Choose 1 of the following topics to write an essay. 700-800 word
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Choose 1 of the following topics to write an essay. 700-800 words. 1. Describe and analyze the development of the system known as “Jim Crow” in the period after the end of the Civil War. Your essay should include a discussion of legislative changes to the constitution, key aspects of the period of Reconstruction, specific actions designed to limit African American rights, and major Supreme Court decisions. 2. Describe and analyze the philosophies of three major African American race leaders or artists in the period between the Civil War and World War II. Make sure to give some biographical background on the individual, outline the individual’s major philosophies and work, and then provide a critical assessment. Suggest keywords: Emancipation Proclamation Reconstruction 13th Amendment 14th Amendment 15th Amendment Sharecropping Explain the major thesis of the book Slavery by Another Name Convict Labor A Red Record Tulsa Race Riot/Tulsa Massacre Lynching American Colonization Society Segregation Plessy vs. Ferguson Williams vs. Mississippi Name three major points of Booker T. Washington’s Atlanta Exposition Address Tuskegee Institute George Washington Carver Souls of Black Folk Talented Tenth Double Consciousness Universal Negro Improvement Association Black Star Line Marcus Garvey Pan Africanism Scramble for Africa Niagara Movement Madame C.J. Walker Straightening Comb Explain the major thesis of the book A Voice from the South by Anna Julia Cooper Storyville Ass Music Sportin’ Life Funky Butt Hall Buddy Bolden Second Line Satchmo Take the A Train Robert Johnson W. C. Handy Hoochie Coochie Man Howlin’ Wolf William Seymour Sanctified Music Thomas Dorsey Mahalia Jackson ...
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HIS 311 Education Organization / snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking to are slightly familiar with political American culture.
Prepare 1–2 pages of notes addressing each of the following criteria:
Refer to Table 1-
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
The Black Power Movement, A State of the Field. Joseph PE, 2009.
December 2009 The Journal of American History
The History of ReconstructionBackground Many Americans like.docx
The History of Reconstruction
Background:
Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.
Resources:
Review the following resources about the differences between primary and secondary sources:
BeamLibrary. (2009, September 23).
Primary, secondary, tertiary sources
. [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8
Review the
How to Research Primary Sources
and
How to Research Secondary Sources
in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.
When responding to the questions, draw from at least
ONE
of the following primary sources and specifically cite them in your post:
Bruce, B. K. (1876, March 31).
Speech in the Senate
. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php
Johnson, J. R. (1865, Aug. 4).
Northern teacher to the Freedmen’s Bureau commissioner
.
Land and Labor
, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
The Ku-Klux
. (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm
United States Congress. (1866, April 9).
Civil Rights Act
. Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html
Also, draw from the material in ONE of the following films:
Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002).
What is freedom?
. [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Pollard, S. (Producer & Director). (2012).
Slavery by another name
. [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/
Instr.
His 311 Exceptional Education-snaptutorial.com
For more classes visit
www.snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking to are slightly familiar with political American culture.
Essay Provide a 1-3 page response (written) to the following ques.docx
Essay: Provide a 1-3 page response (written) to the following question. There are a total of ten (10) possible points for this section.
We began our class talking about “America the exception.” In other words, America was an exception to the great civilizations of the past (ancient China, Rome, Egypt, etc.) in that American society was not ruled by a monarch or religious official but by the people. The years between the establishment of the Constitution and the Civil War posed a significant challenge to the concept of the “people’s rule” in America. Construct an argumentative essay that discusses the challenges that the expansion of the federal government, the Industrial Revolution, and, most importantly, chattel slavery posed to American freedom and democracy. Why were these issues so challenging and what did America do to “restore” power to the people?
It may be helpful to consider the following issues:
· The Northwest Ordinance
· Internal Slave Trade
· Industrialization/Lowell, Massachusetts
· Urbanization
· The Missouri Compromise
· Texas annexation
· The Compromise of 1850
· The Kansas-Nebraska Act
· The Dred Scott Decision
· Gettysburg Address
· Black Codes
· 13th, 14th, and 15th Amendments
*** You are expected to treat this question with the same consideration you would any other essay. It should have a thesis. It should be properly organized. It should be written in complete sentences. I do not expect citations. I do expect that you appropriately engage course material.
