believed everyone had equal rights regardless of skin color].
ACTION:
Think about how this person overcame the barriers and issues
GRADED ELEMENT:
Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
HELP:
Questions to consider: What did the person specifically do? Did they have any allie ...
Significant Contributions to Public Health - Part I For your final.docx
Significant Contributions to Public Health - Part I
For your final project, you will be researching an individual and their contribution to community and public health. Because of the size of this project, you will be doing the first part of this project in Week 3 then adding the final portion in Week 5. You have the option of writing a paper or putting together a presentation. Details are below the outline. Overall, you will be researching an historical figure in the public health world, their contribution to public health, and how their work helped shape the public health system. Furthermore, you will be analyzing how their contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry.
Follow this outline to help formulate your paper or presentation:
ACTION:
Select one of the historical figures and their associated public health topic
Margaret Higgins Sanger/Reproductive health
Rachel Carson/Environmental health
Franklin D. Roosevelt/Health care administration
John Snow/Communicable and infectious disease
Luther T. Terry/Smoking
W. E. B. DuBois/Social determinants of health
Larry Kramer/Health activism
An individual of your own choice:
YOU MUST OBTAIN INSTRUCTOR APPROVAL IN ADVANCE
ACTION:
Research the individual’s background
GRADED ELEMENT:
Describe your selected person’s biographical background (i.e. experience).
HELP:
This can include resume elements such as birthdate, location, education, and brief statement of their contribution to public health. (Reminder: biographical information can be easily plagiarized. Please do not copy from your biographical websites. Paraphrase and/or quote and cite everything according to APA.)
ACTION:
Research the barriers and issue of the time
GRADED ELEMENT:
Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked
HELP:
Think about whether this person was up against resistance or was their work welcomed.
[For example, if you were writing on Abraham Lincoln and the abolition of slavery, you would note that slavery was prevalent and accepted at the time and the change was welcomed by some and rejected by others]
GRADED ELEMENT:
Examine the personal beliefs of your person that prompted this work.
HELP:
You are basically addressing the question: “Why did this person get involved with the issue at the time?” [In continuing the Lincoln example above, you would note that black people were considered property, not people; yet Lincoln believed everyone had equal rights regardless of skin color].
ACTION:
Think about how this person overcame the barriers and issues
GRADED ELEMENT:
Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
HELP:
Questions to consider: What did the person specifically do? Did they have any allies? How did their actions succeed/fail?
ACTION:
Think about the importance of t.
Introduction to Comparative PoliticsFall 2013Final Exam 280.docx
Introduction to Comparative Politics
Fall 2013
Final Exam 280
Instructions.
Answer the following essays (the essays selected for the final exam will be determined by the instructor). You may use your lecture notes, power points and class reading assignments. There is no limit to how much you may write one each question, taking into account the two-hours allotted for the exam. Good luck.
1. What are the basic precepts of Marxist political theory (explain Marx’s theory of revolution in dealing with this question). How was Marx’s political theory modified in practice by Lenin and Stalin?
2. What factors gave rise to totalitarian regimes in Russia and Eastern Europe? (make sure you integrate the lecture and readings in this question and consider the importance of Stalin’s “Socialism in one country” policy)
3. According to Hauss, what are the political characteristics of communist regimes? (discuss the relationship of party to government and state, the role of ideology, political parties and elections).
4. Based on the lecture, power points and the text, what do you think are the prospects for democracy and capitalism in the post Communist political systems (Russia, the former Soviet Republics and Eastern European countries like Poland)? Explain how the transition experiences from communism in these countries affect the degree of political support for capitalism and democracy in those countries today ?
5. The Chinese revolution occurred in a rural country with a weak central government and which had been invaded or occupied by foreign powers over a period of a century. According to Hauss and the lectures, how did those circumstances affect the way the Chinese communists went about trying to put Marxist ideas and ideals into practice?
