Chapter 7 Assignments
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This document contains instructions and prompts for several civic-related assignments: 1) Creating a t-chart to list civic rights and responsibilities of U.S. citizenship. 2) Designing an informational flyer about the naturalization process to become a U.S. citizen. 3) Completing reading notes on political ideologies, civic engagement, and taking an online political test. 4) Proposing a plan to address a local community problem using forms of civic participation.
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http://www.collaborativejourneys.com
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For your final project, you will be researching an individual and th.docx
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:
Franklin D. Roosevelt/Health care administration
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 the contribution to community/public health at the time
GRADED ELEMENT:
Describe the final outcome of this individual’s contribution to community and/or public health
HELP:
Think about this question: What occurred as a result of this person’s action?
GRADED ELEMENT:
Explain what his/her contribution did for overall community and/or public health at the time
HELP:
Think about this question: What was the purpose for the community and/or nat ...
Examining the Ongoing Evolution of American Government by Eric Cole
This is an excerpt from a student-designed multi-touch iBook. A fully functional version is available free at iTunes http://apple.co/1Y8gAhI
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This document outlines the requirements for a final project where students will research an individual and their contributions to public health. Students must select a historical figure from a list or get approval for another person. They will describe the individual's background and the context of the time period. Students will examine the individual's beliefs that prompted their work, how they overcame adversities, and the outcomes and importance of their contributions to public health. The project can be presented as a written paper or presentation following APA style guidelines.
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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.
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 ...
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This document provides an outline for an essay assignment on significant historical contributions to public health. Students are instructed to research a figure in public health history, describe their background and the context of the time period in which they worked, examine what motivated their contribution and how they overcame challenges, and analyze the outcome and lasting impact of their work on public health both at the time and today. The document gives examples for addressing each section and emphasizes the importance of critical thinking, research, and avoiding plagiarism in completing the assignment.
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This document contains discussion questions and prompts for an Ashford POL 201 course. It includes multiple topics related to American government and the Constitution, such as separation of powers, amending the Constitution, federalism, education policy, congressional representation, the Electoral College, judicial review, and habeas corpus. Students are asked to initially post responses of 200-250 words to questions on these topics, and also to respond to at least two classmates' posts with comments of at least 75 words.
Ashford pol 201 all discussion questions
This document contains discussion questions from an Ashford University POL 201 course. It includes multiple topics related to the US Constitution, government, and public policy. Students are asked to initially post responses of 200-250 words to questions analyzing concepts like separation of powers, proposed constitutional amendments, federalism, the role of Congress, the Electoral College, judicial review, and habeas corpus. They are also asked to respond to at least two classmates' posts.
Ashford pol 201 all discussion questions
The document discusses several discussion topics for an Ashford POL 201 course, including separation of powers and checks and balances, amending the US Constitution, federalism and education policy, representation in the House of Representatives, and the presidential leadership and the Electoral College. For each topic, it provides discussion questions and instructions for initial posts and responses to classmates.
Ashford pol 201 all discussion questions
This document contains discussion questions from an Ashford University POL 201 course. It includes multiple topics related to separation of powers, constitutional amendments, federalism, congressional representation, the electoral college, judicial review, and habeas corpus. For each topic, students are asked to write an initial post summarizing and analyzing the issues, and to respond to at least two classmates' posts.
Week 6 Globalization and the Flattening of the WorldGlobalizati
Week 6: Globalization and the Flattening of the World
Globalization.
Do you look at this concept as a positive (glass half-full) or negative (glass half-empty)?
The fall of Communism and the rise of global threats and globalization leveled the playing field for nations throughout the world. Nations began to expand their economic strategies, political theories, and collaborate to create new foreign policies. This new era of globalization hastened the progress of developing countries, but also provided resources for terrorist activities. Former tensions between rivals with varying religious and ethnic practices reared its ugly head leading to an increase in terrorism. This, in turn, lead nations and global governing bodies such as NATO, to react.
Last week you had the opportunity to reflect upon the information you have acquired during this course when you completed your Final Project. This week, you will be able to expand upon that reflection and review your fellow classmates' Final Projects. You will also examine the events from 1945–2000 and assess the effects and consequences of globalization. You will have the opportunity to analyze their opinions and consider how they compare and contrast to your own beliefs. Will their thoughts affect your viewpoints in the future?
Learning Objectives
By the end of this week, you should be able to:
Justify the choice of the most important element from your Top 3 list
Draw inferences from assessments, both positive and negative, of globalization and the effects on local and global levels
Evaluate the roles and responsibilities of today's world citizen
Identify political leaders, policies, and elements during the time of 1945–2000 that led to globalization and the flattening of the world
Learning Resources
Required Readings
Horowitz, I. L. (2006). Feuding with the past, fearing the future: Globalization as a cultural metaphor for the struggle between nation-state and world-economy.
Social Philosophy & Policy,
23
(1), 266.
Reilly, K. (2012).
The human journey: A concise introduction to world history
. Lanham, MD: Rowman & Littlefield.
The Human Journey: A Concise Introduction to World History, 1450 to the Present, 2nd Edition by Reilly, K. Copyright 2012 by Rowman & Littlefield Publishers, Inc.. Reprinted by permission of Rowman & Littlefield Publishers, Inc. via the Copyright Clearance Center.
Read sections on “The United States as a Global Power,” “Achieving Independence” and “New Nations on the Global Stage.”
Axford, B., & Huggins, R. (Eds.). (2011).
Cultures and/of globalization.
Read Chapter 4 located in Part 1.
Kupchan, C. (2012).
No one's world: The west, the rising rest, and the coming global turn.
Read Chapter 5.
Discussion 1: Twentieth Century Top Element
It is through the differences of opinions that societies have forged ahead, fought wars, and formed outside alliances throughout all of history. These differences have questioned theories, policies, and actions ...