...
HIS 311 Enhance teaching - snaptutorial.com
For more classes visit
www.snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes.
Recommended
HIS 311 Education Organization / snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking to are slightly familiar with political American culture.
Prepare 1–2 pages of notes addressing each of the following criteria:
Refer to Table 1-
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
The Black Power Movement, A State of the Field. Joseph PE, 2009.
December 2009 The Journal of American History
The History of ReconstructionBackground Many Americans like.docx
The History of Reconstruction
Background:
Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.
Resources:
Review the following resources about the differences between primary and secondary sources:
BeamLibrary. (2009, September 23).
Primary, secondary, tertiary sources
. [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8
Review the
How to Research Primary Sources
and
How to Research Secondary Sources
in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.
When responding to the questions, draw from at least
ONE
of the following primary sources and specifically cite them in your post:
Bruce, B. K. (1876, March 31).
Speech in the Senate
. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php
Johnson, J. R. (1865, Aug. 4).
Northern teacher to the Freedmen’s Bureau commissioner
.
Land and Labor
, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
The Ku-Klux
. (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm
United States Congress. (1866, April 9).
Civil Rights Act
. Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html
Also, draw from the material in ONE of the following films:
Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002).
What is freedom?
. [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Pollard, S. (Producer & Director). (2012).
Slavery by another name
. [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/
Instr.
His 311 Exceptional Education-snaptutorial.com
For more classes visit
www.snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking to are slightly familiar with political American culture.
Essay Provide a 1-3 page response (written) to the following ques.docx
Essay: Provide a 1-3 page response (written) to the following question. There are a total of ten (10) possible points for this section.
We began our class talking about “America the exception.” In other words, America was an exception to the great civilizations of the past (ancient China, Rome, Egypt, etc.) in that American society was not ruled by a monarch or religious official but by the people. The years between the establishment of the Constitution and the Civil War posed a significant challenge to the concept of the “people’s rule” in America. Construct an argumentative essay that discusses the challenges that the expansion of the federal government, the Industrial Revolution, and, most importantly, chattel slavery posed to American freedom and democracy. Why were these issues so challenging and what did America do to “restore” power to the people?
It may be helpful to consider the following issues:
· The Northwest Ordinance
· Internal Slave Trade
· Industrialization/Lowell, Massachusetts
· Urbanization
· The Missouri Compromise
· Texas annexation
· The Compromise of 1850
· The Kansas-Nebraska Act
· The Dred Scott Decision
· Gettysburg Address
· Black Codes
· 13th, 14th, and 15th Amendments
*** You are expected to treat this question with the same consideration you would any other essay. It should have a thesis. It should be properly organized. It should be written in complete sentences. I do not expect citations. I do expect that you appropriately engage course material.
...
HIS 311 Enhance teaching - snaptutorial.com
For more classes visit
www.snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes.
His 311 Education Specialist-snaptutorial.com
For more classes visit
www.snaptutorial.com
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking
1. African AmericansThey are also known as the black Americans.docx
1. African Americans
They are also known as the black Americans or the Afro Americans. They are a group of citizens or residents living in the United States of America and they have partial or total ancestry from any native population of the sub-Saharan Africa. Some are also descendants of African Slaves. They are the second largest ethnic and racial minority in the United States
2. Events
Event 1: 1877 to 1945
Event: National Association for the Advancement of Colored people (NAACP)
In 12th February 1909 the National Association for advancement of colored people was founded by sixty prominent black and white intellectuals, reformers and socialists like James Weldon, Ella Baker, Moor field Storey, Walter white, Roy Wilkins, Benjamin among others they were led by W.E.B Du Bois in New York. The organization was founded when the United States was facing a national crisis of racism to secure the civil and political rights of African Americans and fight for justice for all Americans.103 years later since its inception it’s the oldest, largest and most influential civil rights organization (Tishkoff, Reed, Friedlaender, Ehret, Ranciaro, Froment & Williams, 2009).