6. List three developments in China that lead many political scientists to the conclusion that it may no longer be warranted to call China ‘s political system “totalitarian” in the post Mao era .
7. Compare China and the U.S. in terms of how societal interests are aggregated and influence the political system in both countries. Include Hauss and the lectures in the discussion of the limits on interest group participation in politics (economic, religious etc).
8. Using the lectures and Hauss, discuss the structure of the Chinese part- state in the post Mao era? Include in this discussion an explanation of where power resides in policy making evaluation the role of the executive, legislature, courts etc.
9. According to the Wang article and the lectures, what is the role of private enterprise in China today?
10. Compare and contrast the powers of the French President and British Prime Minister in the decision making function. Based on this comparison, which political office has the greatest power vested in it by the constitution? Include in this discussion the information from the lectures and Hauss
11. Being careful to explain Lipset’s and Hauss’ thesis of American exceptionalism, to what extent.
Plantilla ud aicle
Plantilla de la unidad didáctica "Knowing Spain" elaborada para el curso "REA para AICLE" impartido por el INTEF entre noviembre y diciembre de 2013.
Answer three of the following sets of questions. Be sure to writ.docx
Answer three of the following sets of questions. Be sure to write complete sentences, double space, set one-inch margins, and use Times Roman 12-point font. Aim for one to one-and-a half pages for each of your answers. You will note that some of the questions ask you to form opinions on the subject. Do not be intimidated by that.
1. Identify and explain
two
important effects of the French Revolution and Napoleonic Wars. Should the French Revolution be viewed as a success or a failure? Was Napoleon's reign largely beneficial or chiefly disastrous for France?
2. Define conservatism, liberalism, and radicalism in the context of the 19th century. Which of these political outlooks was the most successful, and which one seems most attractive to you? Explain your answer. How have they changed over time (that is, up to the present)?
3. Why did the revolutions of 1848 fail to have the outcomes that those who rebelled wanted to achieve? Did the revolutions have any positive outcomes?
4. Why were the 19th-century unifications of Italy and Germany important events? Evaluate Otto von Bismarck as a political leader/statesman. What were the consequences of the methods by which he achieved German unification?
5. Why was Great Britain the first country to industrialize, and why did it have about a fifty-year head start on other countries in creating an industrial capitalist economy? Explain your view of the beneficial and detrimental aspects of living in a modern industrial society.
6. Why did socialism develop into such a strong challenge to laissez faire economics (capitalism)? Why did Karl Marx’s critique of capitalism become so influential after his death?
.
Students are to answer the questions using the assigned.docx
Students are instructed to answer questions from Units 1 and 2 of the assigned readings for the class discussion board. They must select at least 5 questions to answer in paragraphs of at least 150 words each, with references or citations. Questions cover topics like early Native American groups, European colonist groups, colonial life in America, the American Revolution, and key founding documents like the Declaration of Independence, Articles of Confederation, and U.S. Constitution. Students are also asked to discuss films related to the course material and respond to other students and the instructor by the deadline in the syllabus.
FCSS 2013 Presentation - Integrating Digital Concept-Mapping Apps in the Soci...
This presentation was given at the 2013 FCSS Conference in Daytona, FL. This provides a number of examples of ways digital concept-maps can be integrated into the classroom, reasons why concept-maps are a powerful tool to enhance and deepen student learning, and what to consider when choosing which apps to use.
There is generally no grace period for discussion board. Discu
: There is generally no grace period for discussion board. Discussion board is our learning forum for each of the learning modules. We learn from each other. You cannot afford to get behind in readings and discussion, because before you know it, we would have already moved on to new learning module topics. Reminder:
refer to all
Discussion Board Guidelines
, and REFER TO YOUR SOURCES WHEN MAKING CLAIMS! THIS IS KEY!
How to Cite Sources from the Reilly Textbook?