Part I Write an essay in response to one of the following four q.docx
Part I Write an essay in response to
one
of the following four questions (40 points – suggested length: about 2-3 pages)
1. What are public goods, and why is it often difficult to organize collective action to achieve them? What does the relationship between collective action problems and public goods imply about the role of government and politics?
2. What are the advantages and disadvantages of states having a strong role in the American political system? Based on class discussions, lectures, and reading, would you say that states currently have too much power or too little? Explain your answer with examples.
3. What are the primary goals and motivations of members of Congress? What are some of the things that Congress members do during their time in office to achieve their goals? How does the electionmotivated behavior of individual Congress members affect the ability of Congress to perform its institutional role as the national legislature?
4. Identify and discuss any three separate political compromises that shaped the Constitution. Why was it necessary to compromise on each of those issues? What alternatives were considered? Why was the compromise eventually adopted?
Part II Madisonian Democracy and Civil Rights (60 points – suggested length: about 4-5 pages) What do the events and achievements of the Civil Rights Movement and the continuing struggle towards civil rights equality demonstrate the quality of democracy in America? Write an essay in which you analyze that question by comparing and contrasting Madisonian versus Participatory/Majoritarian concepts of democracy. In your essay, be sure to …
a) Develop a thesis argument about the Civil Rights Movement as a test case for the quality of American democracy.
b) Define the concept of Madisonian Democracy, and discuss how it differs from a majoritarian / participatory understanding of democracy.
c) Analyze the way that America’s Madisonian governing institutions and democratic processes shaped the important political events and eventual policy outcomes of the Civil Rights Movement.
d) Provide counter-arguments about the quality of democracy in America as demonstrated by the Civil Rights movement and the continuing struggle to achieve civil rights equality. Essay-writing tips: ∑ Create a detailed outline of your essay before writing, including thesis arguments for the entire essay and main points for each section. ∑ Be sure that your essay contains a clear introduction and conclusion. Review your essay before submitting it: ∑ Is your thesis statement clearly written and supported by the body of the essay? Do you fully define and explain the major concepts in the essay? Does your writing clearly communicate your intended points?
.
Your response should be at least 2 full pages in length. Opinion.docx
Your response should be at least 2 full pages in length. Opinions are good things, but unsupported opinions are not. Cite your sources Properly with proper format.
(1).Joseph Overton in his model of policy change termed the “Overton Window” argued that only a relatively narrow range of potential policies will be considered politically acceptable. For elected officials this means that they will support policy options that will not get them un-elected from office. In general, then, the window shifts to include different policy options reflecting electability and not necessarily real policy problems. What are the implications of that scenario?
(2).In his recent article in the Washington Post political scientist David Lay Williams asks a Question: “Does virtue matter in American politics today?” Respond to his question. First layout his analysis of modern politics in relationship to his reading of American political history. Do you think that it is necessary to “bring together political power and moral virtue” with respect to both political leadership
and
citizenship?
.
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This document provides instructions for an assignment to choose an influential public figure from the mid-19th century to present day and create a one-page outline analyzing their relevance and impact. Students must choose a figure that influenced a civil rights movement in areas like creed, race, age, status or gender. They should identify how this figure is viewed nationally and internationally, and discuss how they influenced challenges and opportunities for the US as a global power. The outline should introduce the figure, analyze their civil rights impact, identify their national and world standing, discuss their international impact on the US, and provide perspective on if their impact was progressive.
Pol 201 assignments for dowload
http://myessaybank.com/paper/id/2977/Habeas-Corpus-and-the-War-on-Terror-POL201-DQ-1-American-National-Government-Week-5-POL201-DQ-Week-5
http://myessaybank.com/paper/id/2976/Habeas-Corpus-and-the-War-on-Terror-POL201-DQ-1-American-National-Government-Week-5-POL201-DQ-Week-5
http://myessaybank.com/paper/id/2975/Party-Platforms-and-Winning-Elections-POL201-DQ-1-American-National-Government-Week-5-POL201-DQ-Week-5
http://myessaybank.com/paper/id/2974/The-Supreme-Court-and-Judicial-Review-POL201-DQ-2-American-National-Government-Week-4-POL201-DQ-Week-4
http://myessaybank.com/paper/id/2973/Habeas-Corpus-and-the-War-on-Terror-POL201-DQ-2-American-National-Government-Week-4-POL201-DQ-Week-4
http://myessaybank.com/paper/id/2972/Defense-Spending-and-the-MilitaryIndustrial-Complex-POL201-DQ-2-American-National-Government-Week-3
http://myessaybank.com/paper/id/2971/Presidential-Leadership-and-the-Electoral-College-POL201-DQ-1-American-National-Government-POL201-DQ-1-Week-3
http://myessaybank.com/paper/id/2970/Meet-Your-Rep-POL201-DQ-2-American-National-Government-Week-2
http://myessaybank.com/paper/id/2969/Policymaking-in-the-Federal-System-POL201-DQ-1-American-National-Government-Week-2
http://myessaybank.com/paper/id/2968/Amending-the-US-Constitution-POL201-DQ-2-American-National-Government
http://myessaybank.com/paper/id/2967/Separation-of-PowersChecks-and-Balances-POL201-DQ-1-American-National-Government
WEEK 1 DISCUSSION 1
For much of 2011 and 2012, public dissatisfaction with Congress rose to all time highs, with 70-80% expressing disapproval with how Congress does its job. Many commentators note that Americans are fed up with Washington "grid-lock" that makes government apparently unable to address important problems. Other observers believe that the national government is acting according to its design, based on separation of powers and checks and balances.
Before writing your initial post, review the assigned resources. To easily access the resources from the Ashford University Library, please see the table located in the Course Materials section.