Event 2:1877 to 1945
Event: Universal Negro Improvement Association (UNIA)
In August1914 Marcus Garvey established the universal Negro Improvement association an influential nationalist organization in Jamaica where it operated until he moved to England in 1935 ( Sitkoff, 2009). The organization was founded to promote the spirit of race and pride and also create the sense of peace in black people and to unite all Africa and its Diasporas and redeem it from white rule. The UNIA closed in 1982 but it is recognized as a historic landmark by the National Register of Historic Places and the Ohio Historic Preservation Office (Marable, 1991).
Event 3: 1945 to present
Event: Southern Christian Leadership Conference (SCLC)
Between January and February 1957 a civil rights group named the Southern Christian Leadership Conference was founded by Martin Luther king, Charles k Steele and Fred L Shuttle worth in New Orleans to fight all forms of segregation (Harding, 1981).
Event 4: 1945 to present
Event: The first African American President and Attorney General
In 2008 senator Barack Obama from Chicago became the first African American President nominee as a major party nominee for president. On November 4th 2009 he became the first African American president to be elected president and the 44th president of the United States of America. On February 2nd Erick H Holder became the first African American to serve as Attorney General.
3. Sources
Primary Sources
Washington, J. M. (1986). The essential writings and speeches of Martin Luther King, Jr. San Francisco: Harper San Francisco.
In 28th August 1963 martin Luther King in his speech spoke of how he longed for unity between the white and black Americans and freedom for the black Americans his speech has been recited by many people and it clearly ...
HistoriansForumThe Emancipation ProclamationTHE EMANCIP.docx
Historians'Forum
The Emancipation Proclamation
THE EMANCIPATION PROCLAMATION
By the President of the United States of America:
A Proclamation.
Whereas, on the twenty-second day of September, in the year of our Lord
one thousand eight hundred and sixty-two, a proclamation was issued hy
the President of the United States, containing, among other things, the fol-
lowing, to wit:
"That on the first day of January, in the year of our Lord one thousand
eight hundred and sixty-three, all persons held as slaves within any State
or designated part of a State, the people whereof shall then be in rebellion
against the United States, shall be then, thenceforward, and forever free; and
the Executive Government of the United States, including the military and
naval authority thereof, will recognize and maintain the freedom of such
persons, and will do no act or acts to repress such persons, or any of them,
in any efforts they may make for their actual freedom.
"Tliat the Executive will, on the first day of January aforesaid, by procla-
mation, designate the States and parts of States, if any, in which the people
thereof, respectively, shall then be in rebellion against the United States; and
the fact that any State, or the people thereof, shall on that day be, in good
faith, represented in the Congress of the United States by members chosen
thereto at elections wherein a majority of the qualified voters of such State shall
have participated, shall, in the absence of strong countervailing testimony, be
Civil War History, Vol. LIX No. 1 © 2013 by The Kent State University Press
8 Civil War History
deemed conclusive evidence that such State, and the people thereof, are not
then in rebellion against the United States."
Now, therefore I, Abraham Lincoln, President of the United States, by
virtue of the power in me vested as Commander-in-Chief, of the Army
and Navy of the United States in time of actual armed rebellion against the
authority and government of the United States, and as a fit and necessary
war measure for suppressing said rebellion, do, on this first day of January,
in the year of our Lord one thousand eight hundred and sixty-three, and in
accordance with my purpose so to do publicly proclaimed for the full period
of one hundred days, from the day first above mentioned, order and designate
as the States and parts of States wherein the people thereof respectively, are
this day in rebellion against the United States, the following, to wit:
Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines,
Jefferson, St. John, St. Charles, St. James Ascension, Assumption, Terrebonne,
Lafourche, St. Mary, St. Martin, and Orleans, including the City of New
Orleans) Mississippi, Alabama, Florida, Georgia, South Carolina, North
Carolina, and Virginia, (except the forty-eight counties designated as West
Virginia, and also the counties of Berkley, Accomac, Northampton, Elizabeth
City, York, Princess Ann, and Norfolk, including the citi ...