Initial Discussion Post
TASK:
Carefully analyze the secondary source
"Europe's Last Summer" by David Fromkin
(remember: the lesson content page
WWI: Causes (Background)
WWI: Causes (Background)
provide good background knowledge for the Fromkin essay) by answering the questions that are visible in lavender chart below. Write an analytic summary using the questions below. No Q & A.
How to cite this source?
1David Fromkin, "Europe's Last Summer" in
Worlds of History: A Comparative Reader Volume II since 1400
, ed. Kevin Reilly (New York: Bedford/St. Martin's Press, 2013), xx.
CTA QUESTIONS
1. The main purpose of this article is ____________________________.
2. The key question that the author is addressing is ____________________.
3. The most important evidence in this article is ______________________. (include 3-5 pieces of evidence used by the author to support their conclusions/argument)
4. The key concept(s) we need to understand in this article is/are ____________. (Concepts are organizing ideas used in reasoning and explanation. So, what are the key ideas expressed in this article?) These can be a single word or a short phrase (Examples: freedom, oppression, violence, rights, cult of true womanhood).
5. The main conclusions in this article are _________________________. (Author's thesis statement)
6. The main assumptions underlying author’s thinking is/are _______________________.
7. What are the consequences of this author’s line of reasoning?
8. The main point(s) of view presented in this article is/are _______________.
...
"I Have A Dream"
The document provides background and discussion questions about Dr. Martin Luther King Jr.'s iconic "I Have a Dream" speech. It prompts students to reflect on how key terms and ideas from the speech relate to civil rights and equality. Students are then asked to write a letter to Dr. King explaining how they think society would be different if the Civil Rights Movement had not occurred. Additional sources are provided for students to learn more about Dr. King and his other speeches.
presentación en inglés.
The document provides a short history and overview of the profession of political science. It emerged during the liberal revolution and industrial revolution to analyze political and social phenomena and create social critique. After the 1917 Russian revolution, political science faculties became necessary worldwide to study emerging economic models. The key activities of a political scientist are to know society's behavior, political phenomena, types of governments, and society's needs. Specialties include social analysis, political analysis, social studies, and theories of the state and power. The English language is relevant, and personal interests include helping build a better society and loving the social sciences.
Unit_Plans_for_Lonnie_Dominique-2
This document outlines a lesson plan on nationalism and the unification of Italy. It includes an anticipatory set, objectives, procedures, materials, and assessment. The lesson will have students take a quiz on German unification, learn about the obstacles to Italian unification, and key leaders like Garibaldi and Cavour through direct instruction and group work analyzing documents on the topic. Students will create concept maps and take notes to demonstrate their understanding.
Open education and open society: Popper, piracy and praxis
What is the point of open education? Uncontroversially, we might suggest that it is about widening participation; equalising access to education; and bringing about a fairer society. This is another way of stating that the main concern of open education is a kind of justice. For many social and political philosophers, justice has been understood as the defining goal [τέλος] of society and civilization. But this relationship between open education advocacy and the goal of social transformation remains remarkably underexplored and undertheorized. This presentation will explore this relationship and the idea of openness in contemporary discourses in education and politics. It will examine the use of the concept of openness in educational and political discourse and use the normative concept of an "open society" to explore the relationship between theory and practice in open education. Paper presented at the 2018 Open Education Global Conference, TU Delft, Netherlands.
Cause And Effect LitKit
This interdisciplinary lit-kit contains four activities focused on cause-and-effect relationships related to saving the Earth and life in NYC. Activity 1 examines causes and effects of immigration using interviews. Activity 2 looks at causes and effects of living in Spanish Harlem during the Great Depression through a story. Activity 3 teaches recycling causes and effects through surveys and pamphlets. Activity 4 determines global warming causes and effects from two books and a video using a graphic organizer and newspaper article. The goal is to help fourth graders understand these critical relationships.