In your initial post of at least 200-250 words, analyze how the U.S. Constitution implements separation of powers and checks and balances. Briefly explain why the constitutional framers based the new government on these ideas. Evaluate how separation of powers and checks and balances are working out in practice, today, justifying your assessment with persuasive reasoning and examples.
Fully respond to all parts of the question. Write in your own words. Support your position with APA citations to two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
By Day 7, respond to at least two of your classmates' initial posts. Your peer responses each must be at least 75 words. They must demonstrate critical thinking (e.g., ask a relevant question
What Can One Person Do Secondary Research Project Y.docx
What Can One Person Do?
Secondary Research Project
Your mission, should you choose to accept it, is to create a shareable educational
resource about a particular structural inequality. In it, you will 1) describe the structural
inequality and 2) recommend at least 1 specific action people can take to help disrupt,
dismantle, or otherwise work against that structure. There are 3 major components to this
project: the resource itself, a 2-3 page reflection piece, and a Works Cited. Instructions
for each can be found below.
In doing this assignment, you’ll get the chance to:
• Synthesize information and ideas you’ve come across in the
readings, conversations, and assignments.
• Reflect on how education can be a crucial component of being an
active, engaged member of your community and of society as a
whole.
• Produce a concrete resource that you can put out into the world
about your topic.
Educational Resource Instructions
For the resource itself, I’m giving you a fair amount of freedom. You have to create an
educational resource, but the exact form it takes is really up to you. Some options people
have done in the past:
• Write an editorial/article about your topic that could be submitted
to a newspaper or other periodical. (You don’t have to actually
submit it.)
• Create a brochure about your topic that can be printed and
distributed.
• Create a short zine about your topic that can be printed and
distributed.
• Produce a short podcast or video about your topic.
• Create a blog post (with links for more info) about your topic.
• Create a website about your topic.
• Create an educational board game or video game about your topic.
• Something else that you come up with (and get approved by me)
While you have a lot of freedom for the form of the project, there are certain criteria that
all projects must meet. To get full credit your resource must:
• Be targeted towards a particular audience (likely a particular
group of stakeholders for the issue)—Think about whom you want
to reach. Who is likely to care about the issue if they learned about
it? Who might be willing and able to take action?
o Your target audience should influence the form and
language of the project. For example, you probably
wouldn’t create a video game if your target audience is
Idaho congresspeople (or maybe you would?).
• Contain the following components
1. A short background on the situation. Explain what is going
on, how it’s unequal, and why we should care about it.
2. A description of the communities that are most impacted by
the issue and how they are impacted. This is related to the
previous component; one way to make people care about an
issue is to show them the harm it is causing to a particular
group of people.
3. A description of at least 1 important cultural story or belief
that helps sustain the conditions of inequality. As Schwalbe
argues in Ch. 4—Arresting the Imagination, cul.
Foreign policy simile project
This document provides guidelines for students to create visual similes representing different perspectives on U.S. foreign policy around the turn of the 20th century. Students will be assigned to groups and roles to research a particular country or region's relationship with the U.S. They will then develop two similes - one from the American perspective and one from the perspective of their assigned country or region. The similes should include visual representations and descriptions of the most important facts about U.S. foreign policy from each viewpoint. Groups will then present their similes to the class.
Writing GuidelinesStep 1 -- SummarizingA summary is a short para.docx
Writing Guidelines
Step 1 -- Summarizing
A summary is a short paragraph telling what the
main idea
of a reading/lecture/video is about. These are some basic steps to follow in order to create a summary:
Read the text and underline or highlight the main idea and the main details.
Put the text aside and write down the main idea and details in a separate document/on a separate piece of paper.
DO NOT LOOK AT THE ORIGINAL DOCUMENT
!
Write your summary using your typed/handwritten notes.
Check your summary and the original article to be sure you have included only the most
important information
and that you have not
directly copied from the article.
Step 2 -- Interpretation
Keep in mind these guidelines for analysis of your document from the
Document Interpretation Tutorial
.
Questions to ask of any source..
Who is the author?
Who wrote or created this? Is there a single or multiple authors? An author's identity sometimes helps you answer the later questions.
What type of source is this?
Is it a photograph or a poem? A biography or a government document? This is a simple but crucial step because you must consider what you can expect to learn from the document.
What is the message of this source?
What is the author describing? What is happening in the text or image? What is the story?
Who is the intended audience?
Who is the author addressing? Was the source intended for private or public consumption? Identifying the audience will help you answer the next question.
Why was this source created?
Does the author have an agenda, a larger purpose? Is the author trying to persuade the audience? Is the document or source simply a compilation of facts, or does it include opinion, inference, or interpretation?
Is this source credible and accurate?
Historians must examine every source with a critical eye. What do you know about the author? Does the document make sense? Do the facts presented by the author or what you know about the time period support the thesis, statement, assertion, or story the author is conveying? Why should you trust, or distrust, this source?
How is this source valuable to me?
How does the source relate to other sources from the time period or along the same issue or theme? Does it support or contradict them? Does it repeat information from other sources or add new information? How relevant is the source to your topic of inquiry? Does it extensively cover your topic, or only marginally or not at all? Remember, you should explore enough sources to obtain a variety of viewpoints.
Document Interpretation 4: "Hamilton and Jefferson", & The Masters Class
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2 replies.
Overview
One of the most important skills a historian develops is the ability to evaluate historical documents. This evaluation concerns asking questions of the documents that allows a historian to have insight in a particular topic or period being investigated. This week's documents relate to the weekly module topic. This week's documents re.