Labor history, vol. 44, no. 3, 2003 sentinels for new south
Labor history, vol. 44, no. 3, 2003 sentinels for new south
In the 1930s, different historians, folklorists, and others as a.docx
In the 1930s, different historians, folklorists, and others as a part of the Works Progress Administration, made a point to interview the aging population of black Americans who were alive before the Civil War and remembered slavery. They collected more than 2,300 narratives and memoirs called the WPA American Slave Narratives. They are available in their entirety on the Library of Congress’s website. I am providing you with 11 selections of men and women telling their stories about life before the Civil War.
Your assignment is to write a
3 page essay
examining the narratives I have provided answering this question:
in what ways were the roles of African American men significantly different from women before the Civil War?
There are many ways to approach this essay, but my recommendation is to approach the topic thematically. Pick 2-3 themes, like family, work, or health, etc., create an argument and use the sources to support your argument.
Students will be evaluated on their thesis, their ability to use the sources to support their thesis, their overall comprehensive approach to the topic, as well as their clarity of writing.
...
E-Studies Lecture #5- DEBATE-Abdul Alkalimat
e-Black Studies: Introduction to Afro-American Studies, A PEOPLES COLLEGE PRIMER
http://www.scribd.com/doc/101374216/e-Black-Studies-Introduction-to-Afro-American-Studies-A-PEOPLES-COLLEGE-PRIMER
His 204 week 4 dq 1 a single american nation
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
History Essay. Part one. choose ONLY 1 essay question from the.docx
History Essay.
Part one.
choose ONLY 1 essay question from the list below, which covers chapter 15 and part of chapter 16 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.
Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART TWO
For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers part of chapter 16 and all of chapter 17 in ...
Race, Ethnicity, and Gender in the 19th CenturyBackground Many Am.docx
Race, Ethnicity, and Gender in the 19th Century
Background: Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. However, from roughly 1867 to 1875, African Americans enjoyed far more political influence and equal rights than they ever had before, or ever would again, until the end of the modern Civil Rights Movement almost a century later. In addition to the disturbance in the social hierarchy created by the end of slavery, the nation experienced the influx of huge numbers of immigrants during the last half of the 1800s, many of whom were viewed by the American population as different and inferior to earlier waves of immigrants. Adding to concerns about social order was the push for women’s suffrage that arose after Civil War. These factors came together to create a threat to White male supremacy and combined to create a period characterized by conflict over race, ethnicity, and gender.
Review the following sources about the differences between primary and secondary sources:
Primary, Secondary, Tertiary Sources
Transcript
How to Research Primary Sources
How to Research Secondary Sources
Required sources:
What is Freedom?—Freedom: A History of US
in the Films on Demand database in the Ashford University Library
Alien Menace
Recommended sources:
Entertaining Citizenship: Masculinity and Minstrelsy in Post-Emancipation San Francisco
Identity, Marriage, and Schools: Life along the Color Line/s in the Era of Plessy v. Ferguson
Whiteness, Freedom, and Technology: The Racial Struggle Over Philadelphia’s Streetcars, 1859-1867
Instructions: Explore the
Alien Menace
exhibit thoroughly, viewing all of the links. You are not required to answer the questions on the website, but consider them. Watch
What is Freedom?—Freedom: A History of US
from the Films on Demand database. Based on Chapter 1 in your textbook, the required exhibit, and the film, explain
Why the last half of the 1800s was a time of conflict over the meanings of citizenship, race, and gender.
How African Americans, White Americans, and immigrants worked to secure their places in the social and political hierarchy.
Your initial post should be at least 250 words in length. Provide specific examples to support your points. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center. Respond to at least two of your classmates’ posts by Day 7.