For part 1 choose ONLY 1 essay question from the list below.docx
For part 1
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 1 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 discussing foreign policy. Look specifically at the foreign policies of Roosevelt, Taft, and Wilson in your answer. Did the meaning of freedom change with each administration or stay constant?
7 - It is April 1917, you are a member of Congress, and President Wilson wants a declaration of war. Justify your vote for or against war with Germany.
8 - Examine the restrictions placed on freedom during World War I. Be sure to analyze Debs’s piece in “Voices of Freedom,” the Committee on Public Information, and “coercive patriotism.”
9 - Compare the political ideas of W. E. B. Du Bois and Marcus Garvey. What were the similarities (if any)? What were the differences?
10 - Examine and analyze Woodrow Wilson’s ideas about foreign policy. To what extent did Wilson put into practice his stated ideas?
For part 2
choose ONLY 1 essay question from the list below, which covers chapters 20 and 21 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 - After World War I and more than twenty years of reform, Americans became much more conservative in the 1920s. In fact, Reinhold Niebuhr stated that America was “rapidly becoming the most conservative nation on earth.” Give examples that defend this perce ...
6.3.4 Native americans (PLEA).docx
The document provides instructions for a social studies assignment on Native American cultures. Students are asked to work in groups to read about a assigned Native American tribe and create an infographic highlighting key information. The infographic should include a title, images, short descriptive texts, and suggested reading order. After reading, students will consider whether they agree or disagree with statements about modern Native American life and culture.
5.3.4 Latitude and Longitude (PLEA).docx
1) The document is about recognizing the concepts of latitude and longitude and their application in daily life. It discusses how to locate places using their latitude and longitude coordinates.
2) The reading strategies outlined include activating prior knowledge, selecting important information from a map showing lines of latitude and longitude, and asking and reflecting on how latitude and longitude are relevant to everyday life and can be used with a GPS system.
3) Students are asked to locate requested places on a map using their latitude and longitude coordinates as learned from videos about how to use a GPS device.
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The document provides an overview of totalitarian governments that arose after World War 1, including Nazi Germany led by Adolf Hitler, Fascist Italy led by Benito Mussolini, and Communist Russia led by Joseph Stalin. It outlines a lesson plan where students will be assigned one of these governments to research and write a newspaper article about daily life under that totalitarian regime as if from the year 1939. The research will cover the leader and political party, social controls and culture, the prior economy and its role in the regime's rise, and the current political environment. The goal is for students to understand what allows totalitarian rule to emerge and what life was like for citizens completely subject to state authority in all aspects of life.
Colony and conquest (plea)
The document provides reading strategies and questions for understanding the influence of European exploration and colonization in America. It asks students to activate prior knowledge on conquest and colonies before reading. During reading, students should select important information, identify the text structure, and answer comprehension questions. After reading, students are asked to summarize a topic from the colonial America section in an infographic, including title, images, short texts using keywords, and sources. The goal is for students to understand the economic and geographic impacts of European territorial expansion and colonization in America.
7.3.4 Colony and Conquest (PLEA).docx
1. The document provides reading strategies and questions for understanding the influence of European exploration and colonization in America.
2. It asks students to read about the conquest process in America and how this impacted the region economically and geographically.
3. Students are given directions to activate prior knowledge, select important information, identify the text structure, and create an infographic on a topic from the colonial America section to demonstrate their understanding.
Renaissance Lesson Plan
This 3-day unit introduces students to the Italian Renaissance and the growth of city-states in Italy. On day 1, students will discuss whether the Renaissance was a period of great change or continuity from the Middle Ages. They will learn about innovations and institutions during this time. On day 2, students will define autonomy and learn about the major Italian city-states like Florence, Milan, and Venice as well as their systems of government. On day 3, students will discuss diplomacy and warfare between city-states as they pursued expansion in the 15th century, leading to the Italian Wars. Throughout, students will participate in a "Live History" activity taking on the roles of different city-states.