Pol 319 week 5 dq 1 judicial activism
This document discusses several topics related to judicial systems, government policies, and constitutional amendments. It provides discussion prompts and questions for online forum posts on topics like judicial activism, separation of powers, education policy, and proposed constitutional amendments. Students are instructed to write initial posts of 200-250 words responding to prompts, and to reply to other students' posts with additional comments. They are asked to support their own views with citations and explain their perspectives on issues like effectiveness and consistency with constitutional frameworks.
Three Landmark Court Cases
Three landmark US Supreme Court cases established key principles of the American legal system. Marbury v. Madison in 1803 established the principle of judicial review by striking down a law as unconstitutional. McCulloch v. Maryland in 1819 asserted that Congress had broad powers under the Elastic Clause and that federal law supersedes state law. United States v. Nixon in 1974 reinforced the rule of law by ruling that executive privilege is not absolute and that presidents must comply with legal processes.
Three landmark court cases answers
Three landmark US Supreme Court cases established key principles of the American legal system. Marbury v. Madison in 1803 established the principle of judicial review by striking down a law as unconstitutional. McCulloch v. Maryland in 1819 asserted that Congress had broad powers under the Elastic Clause and that federal law supersedes state law. United States v. Nixon in 1974 reinforced the rule of law by ruling that executive privilege is not absolute and that presidents must comply with legal processes.
More Related Content
Similar to Chapter 7 Assignments
Domestic politics at the turn of the 21st student version
This document provides background information and instructions for an assignment on analyzing domestic policy goals of U.S. presidents. It explains that students will create a "Janus figure" - a two-faced symbol representing goals achieved and not achieved. Guidelines are provided for researching a president and identifying their major domestic policies, designing symbols to represent these goals, and rating the president's overall success. Examples of policies from Reagan, Bush, Clinton and Bush are also listed.
For your final project, you will be researching an individual and th.docx
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:
Franklin D. Roosevelt/Health care administration
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 the contribution to community/public health at the time
GRADED ELEMENT:
Describe the final outcome of this individual’s contribution to community and/or public health
HELP:
Think about this question: What occurred as a result of this person’s action?
GRADED ELEMENT:
Explain what his/her contribution did for overall community and/or public health at the time
HELP:
Think about this question: What was the purpose for the community and/or nat ...
Examining the Ongoing Evolution of American Government by Eric Cole
This is an excerpt from a student-designed multi-touch iBook. A fully functional version is available free at iTunes http://apple.co/1Y8gAhI
Significant Contributions To Public Health Part 3.docx
This document outlines the requirements for a final project where students will research an individual and their contributions to public health. Students must select a historical figure from a list or get approval for another person. They will describe the individual's background and the context of the time period. Students will examine the individual's beliefs that prompted their work, how they overcame adversities, and the outcomes and importance of their contributions to public health. The project can be presented as a written paper or presentation following APA style guidelines.
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.
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 Essay.docx
This document provides an outline for an essay assignment on significant historical contributions to public health. Students are instructed to research a figure in public health history, describe their background and the context of the time period in which they worked, examine what motivated their contribution and how they overcame challenges, and analyze the outcome and lasting impact of their work on public health both at the time and today. The document gives examples for addressing each section and emphasizes the importance of critical thinking, research, and avoiding plagiarism in completing the assignment.
Ashford pol 201 all discussion questions
This document contains discussion questions and prompts for an Ashford POL 201 course. It includes multiple topics related to American government and the Constitution, such as separation of powers, amending the Constitution, federalism, education policy, congressional representation, the Electoral College, judicial review, and habeas corpus. Students are asked to initially post responses of 200-250 words to questions on these topics, and also to respond to at least two classmates' posts with comments of at least 75 words.
Ashford pol 201 all discussion questions
This document contains discussion questions from an Ashford University POL 201 course. It includes multiple topics related to the US Constitution, government, and public policy. Students are asked to initially post responses of 200-250 words to questions analyzing concepts like separation of powers, proposed constitutional amendments, federalism, the role of Congress, the Electoral College, judicial review, and habeas corpus. They are also asked to respond to at least two classmates' posts.
Ashford pol 201 all discussion questions
The document discusses several discussion topics for an Ashford POL 201 course, including separation of powers and checks and balances, amending the US Constitution, federalism and education policy, representation in the House of Representatives, and the presidential leadership and the Electoral College. For each topic, it provides discussion questions and instructions for initial posts and responses to classmates.
Ashford pol 201 all discussion questions
This document contains discussion questions from an Ashford University POL 201 course. It includes multiple topics related to separation of powers, constitutional amendments, federalism, congressional representation, the electoral college, judicial review, and habeas corpus. For each topic, students are asked to write an initial post summarizing and analyzing the issues, and to respond to at least two classmates' posts.
Week 6 Globalization and the Flattening of the WorldGlobalizati
Week 6: Globalization and the Flattening of the World
Globalization.
Do you look at this concept as a positive (glass half-full) or negative (glass half-empty)?
The fall of Communism and the rise of global threats and globalization leveled the playing field for nations throughout the world. Nations began to expand their economic strategies, political theories, and collaborate to create new foreign policies. This new era of globalization hastened the progress of developing countries, but also provided resources for terrorist activities. Former tensions between rivals with varying religious and ethnic practices reared its ugly head leading to an increase in terrorism. This, in turn, lead nations and global governing bodies such as NATO, to react.
Last week you had the opportunity to reflect upon the information you have acquired during this course when you completed your Final Project. This week, you will be able to expand upon that reflection and review your fellow classmates' Final Projects. You will also examine the events from 1945–2000 and assess the effects and consequences of globalization. You will have the opportunity to analyze their opinions and consider how they compare and contrast to your own beliefs. Will their thoughts affect your viewpoints in the future?