.
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapter 15 and part of chapter 16 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 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART3:
For part 3 of the Unit 1 Exam,
choose ONLY 1 essay question
from the list below, which covers part of ch.
Final Course Project-Perspectives on a Famous Personality (Due, Su.docx
Final Course Project-Perspectives on a Famous Personality (Due, Sunday Week 8: 20 points)
The purpose of this assignment is to give you experience applying the theories you are learning about to a real personality. You will begin by choosing an interesting person to study and analyze. Be sure to choose someone you truly find interesting, because this person will be your focus throughout the course. Choose a public person you like (a politician, movie star, musician, author, etc.), living or deceased. The only requirement is that there must be sufficient information available about this person’s life for you to adequately complete the assignment. Below is a short list of some interesting people whom you might want to consider: (you choose outside of list but let me know who you choose by week 2)
Mother Teresa
Condoleezza Rice
Malcolm X
John F. Kennedy
Maya Angelou
Richard Nixon
Serena Williams
Emmanuelle Charpentier
Fidel Castro
Barack Obama
Bill Cosby
Oprah Winfrey
Mohandas Gandhi
Pablo Picasso
Bill Gates
Michael Jackson
Benjamin Franklin
Jonas Salk
Marie Curie
Napoleon Bonaparte
Johnny Depp
Elaine Chao
Elon Musk
Woodrow Wilson
Mike Tyson
Saddam Hussein
Steve Jobs
Tyler Perry
Harry Truman
Adolf Hitler
Franklin D. Roosevelt
Pope John Paul II
The Dalai Lama
Henry Ford
Rosa Parks
Princess Diana
Cesar Chavez
Eleanor Roosevelt
Simone de Beauvoir
Sigmund Freud
Abraham Lincoln
Winston Churchill
Madonna
Ellen Ochoa
Ellen DeGeneres
Jason Momoa
Eva Peron
Malala Yousafzai
Paul McCartney
Awkwafina
Drew Barrymore
Kurt Cobain
Howard Hughes
Deepak Chopra
Jimmy Carter
Martin Luther King, Jr
Martha Stewart
IMAN
Queen Elizabeth II
George Washington Carver
Before starting your paper, find and read a good biography or autobiography of this person. (
Important: If you can’t find a book-length biography, choose someone else.) Supplement your book with newspaper or magazine articles and interviews. Your goal is to get to know this person well, giving you plenty of information upon which to base your analyses of his or her personality.
Paper Instructions: Analyze this person from 2 of the eight major perspectives explored over the course of the class, using at least five different sources (biographies, printed interviews, etc.). Quality papers will provide a thorough and well-written theoretical analysis, will connect analysis to evidence from your readings, and make specific connections related back to the concepts and theories studied in class. The course textbook should be used as a cited reference to help support your analysis and insights about the person you select.
Specifics: Papers should be approximately 7 pages. Papers should conform to APA style, including citation of all sources used.
Howard Zinn: A Challenge to
American Exceptionalism
Here is an excerpt from an article written by American
historian and philosopher Howard Zinn.
In reality, we have never been just a city on a hill. A few
years after.
Answer one of the following essay questions. Be sure to identify fiv.docx
Answer one of the following essay questions. Be sure to identify five terms in your essay. Be sure to write the number of the essay question that you are answering.
1. Explain why and how 1850s Americans might have prevented the Civil War.
2. Explain why and how the sectional conflict over the issue of slavery in the 1850s caused the Civil War.
3. Explain why and how the Union won the Civil War.
4. Evaluate the constitutionality of the sectional positions of the 1850s.
5. Explain why and how the Confederacy lost the Civil War.
Answer one of the following essay questions. Be sure to identify five terms in your essay. Be sure to write the number of the essay question that you are answering.
1. Discuss the essential features of the antebellum intellectual movements.
2. Explain why and how the issues of expansion and slavery informed national politics from 1821 to 1849.
3. Discuss the essential features of the economic revolution in the United States in the first half of the nineteenth century.