Presentation in Tokyo
Fernando Barrientos del Monte gave a presentation in Tokyo, Japan in October 2006. He discussed his background and education including receiving a scholarship from the Japan-IDB program. He provided a brief overview of Mexico's history from ancient civilizations to modern independence. He also summarized Mexico's cultural diversity with its many indigenous groups and traditions. Finally, he touched on Mexico's current political and economic situation, trade relationships, and population statistics. In his master's thesis, he analyzed the democratization process in Latin America using Stein Rokkan's theory of democratic development.
dll-ucsp-2017.docx
This daily lesson plan covers a multi-day unit on Understanding Culture, Society and Politics for 11th grade students. Over the course of the unit, students will learn about key concepts in culture, society, politics, and the social sciences. Activities include group discussions, analysis of cultural phenomena, and reflection on social and cultural identities. The goal is for students to understand social and cultural diversity, recognize how social forces influence identity, and appreciate the role of social change.
Week 3 - Assignment 2Significant Contributions to Public Hea.docx
Week 3 - Assignment 2
Significant Contributions to Public Health - Part I
For your final project, you will be researching an individual and their contribution to community and public health. Because of the size of this project, you will be doing the first part of this project in Week 3 then adding the final portion in Week 5. You have the option of writing a paper or putting together a presentation. Details are below the outline. Overall, you will be researching an historical figure in the public health world, their contribution to public health, and how their work helped shape the public health system. Furthermore, you will be analyzing how their contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry.
Follow this outline to help formulate your paper or presentation:
ACTION:
Select one of the historical figures and their associated public health topic
Margaret Higgins Sanger/Reproductive health
Rachel Carson/Environmental health
Franklin D. Roosevelt/Health care administration
John Snow/Communicable and infectious disease
Luther T. Terry/Smoking
W. E. B. DuBois/Social determinants of health
Larry Kramer/Health activism
An individual of your own choice:
YOU MUST OBTAIN INSTRUCTOR APPROVAL IN ADVANCE
ACTION:
Research the individual’s background
GRADED ELEMENT:
Describe your selected person’s biographical background (i.e. experience).
HELP:
This can include resume elements such as birthdate, location, education, and brief statement of their contribution to public health. (Reminder: biographical information can be easily plagiarized. Please do not copy from your biographical websites. Paraphrase and/or quote and cite everything according to APA.)
ACTION:
Research the barriers and issue of the time
GRADED ELEMENT:
Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked
HELP:
Think about whether this person was up against resistance or was their work welcomed.
[For example, if you were writing on Abraham Lincoln and the abolition of slavery, you would note that slavery was prevalent and accepted at the time and the change was welcomed by some and rejected by others]
GRADED ELEMENT:
Examine the personal beliefs of your person that prompted this work.
HELP:
You are basically addressing the question: “Why did this person get involved with the issue at the time?” [In continuing the Lincoln example above, you would note that black people were considered property, not people; yet Lincoln believed everyone had equal rights regardless of skin color].
ACTION:
Think about how this person overcame the barriers and issues
GRADED ELEMENT:
Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
HELP:
Questions to consider: What did the person specifically do? Did they have any allie ...
Significant Contributions to Public Health - Part I For your final.docx
Significant Contributions to Public Health - Part I
For your final project, you will be researching an individual and their contribution to community and public health. Because of the size of this project, you will be doing the first part of this project in Week 3 then adding the final portion in Week 5. You have the option of writing a paper or putting together a presentation. Details are below the outline. Overall, you will be researching an historical figure in the public health world, their contribution to public health, and how their work helped shape the public health system. Furthermore, you will be analyzing how their contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry.