Learning Objectives
By the end of this week, you should be able to:
Justify the choice of the most important element from your Top 3 list
Draw inferences from assessments, both positive and negative, of globalization and the effects on local and global levels
Evaluate the roles and responsibilities of today's world citizen
Identify political leaders, policies, and elements during the time of 1945–2000 that led to globalization and the flattening of the world
Learning Resources
Required Readings
Horowitz, I. L. (2006). Feuding with the past, fearing the future: Globalization as a cultural metaphor for the struggle between nation-state and world-economy.
Social Philosophy & Policy,
23
(1), 266.
Reilly, K. (2012).
The human journey: A concise introduction to world history
. Lanham, MD: Rowman & Littlefield.
The Human Journey: A Concise Introduction to World History, 1450 to the Present, 2nd Edition by Reilly, K. Copyright 2012 by Rowman & Littlefield Publishers, Inc.. Reprinted by permission of Rowman & Littlefield Publishers, Inc. via the Copyright Clearance Center.
Read sections on “The United States as a Global Power,” “Achieving Independence” and “New Nations on the Global Stage.”
Axford, B., & Huggins, R. (Eds.). (2011).
Cultures and/of globalization.
Read Chapter 4 located in Part 1.
Kupchan, C. (2012).
No one's world: The west, the rising rest, and the coming global turn.
Read Chapter 5.
Discussion 1: Twentieth Century Top Element
It is through the differences of opinions that societies have forged ahead, fought wars, and formed outside alliances throughout all of history. These differences have questioned theories, policies, and actions ...
Part I Write an essay in response to one of the following four q.docx
Part I Write an essay in response to
one
of the following four questions (40 points – suggested length: about 2-3 pages)
1. What are public goods, and why is it often difficult to organize collective action to achieve them? What does the relationship between collective action problems and public goods imply about the role of government and politics?
2. What are the advantages and disadvantages of states having a strong role in the American political system? Based on class discussions, lectures, and reading, would you say that states currently have too much power or too little? Explain your answer with examples.
3. What are the primary goals and motivations of members of Congress? What are some of the things that Congress members do during their time in office to achieve their goals? How does the electionmotivated behavior of individual Congress members affect the ability of Congress to perform its institutional role as the national legislature?
4. Identify and discuss any three separate political compromises that shaped the Constitution. Why was it necessary to compromise on each of those issues? What alternatives were considered? Why was the compromise eventually adopted?
Part II Madisonian Democracy and Civil Rights (60 points – suggested length: about 4-5 pages) What do the events and achievements of the Civil Rights Movement and the continuing struggle towards civil rights equality demonstrate the quality of democracy in America? Write an essay in which you analyze that question by comparing and contrasting Madisonian versus Participatory/Majoritarian concepts of democracy. In your essay, be sure to …
a) Develop a thesis argument about the Civil Rights Movement as a test case for the quality of American democracy.
b) Define the concept of Madisonian Democracy, and discuss how it differs from a majoritarian / participatory understanding of democracy.
c) Analyze the way that America’s Madisonian governing institutions and democratic processes shaped the important political events and eventual policy outcomes of the Civil Rights Movement.
d) Provide counter-arguments about the quality of democracy in America as demonstrated by the Civil Rights movement and the continuing struggle to achieve civil rights equality. Essay-writing tips: ∑ Create a detailed outline of your essay before writing, including thesis arguments for the entire essay and main points for each section. ∑ Be sure that your essay contains a clear introduction and conclusion. Review your essay before submitting it: ∑ Is your thesis statement clearly written and supported by the body of the essay? Do you fully define and explain the major concepts in the essay? Does your writing clearly communicate your intended points?
.
Your response should be at least 2 full pages in length. Opinion.docx
Your response should be at least 2 full pages in length. Opinions are good things, but unsupported opinions are not. Cite your sources Properly with proper format.
(1).Joseph Overton in his model of policy change termed the “Overton Window” argued that only a relatively narrow range of potential policies will be considered politically acceptable. For elected officials this means that they will support policy options that will not get them un-elected from office. In general, then, the window shifts to include different policy options reflecting electability and not necessarily real policy problems. What are the implications of that scenario?
(2).In his recent article in the Washington Post political scientist David Lay Williams asks a Question: “Does virtue matter in American politics today?” Respond to his question. First layout his analysis of modern politics in relationship to his reading of American political history. Do you think that it is necessary to “bring together political power and moral virtue” with respect to both political leadership
and
citizenship?
.
Choose an influential public figure from the century to the.docx
This document provides instructions for an assignment to choose an influential public figure from the mid-19th century to present day and create a one-page outline analyzing their relevance and impact. Students must choose a figure that influenced a civil rights movement in areas like creed, race, age, status or gender. They should identify how this figure is viewed nationally and internationally, and discuss how they influenced challenges and opportunities for the US as a global power. The outline should introduce the figure, analyze their civil rights impact, identify their national and world standing, discuss their international impact on the US, and provide perspective on if their impact was progressive.