4. Discuss the essential features of the antebellum reform movements
5. Explain why and how the United States experienced an economic revolution in the first half of the nineteenth century
To answer an essay question, you must identify
five
terms from a weekly study guide. To identify a term is to cover the who, what, when, where, how, why, context, and significance of the term.
Weekly Study Guide terms(Words Bank)
Jefferson Davis
King Cotton
First Battle of Manassas
Border Wars
Battle of Shiloh
Antietam
“Contrabands”
Radical Republicans
Emancipation Proclamation
Greenbacks
One-tenth tax
Twenty-Negro Rule
Draft Riots
Lieber Code
Vicksburg
Robert E. Lee
Gettysburg
U.S. Grant
William Tecumseh Sherman
Appomattox Court House
Constitutional Conflict
Compromise of 1850
Fugitive Slave Act of 1850
Uncle Tom’s Cabin
Personal Liberty Laws
Franklin Pierce
Ostend Manifesto
Irish Famine
American Party
Kansas-Nebraska Act
Republican Party
“Bleeding Kansas”
James Buchanan
Dred Scott
Decision
Mormon War
Lincoln-Douglas Debates
John Brown’s Raid
Election of 1860
Confederate States of America
Fort Sumter
Planter Elites
Small Freeholders
Poor Freemen
Stephen F. Austin
Alamo
Back Protestantism
Gullah Dialect
Task System
Manifest Destiny
Oregon
California
Plains Indians
James K. Polk
Zachary Taylor
“Bear Flag Republic”
Mexican Cession
Wilmot Proviso
“Slave Power” Conspiracy
Free Soil Movement
Forty-Niners
Charles Grandison Finney
Benevolent Empire
Ralph Waldo Emerson
Henry David Thoreau
Margaret Fuller
Walt Whitman
Herman Melville
Mother Ann Lee
Charles Fourier
John Humphrey Noyes
Mormonism
Bowery Boys
New York Herald
Edgar Allan Poe
Minstrel Shows
Free African Societies
Nat Turner’s Revolt
Abolitionism
Treatise on Domestic Economy
(1841)
Seneca Falls Convention
Panic of 1819
Commonwealth System
Canals
Steamboats
Telegraph
Cotton Complex
Waltham-Lowell Syste.
Childhood Abuse and Delinquency 150 Words Research regarding.docx
Childhood Abuse and Delinquency 150 Words
Research regarding spanking children has had mixed results, do you think spanking contributes to delinquency or helps to prevent it? Justify your response.
Please remember to use netiquette when responding to your classmates
.
Childrens StoryKnowing how to address a variety of situations in .docx
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
Children build their identities based on what they are exposed to, a.docx
Children build their identities based on what they are exposed to, as well as how adults and peers interact with them. After having read this Module's materials, let's discuss this further.
What do you think are the most influential factors in the building of multicultural identities in children?
How do you raise children to be sensitive, multicultural adults
.
Child poverty and homelessness are two of the most complex problems .docx
Child poverty and homelessness are two of the most complex problems faced by society today. Since 2000, the number of children living in poverty has increased from 11.6 million to 15 million. Today, over 20% of all children live in families with incomes below the federal poverty level. In addition, it is estimated that 1% to 2% of children are homeless, a number that has surged as a result of the recent global recession and the ensuing financial strain it has placed on many families. Because growing up in poverty increases children’s risks of suffering physical, cognitive, emotional, and social problems, reducing rates of child poverty is a priority. However, politicians and policymakers often disagree on causes and solutions to child poverty, sparking vigorous debate. In this Discussion, you will consider your own thoughts on how child poverty might be addressed. Reflect on the following:
Based on what you have learned this week and your past experiences, what specific policies, initiatives, or programs do you think should be implemented to effectively reduce child poverty/homelessness and/or ameliorate its consequences? Consider at least three.