Follow this outline to help formulate your paper or presentation:
ACTION:
Select one of the historical figures and their associated public health topic
Margaret Higgins Sanger/Reproductive health
Rachel Carson/Environmental health
Franklin D. Roosevelt/Health care administration
John Snow/Communicable and infectious disease
Luther T. Terry/Smoking
W. E. B. DuBois/Social determinants of health
Larry Kramer/Health activism
An individual of your own choice:
YOU MUST OBTAIN INSTRUCTOR APPROVAL IN ADVANCE
ACTION:
Research the individual’s background
GRADED ELEMENT:
Describe your selected person’s biographical background (i.e. experience).
HELP:
This can include resume elements such as birthdate, location, education, and brief statement of their contribution to public health. (Reminder: biographical information can be easily plagiarized. Please do not copy from your biographical websites. Paraphrase and/or quote and cite everything according to APA.)
ACTION:
Research the barriers and issue of the time
GRADED ELEMENT:
Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked
HELP:
Think about whether this person was up against resistance or was their work welcomed.
[For example, if you were writing on Abraham Lincoln and the abolition of slavery, you would note that slavery was prevalent and accepted at the time and the change was welcomed by some and rejected by others]
GRADED ELEMENT:
Examine the personal beliefs of your person that prompted this work.
HELP:
You are basically addressing the question: “Why did this person get involved with the issue at the time?” [In continuing the Lincoln example above, you would note that black people were considered property, not people; yet Lincoln believed everyone had equal rights regardless of skin color].
ACTION:
Think about how this person overcame the barriers and issues
GRADED ELEMENT:
Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
HELP:
Questions to consider: What did the person specifically do? Did they have any allies? How did their actions succeed/fail?
ACTION:
Think about the importance of t.
Introduction to Comparative PoliticsFall 2013Final Exam 280.docx
Introduction to Comparative Politics
Fall 2013
Final Exam 280
Instructions.
Answer the following essays (the essays selected for the final exam will be determined by the instructor). You may use your lecture notes, power points and class reading assignments. There is no limit to how much you may write one each question, taking into account the two-hours allotted for the exam. Good luck.
1. What are the basic precepts of Marxist political theory (explain Marx’s theory of revolution in dealing with this question). How was Marx’s political theory modified in practice by Lenin and Stalin?
2. What factors gave rise to totalitarian regimes in Russia and Eastern Europe? (make sure you integrate the lecture and readings in this question and consider the importance of Stalin’s “Socialism in one country” policy)
3. According to Hauss, what are the political characteristics of communist regimes? (discuss the relationship of party to government and state, the role of ideology, political parties and elections).
4. Based on the lecture, power points and the text, what do you think are the prospects for democracy and capitalism in the post Communist political systems (Russia, the former Soviet Republics and Eastern European countries like Poland)? Explain how the transition experiences from communism in these countries affect the degree of political support for capitalism and democracy in those countries today ?
5. The Chinese revolution occurred in a rural country with a weak central government and which had been invaded or occupied by foreign powers over a period of a century. According to Hauss and the lectures, how did those circumstances affect the way the Chinese communists went about trying to put Marxist ideas and ideals into practice?
6. List three developments in China that lead many political scientists to the conclusion that it may no longer be warranted to call China ‘s political system “totalitarian” in the post Mao era .
7. Compare China and the U.S. in terms of how societal interests are aggregated and influence the political system in both countries. Include Hauss and the lectures in the discussion of the limits on interest group participation in politics (economic, religious etc).
8. Using the lectures and Hauss, discuss the structure of the Chinese part- state in the post Mao era? Include in this discussion an explanation of where power resides in policy making evaluation the role of the executive, legislature, courts etc.
9. According to the Wang article and the lectures, what is the role of private enterprise in China today?
10. Compare and contrast the powers of the French President and British Prime Minister in the decision making function. Based on this comparison, which political office has the greatest power vested in it by the constitution? Include in this discussion the information from the lectures and Hauss
11. Being careful to explain Lipset’s and Hauss’ thesis of American exceptionalism, to what extent.
Plantilla ud aicle
Plantilla de la unidad didáctica "Knowing Spain" elaborada para el curso "REA para AICLE" impartido por el INTEF entre noviembre y diciembre de 2013.