Pol 201 assignments for dowload
http://myessaybank.com/paper/id/2977/Habeas-Corpus-and-the-War-on-Terror-POL201-DQ-1-American-National-Government-Week-5-POL201-DQ-Week-5
http://myessaybank.com/paper/id/2976/Habeas-Corpus-and-the-War-on-Terror-POL201-DQ-1-American-National-Government-Week-5-POL201-DQ-Week-5
http://myessaybank.com/paper/id/2975/Party-Platforms-and-Winning-Elections-POL201-DQ-1-American-National-Government-Week-5-POL201-DQ-Week-5
http://myessaybank.com/paper/id/2974/The-Supreme-Court-and-Judicial-Review-POL201-DQ-2-American-National-Government-Week-4-POL201-DQ-Week-4
http://myessaybank.com/paper/id/2973/Habeas-Corpus-and-the-War-on-Terror-POL201-DQ-2-American-National-Government-Week-4-POL201-DQ-Week-4
http://myessaybank.com/paper/id/2972/Defense-Spending-and-the-MilitaryIndustrial-Complex-POL201-DQ-2-American-National-Government-Week-3
http://myessaybank.com/paper/id/2971/Presidential-Leadership-and-the-Electoral-College-POL201-DQ-1-American-National-Government-POL201-DQ-1-Week-3
http://myessaybank.com/paper/id/2970/Meet-Your-Rep-POL201-DQ-2-American-National-Government-Week-2
http://myessaybank.com/paper/id/2969/Policymaking-in-the-Federal-System-POL201-DQ-1-American-National-Government-Week-2
http://myessaybank.com/paper/id/2968/Amending-the-US-Constitution-POL201-DQ-2-American-National-Government
http://myessaybank.com/paper/id/2967/Separation-of-PowersChecks-and-Balances-POL201-DQ-1-American-National-Government
WEEK 1 DISCUSSION 1
For much of 2011 and 2012, public dissatisfaction with Congress rose to all time highs, with 70-80% expressing disapproval with how Congress does its job. Many commentators note that Americans are fed up with Washington "grid-lock" that makes government apparently unable to address important problems. Other observers believe that the national government is acting according to its design, based on separation of powers and checks and balances.
Before writing your initial post, review the assigned resources. To easily access the resources from the Ashford University Library, please see the table located in the Course Materials section.
In your initial post of at least 200-250 words, analyze how the U.S. Constitution implements separation of powers and checks and balances. Briefly explain why the constitutional framers based the new government on these ideas. Evaluate how separation of powers and checks and balances are working out in practice, today, justifying your assessment with persuasive reasoning and examples.
Fully respond to all parts of the question. Write in your own words. Support your position with APA citations to two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
By Day 7, respond to at least two of your classmates' initial posts. Your peer responses each must be at least 75 words. They must demonstrate critical thinking (e.g., ask a relevant question
What Can One Person Do Secondary Research Project Y.docx
What Can One Person Do?
Secondary Research Project
Your mission, should you choose to accept it, is to create a shareable educational
resource about a particular structural inequality. In it, you will 1) describe the structural
inequality and 2) recommend at least 1 specific action people can take to help disrupt,
dismantle, or otherwise work against that structure. There are 3 major components to this
project: the resource itself, a 2-3 page reflection piece, and a Works Cited. Instructions
for each can be found below.
In doing this assignment, you’ll get the chance to:
• Synthesize information and ideas you’ve come across in the
readings, conversations, and assignments.
• Reflect on how education can be a crucial component of being an
active, engaged member of your community and of society as a
whole.
• Produce a concrete resource that you can put out into the world
about your topic.
Educational Resource Instructions
For the resource itself, I’m giving you a fair amount of freedom. You have to create an
educational resource, but the exact form it takes is really up to you. Some options people
have done in the past:
• Write an editorial/article about your topic that could be submitted
to a newspaper or other periodical. (You don’t have to actually
submit it.)
• Create a brochure about your topic that can be printed and
distributed.
• Create a short zine about your topic that can be printed and
distributed.
• Produce a short podcast or video about your topic.
• Create a blog post (with links for more info) about your topic.
• Create a website about your topic.
• Create an educational board game or video game about your topic.
• Something else that you come up with (and get approved by me)
While you have a lot of freedom for the form of the project, there are certain criteria that
all projects must meet. To get full credit your resource must:
• Be targeted towards a particular audience (likely a particular
group of stakeholders for the issue)—Think about whom you want
to reach. Who is likely to care about the issue if they learned about
it? Who might be willing and able to take action?
o Your target audience should influence the form and
language of the project. For example, you probably
wouldn’t create a video game if your target audience is
Idaho congresspeople (or maybe you would?).
• Contain the following components
1. A short background on the situation. Explain what is going
on, how it’s unequal, and why we should care about it.
2. A description of the communities that are most impacted by
the issue and how they are impacted. This is related to the
previous component; one way to make people care about an
issue is to show them the harm it is causing to a particular
group of people.
3. A description of at least 1 important cultural story or belief
that helps sustain the conditions of inequality. As Schwalbe
argues in Ch. 4—Arresting the Imagination, cul.
Foreign policy simile project
This document provides guidelines for students to create visual similes representing different perspectives on U.S. foreign policy around the turn of the 20th century. Students will be assigned to groups and roles to research a particular country or region's relationship with the U.S. They will then develop two similes - one from the American perspective and one from the perspective of their assigned country or region. The similes should include visual representations and descriptions of the most important facts about U.S. foreign policy from each viewpoint. Groups will then present their similes to the class.
Writing GuidelinesStep 1 -- SummarizingA summary is a short para.docx
Writing Guidelines
Step 1 -- Summarizing
A summary is a short paragraph telling what the
main idea
of a reading/lecture/video is about. These are some basic steps to follow in order to create a summary:
Read the text and underline or highlight the main idea and the main details.
Put the text aside and write down the main idea and details in a separate document/on a separate piece of paper.
DO NOT LOOK AT THE ORIGINAL DOCUMENT
!
Write your summary using your typed/handwritten notes.
Check your summary and the original article to be sure you have included only the most
important information
and that you have not
directly copied from the article.
Step 2 -- Interpretation
Keep in mind these guidelines for analysis of your document from the
Document Interpretation Tutorial
.
Questions to ask of any source..
Who is the author?
Who wrote or created this? Is there a single or multiple authors? An author's identity sometimes helps you answer the later questions.
What type of source is this?
Is it a photograph or a poem? A biography or a government document? This is a simple but crucial step because you must consider what you can expect to learn from the document.
What is the message of this source?
What is the author describing? What is happening in the text or image? What is the story?
Who is the intended audience?
Who is the author addressing? Was the source intended for private or public consumption? Identifying the audience will help you answer the next question.