How and to what extent should technology/media be used for educational purposes? For example, should teachers integrate technology as much as possible in their lessons? Should parents encourage children to study using educational software and the Internet? Or are more traditional learning methods preferable?
Are there any policies, initiatives, or programs aimed at combating child poverty and/or homelessness with which you strongly disagree? Why?
Article:
Southwell, P. (2009). The measurement of child poverty in the United States.
Journal of Human Behavior in the Social Environment
,
19
(4), 317
–
329.
Retrieved from the Academic Search Complete database.
Web Resource:
Moore, K. A., Redd, Z., Burkhauser, M., Mbwana, K., & Collins, A. (2009, April).
Children in poverty: Trends, consequences, and policy options
(Publication No. 2009-11). Retrieved from the Child Trends website:
http://www.childtrends.org/wp-content/uploads/2013/03/PovertyRB.pdf
Web Resource:
Valladares, S., & Moore, K. A. (2009, May).
The strengths of poor families
(Publication No. 2009-26). Retrieved from the Child Trends website:
http://childtrends.org/wp-content/uploads/2009/05/Child_Trends-2009_5_14_RB_poorfamstrengths.pdf
.
Child abuse and neglect are critical issues inherent in the field of.docx
Child abuse and neglect are critical issues inherent in the field of human services. You will likely encounter clients who are abused and neglected. Review the characteristics of neglected children in Chapter 4, and answer the following questions:
How does the presence of child abuse or neglect affect a child’s normal development?
How might you respond to a child who indicates that he or she is being abused or neglected?
What agencies would you contact and why?
.
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Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking
1. African AmericansThey are also known as the black Americans.docx
1. African Americans
They are also known as the black Americans or the Afro Americans. They are a group of citizens or residents living in the United States of America and they have partial or total ancestry from any native population of the sub-Saharan Africa. Some are also descendants of African Slaves. They are the second largest ethnic and racial minority in the United States
2. Events
Event 1: 1877 to 1945
Event: National Association for the Advancement of Colored people (NAACP)
In 12th February 1909 the National Association for advancement of colored people was founded by sixty prominent black and white intellectuals, reformers and socialists like James Weldon, Ella Baker, Moor field Storey, Walter white, Roy Wilkins, Benjamin among others they were led by W.E.B Du Bois in New York. The organization was founded when the United States was facing a national crisis of racism to secure the civil and political rights of African Americans and fight for justice for all Americans.103 years later since its inception it’s the oldest, largest and most influential civil rights organization (Tishkoff, Reed, Friedlaender, Ehret, Ranciaro, Froment & Williams, 2009).
Event 2:1877 to 1945
Event: Universal Negro Improvement Association (UNIA)
In August1914 Marcus Garvey established the universal Negro Improvement association an influential nationalist organization in Jamaica where it operated until he moved to England in 1935 ( Sitkoff, 2009). The organization was founded to promote the spirit of race and pride and also create the sense of peace in black people and to unite all Africa and its Diasporas and redeem it from white rule. The UNIA closed in 1982 but it is recognized as a historic landmark by the National Register of Historic Places and the Ohio Historic Preservation Office (Marable, 1991).
Event 3: 1945 to present
Event: Southern Christian Leadership Conference (SCLC)
Between January and February 1957 a civil rights group named the Southern Christian Leadership Conference was founded by Martin Luther king, Charles k Steele and Fred L Shuttle worth in New Orleans to fight all forms of segregation (Harding, 1981).
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In 2008 senator Barack Obama from Chicago became the first African American President nominee as a major party nominee for president. On November 4th 2009 he became the first African American president to be elected president and the 44th president of the United States of America. On February 2nd Erick H Holder became the first African American to serve as Attorney General.
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Washington, J. M. (1986). The essential writings and speeches of Martin Luther King, Jr. San Francisco: Harper San Francisco.
In 28th August 1963 martin Luther King in his speech spoke of how he longed for unity between the white and black Americans and freedom for the black Americans his speech has been recited by many people and it clearly ...