Answer three of the following sets of questions. Be sure to writ.docx
Answer three of the following sets of questions. Be sure to write complete sentences, double space, set one-inch margins, and use Times Roman 12-point font. Aim for one to one-and-a half pages for each of your answers. You will note that some of the questions ask you to form opinions on the subject. Do not be intimidated by that.
1. Identify and explain
two
important effects of the French Revolution and Napoleonic Wars. Should the French Revolution be viewed as a success or a failure? Was Napoleon's reign largely beneficial or chiefly disastrous for France?
2. Define conservatism, liberalism, and radicalism in the context of the 19th century. Which of these political outlooks was the most successful, and which one seems most attractive to you? Explain your answer. How have they changed over time (that is, up to the present)?
3. Why did the revolutions of 1848 fail to have the outcomes that those who rebelled wanted to achieve? Did the revolutions have any positive outcomes?
4. Why were the 19th-century unifications of Italy and Germany important events? Evaluate Otto von Bismarck as a political leader/statesman. What were the consequences of the methods by which he achieved German unification?
5. Why was Great Britain the first country to industrialize, and why did it have about a fifty-year head start on other countries in creating an industrial capitalist economy? Explain your view of the beneficial and detrimental aspects of living in a modern industrial society.
6. Why did socialism develop into such a strong challenge to laissez faire economics (capitalism)? Why did Karl Marx’s critique of capitalism become so influential after his death?
.
Students are to answer the questions using the assigned.docx
Students are instructed to answer questions from Units 1 and 2 of the assigned readings for the class discussion board. They must select at least 5 questions to answer in paragraphs of at least 150 words each, with references or citations. Questions cover topics like early Native American groups, European colonist groups, colonial life in America, the American Revolution, and key founding documents like the Declaration of Independence, Articles of Confederation, and U.S. Constitution. Students are also asked to discuss films related to the course material and respond to other students and the instructor by the deadline in the syllabus.
FCSS 2013 Presentation - Integrating Digital Concept-Mapping Apps in the Soci...
This presentation was given at the 2013 FCSS Conference in Daytona, FL. This provides a number of examples of ways digital concept-maps can be integrated into the classroom, reasons why concept-maps are a powerful tool to enhance and deepen student learning, and what to consider when choosing which apps to use.
There is generally no grace period for discussion board. Discu
: There is generally no grace period for discussion board. Discussion board is our learning forum for each of the learning modules. We learn from each other. You cannot afford to get behind in readings and discussion, because before you know it, we would have already moved on to new learning module topics. Reminder:
refer to all
Discussion Board Guidelines
, and REFER TO YOUR SOURCES WHEN MAKING CLAIMS! THIS IS KEY!
How to Cite Sources from the Reilly Textbook?
Initial Discussion Post
TASK:
Carefully analyze the secondary source
"Europe's Last Summer" by David Fromkin
(remember: the lesson content page
WWI: Causes (Background)
WWI: Causes (Background)
provide good background knowledge for the Fromkin essay) by answering the questions that are visible in lavender chart below. Write an analytic summary using the questions below. No Q & A.
How to cite this source?
1David Fromkin, "Europe's Last Summer" in
Worlds of History: A Comparative Reader Volume II since 1400
, ed. Kevin Reilly (New York: Bedford/St. Martin's Press, 2013), xx.
CTA QUESTIONS
1. The main purpose of this article is ____________________________.
2. The key question that the author is addressing is ____________________.
3. The most important evidence in this article is ______________________. (include 3-5 pieces of evidence used by the author to support their conclusions/argument)
4. The key concept(s) we need to understand in this article is/are ____________. (Concepts are organizing ideas used in reasoning and explanation. So, what are the key ideas expressed in this article?) These can be a single word or a short phrase (Examples: freedom, oppression, violence, rights, cult of true womanhood).