Why was this source created?
Does the author have an agenda, a larger purpose? Is the author trying to persuade the audience? Is the document or source simply a compilation of facts, or does it include opinion, inference, or interpretation?
Is this source credible and accurate?
Historians must examine every source with a critical eye. What do you know about the author? Does the document make sense? Do the facts presented by the author or what you know about the time period support the thesis, statement, assertion, or story the author is conveying? Why should you trust, or distrust, this source?
How is this source valuable to me?
How does the source relate to other sources from the time period or along the same issue or theme? Does it support or contradict them? Does it repeat information from other sources or add new information? How relevant is the source to your topic of inquiry? Does it extensively cover your topic, or only marginally or not at all? Remember, you should explore enough sources to obtain a variety of viewpoints.
Document Interpretation 4: "Hamilton and Jefferson", & The Masters Class
No unread replies.
2
2 replies.
Overview
One of the most important skills a historian develops is the ability to evaluate historical documents. This evaluation concerns asking questions of the documents that allows a historian to have insight in a particular topic or period being investigated. This week's documents relate to the weekly module topic. This week's documents re.
Pol 319 week 5 dq 1 judicial activism
This document discusses several topics related to judicial systems, government policies, and constitutional amendments. It provides discussion prompts and questions for online forum posts on topics like judicial activism, separation of powers, education policy, and proposed constitutional amendments. Students are instructed to write initial posts of 200-250 words responding to prompts, and to reply to other students' posts with additional comments. They are asked to support their own views with citations and explain their perspectives on issues like effectiveness and consistency with constitutional frameworks.
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Choose an influential public figure from the century to the.docx
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Three Landmark Court Cases
Three landmark US Supreme Court cases established key principles of the American legal system. Marbury v. Madison in 1803 established the principle of judicial review by striking down a law as unconstitutional. McCulloch v. Maryland in 1819 asserted that Congress had broad powers under the Elastic Clause and that federal law supersedes state law. United States v. Nixon in 1974 reinforced the rule of law by ruling that executive privilege is not absolute and that presidents must comply with legal processes.
Three landmark court cases answers
Three landmark US Supreme Court cases established key principles of the American legal system. Marbury v. Madison in 1803 established the principle of judicial review by striking down a law as unconstitutional. McCulloch v. Maryland in 1819 asserted that Congress had broad powers under the Elastic Clause and that federal law supersedes state law. United States v. Nixon in 1974 reinforced the rule of law by ruling that executive privilege is not absolute and that presidents must comply with legal processes.
Constitution Organization
The document outlines three broad purposes of the U.S. government: to form a more perfect union among states, to establish the national legislative branch, and to protect basic freedoms through the 1st Amendment.
Chapter 3 Assignments
- Virginia House of Burgesses established in 1619, laying the groundwork for representative government in the colonies. The Mayflower Compact of 1620 established self-government for the Plymouth colony. The French and Indian War in the 1750s led the colonies to realize the need to unite.
- The Stamp Act of 1765 and the battles of Lexington and Concord in 1775 increased tensions between the colonies and Britain. This led to the Declaration of Independence in 1776 and the start of the Revolutionary War.
Chapter 3 assignments
- Virginia House of Burgesses established in 1619, laying the groundwork for representative government in the colonies. The Mayflower Compact of 1620 established self-government for the Plymouth colony. The French and Indian War in the 1750s led the colonies to realize the need to unite.
- The Stamp Act of 1765 and the battles of Lexington and Concord in 1775 increased tensions between the colonies and Britain. This led to the Declaration of Independence in 1776 and the start of the Revolutionary War.
Roots of American Democracy
The document discusses several religious, philosophical, and historical influences on democracy:
1) Judeo-Christian traditions and natural law philosophy emphasized respect for universal moral principles and law.
2) Ancient Greece practiced direct democracy through town meetings, while ancient Rome used representative democracy with elected officials.
3) Documents like the Magna Carta, Petition of Right, and English Bill of Rights established principles of limited government and individual rights that influenced later democratic thought.
4) Enlightenment thinkers like Hobbes, Locke, Montesquieu and Rousseau developed social contract theory and advocated for separation of powers, consent of the governed, and popular sovereignty.
5) Foundational documents like the Mayflower Comp
Roots of American Democracy
The document traces the roots of American democracy from ancient Judeo-Christian traditions of justice and natural law through direct democracy in ancient Greece and representative democracy in ancient Rome. It then discusses how the English tradition was built on documents like the Magna Carta, Petition of Right, and English Bill of Rights that limited the power of the king and established rights. Enlightenment thinkers like Hobbes, Locke, Montesquieu, and Rousseau further developed ideas around social contracts, consent of the governed, separation of powers, and popular sovereignty. Early American documents like the Mayflower Compact, Massachusetts Body of Liberties, and Declaration of Independence incorporated these principles.
ISS Curriculum Map 2012 2013
The document provides an outline of course content related to principles of government and the U.S. Constitution. It includes sections on forms of government, limited government, distribution of powers, and other core concepts. The outline lists learning targets and provides example activities for teachers to use over multiple class periods to help students analyze and interpret key constitutional principles.
Economics Chapter 3 Assignments
This document contains reading notes and assignments on economic systems and comparative economics. Students are asked to explain why each of the three fundamental economic questions are important for society to answer, rank six economic goals from most to least important with justifications, create symbols and record key features for different economic systems, fill in information about command and market economies, and fill in data from the CIA world factbook about assigned countries for comparative economics analysis.
Economics Chapter 2 Assignments
The document discusses key economic concepts such as wants, goods, services, scarcity, opportunity cost, diminishing marginal utility, and production possibilities frontier. It provides definitions and examples for students to demonstrate their understanding of these terms. Students are asked to create pictowords, flowcharts, and graphs, and describe decisions they have made to illustrate these economic principles.
Economics Chapter 1 Assignments
The document contains several questions and prompts related to introductory economic concepts. It asks the reader to choose between free and paid products, consider business location decisions, and explain small changes that could save time and money. It also provides prompts for writing an acrostic poem about economics, creating models to illustrate economic principles, and making graphs and flowcharts to demonstrate economic methods.
Roots of imperialism
The document outlines several factors that contributed to the rise of American imperialism in the late 19th century, including economic and military motivations. It discusses how the US expanded its influence through acquiring Alaska, gaining a sphere of influence in Latin America, and annexing Hawaii. The Spanish-American War is described as a major turning point where the US took control of Cuba, Puerto Rico, Guam, and the Philippines after defeating Spain, sparking debates around American imperialism.
Spanish American War
The document discusses the causes and effects of the Spanish-American War in 3 paragraphs. It began with imperialism and the economic, nationalistic, and military reasons that led the US to expand overseas. This included acquiring Alaska, Hawaii, and Guam. The second paragraph details the causes of the Spanish-American War, including the explosion of the USS Maine and Cuban rebels fighting Spanish rule. The final paragraph outlines the effects, including the US gaining control of Guam, the Philippines, and Cuba through the Treaty of Paris. It also discusses the debates around American imperialism that emerged after the war.
Populism
The document summarizes the social and political tensions in the United States during the late 19th century. It describes how African Americans faced discrimination through laws like Jim Crow and lynchings, while Asian immigrants faced discrimination through the Chinese Exclusion Act. It also discusses the women's suffrage movement, corruption in Gilded Age politics, the rise of third parties like the Populist Party in response to economic hardship among farmers, and events like the 1896 presidential election between William McKinley and William Jennings Bryan.
Immigration & Urbanization
During the late 19th century, many immigrants came to the United States for economic opportunities and religious freedom. New immigrants came from southern and eastern Europe, tended to be unskilled or poor, and settled in cities. They faced both push factors like famine and war in their home countries, as well as pull factors like available jobs. Ellis Island processed immigrants arriving in New York, while Angel Island processed Asian immigrants arriving in San Francisco with more scrutiny. Americanization efforts aimed to assimilate immigrants by teaching them English and American customs, but nativism and laws like the Chinese Exclusion Act also increased. Rapid urbanization and industrialization changed American society and culture.
Industry & Immigration
During the period of 1865-1914, industrialization in the United States was driven by several key factors: the Civil War encouraged production and infrastructure expansion, abundant natural resources fueled growth, and immigrants willing to work for low wages increased the workforce. Innovative new technologies and business practices further accelerated industrialization. The government pursued policies like protective tariffs and laissez-faire regulation that encouraged business investment and minimal oversight. Important inventors like Edison and entrepreneurs including Carnegie and Rockefeller pioneered new technologies and business strategies that transformed industries and the rise of big business.
The Triumph of Industry
This document provides key terms related to major industrialists and events in the late 19th century United States, including John D. Rockefeller, Andrew Carnegie, Thomas Edison, corporations, monopolies, trusts, mass production, the Haymarket Riot, the Knights of Labor, the Homestead Strike, and social Darwinism.
2010 Integrated Social Studies Course Syllabus
This document provides a syllabus for an integrated social studies course at Lewis County High School for 10th grade students in the 2010-2011 school year. The course aims to create active, informed citizens by exploring topics in government, economics, and geography. Students will analyze ideas that have influenced society. They will be evaluated based on assignments, projects, notebooks, discussions, and tests. The syllabus outlines required materials, textbooks, grading scale, classroom expectations of respect, responsibility, and restraint, and detailed classroom procedures.
2010 iss syllabus
This document provides a syllabus for an integrated social studies course at Lewis County High School for 10th grade students in the 2010-2011 school year. The course aims to create active, informed citizens by exploring topics in government, economics, and geography. Students will analyze ideas that have influenced society. The syllabus outlines course standards, required materials, grading policies, classroom expectations, and procedures.
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Chapter 7 Assignments
- 1. Civics T-Chart • Create a t-chart with the headings “Civic Rights” and “Civic Responsibilities.” • As you read 7.2, record the rights and responsibilities that come with U.S. citizenship • Look for 4-5 answers for each side of the chart.
- 2. Steps to American Citizenship Flyer • Create a how-to flier for becoming a naturalized U.S. citizen. Your flier must include information on or an explanation of the following: – Requirements for becoming a citizen – Application for naturalization – Interview with an immigration official – Citizenship ceremony – Rights that new citizens gain • Organize the information in an attractive, easy-to- read format that would help people understand the naturalization process. Include at least one illustration
- 3. 7.4 Reading Notes As you read 7.4 (pg. 129)… 1. Which shared political value do you feel is most important to the American way of life, and why? (Be sure to support your answer with at least 2 supporting details.) 2. Create a visual representation of the U.S. political landscape for each of these ideologies: liberalism, conservatism, socialism, libertarianism, environmentalism, and centrism. Word Definition or explanation of idea Rate the ideology on a scale of 1 (“I Picture to represent the idea identify with this.”) to 6 (“I do NOT identify with this.”)
- 4. 7.5 Reading Notes 1. What is social capital, and do you think it is important? Why or why not? 2. Of the four categories of civic engagement, which best describes you (or will describe you once you can vote), and why?
- 5. • www.politicalcompass.org • Read the introduction. • Take the test. • Plot your position on the graph. • Sign Pugh’s paper.
- 6. Local Civic Participation • Think about the problems facing your community. Then choose one issue or problem that you feel strongly about. Write a short paragraph explaining why this is a problem. Back up your argument with at least three facts. • Now develop a plan of action to address the issue. Include in your plan of action at least two of the forms of civic participation you learned about.