5. The main conclusions in this article are _________________________. (Author's thesis statement)
6. The main assumptions underlying author’s thinking is/are _______________________.
7. What are the consequences of this author’s line of reasoning?
8. The main point(s) of view presented in this article is/are _______________.
...
"I Have A Dream"
The document provides background and discussion questions about Dr. Martin Luther King Jr.'s iconic "I Have a Dream" speech. It prompts students to reflect on how key terms and ideas from the speech relate to civil rights and equality. Students are then asked to write a letter to Dr. King explaining how they think society would be different if the Civil Rights Movement had not occurred. Additional sources are provided for students to learn more about Dr. King and his other speeches.
presentación en inglés.
The document provides a short history and overview of the profession of political science. It emerged during the liberal revolution and industrial revolution to analyze political and social phenomena and create social critique. After the 1917 Russian revolution, political science faculties became necessary worldwide to study emerging economic models. The key activities of a political scientist are to know society's behavior, political phenomena, types of governments, and society's needs. Specialties include social analysis, political analysis, social studies, and theories of the state and power. The English language is relevant, and personal interests include helping build a better society and loving the social sciences.
Unit_Plans_for_Lonnie_Dominique-2
This document outlines a lesson plan on nationalism and the unification of Italy. It includes an anticipatory set, objectives, procedures, materials, and assessment. The lesson will have students take a quiz on German unification, learn about the obstacles to Italian unification, and key leaders like Garibaldi and Cavour through direct instruction and group work analyzing documents on the topic. Students will create concept maps and take notes to demonstrate their understanding.
Open education and open society: Popper, piracy and praxis
What is the point of open education? Uncontroversially, we might suggest that it is about widening participation; equalising access to education; and bringing about a fairer society. This is another way of stating that the main concern of open education is a kind of justice. For many social and political philosophers, justice has been understood as the defining goal [τέλος] of society and civilization. But this relationship between open education advocacy and the goal of social transformation remains remarkably underexplored and undertheorized. This presentation will explore this relationship and the idea of openness in contemporary discourses in education and politics. It will examine the use of the concept of openness in educational and political discourse and use the normative concept of an "open society" to explore the relationship between theory and practice in open education. Paper presented at the 2018 Open Education Global Conference, TU Delft, Netherlands.
Cause And Effect LitKit
This interdisciplinary lit-kit contains four activities focused on cause-and-effect relationships related to saving the Earth and life in NYC. Activity 1 examines causes and effects of immigration using interviews. Activity 2 looks at causes and effects of living in Spanish Harlem during the Great Depression through a story. Activity 3 teaches recycling causes and effects through surveys and pamphlets. Activity 4 determines global warming causes and effects from two books and a video using a graphic organizer and newspaper article. The goal is to help fourth graders understand these critical relationships.
For part 1 choose ONLY 1 essay question from the list below.docx
For part 1
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 1 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 discussing foreign policy. Look specifically at the foreign policies of Roosevelt, Taft, and Wilson in your answer. Did the meaning of freedom change with each administration or stay constant?
7 - It is April 1917, you are a member of Congress, and President Wilson wants a declaration of war. Justify your vote for or against war with Germany.
8 - Examine the restrictions placed on freedom during World War I. Be sure to analyze Debs’s piece in “Voices of Freedom,” the Committee on Public Information, and “coercive patriotism.”
9 - Compare the political ideas of W. E. B. Du Bois and Marcus Garvey. What were the similarities (if any)? What were the differences?
10 - Examine and analyze Woodrow Wilson’s ideas about foreign policy. To what extent did Wilson put into practice his stated ideas?
For part 2
choose ONLY 1 essay question from the list below, which covers chapters 20 and 21 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 - After World War I and more than twenty years of reform, Americans became much more conservative in the 1920s. In fact, Reinhold Niebuhr stated that America was “rapidly becoming the most conservative nation on earth.” Give examples that defend this perce ...
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