HistoriansForumThe Emancipation ProclamationTHE EMANCIP.docx
Historians'Forum
The Emancipation Proclamation
THE EMANCIPATION PROCLAMATION
By the President of the United States of America:
A Proclamation.
Whereas, on the twenty-second day of September, in the year of our Lord
one thousand eight hundred and sixty-two, a proclamation was issued hy
the President of the United States, containing, among other things, the fol-
lowing, to wit:
"That on the first day of January, in the year of our Lord one thousand
eight hundred and sixty-three, all persons held as slaves within any State
or designated part of a State, the people whereof shall then be in rebellion
against the United States, shall be then, thenceforward, and forever free; and
the Executive Government of the United States, including the military and
naval authority thereof, will recognize and maintain the freedom of such
persons, and will do no act or acts to repress such persons, or any of them,
in any efforts they may make for their actual freedom.
"Tliat the Executive will, on the first day of January aforesaid, by procla-
mation, designate the States and parts of States, if any, in which the people
thereof, respectively, shall then be in rebellion against the United States; and
the fact that any State, or the people thereof, shall on that day be, in good
faith, represented in the Congress of the United States by members chosen
thereto at elections wherein a majority of the qualified voters of such State shall
have participated, shall, in the absence of strong countervailing testimony, be
Civil War History, Vol. LIX No. 1 © 2013 by The Kent State University Press
8 Civil War History
deemed conclusive evidence that such State, and the people thereof, are not
then in rebellion against the United States."
Now, therefore I, Abraham Lincoln, President of the United States, by
virtue of the power in me vested as Commander-in-Chief, of the Army
and Navy of the United States in time of actual armed rebellion against the
authority and government of the United States, and as a fit and necessary
war measure for suppressing said rebellion, do, on this first day of January,
in the year of our Lord one thousand eight hundred and sixty-three, and in
accordance with my purpose so to do publicly proclaimed for the full period
of one hundred days, from the day first above mentioned, order and designate
as the States and parts of States wherein the people thereof respectively, are
this day in rebellion against the United States, the following, to wit:
Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines,
Jefferson, St. John, St. Charles, St. James Ascension, Assumption, Terrebonne,
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Virginia, and also the counties of Berkley, Accomac, Northampton, Elizabeth
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Labor history, vol. 44, no. 3, 2003 sentinels for new south
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In the 1930s, different historians, folklorists, and others as a.docx
In the 1930s, different historians, folklorists, and others as a part of the Works Progress Administration, made a point to interview the aging population of black Americans who were alive before the Civil War and remembered slavery. They collected more than 2,300 narratives and memoirs called the WPA American Slave Narratives. They are available in their entirety on the Library of Congress’s website. I am providing you with 11 selections of men and women telling their stories about life before the Civil War.
Your assignment is to write a
3 page essay
examining the narratives I have provided answering this question:
in what ways were the roles of African American men significantly different from women before the Civil War?
There are many ways to approach this essay, but my recommendation is to approach the topic thematically. Pick 2-3 themes, like family, work, or health, etc., create an argument and use the sources to support your argument.
Students will be evaluated on their thesis, their ability to use the sources to support their thesis, their overall comprehensive approach to the topic, as well as their clarity of writing.
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History Essay. Part one. choose ONLY 1 essay question from the.docx
History Essay.
Part one.
choose ONLY 1 essay question from the list below, which covers chapter 15 and part of chapter 16 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.
Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART TWO
For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers part of chapter 16 and all of chapter 17 in ...
Race, Ethnicity, and Gender in the 19th CenturyBackground Many Am.docx
Race, Ethnicity, and Gender in the 19th Century
Background: Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. However, from roughly 1867 to 1875, African Americans enjoyed far more political influence and equal rights than they ever had before, or ever would again, until the end of the modern Civil Rights Movement almost a century later. In addition to the disturbance in the social hierarchy created by the end of slavery, the nation experienced the influx of huge numbers of immigrants during the last half of the 1800s, many of whom were viewed by the American population as different and inferior to earlier waves of immigrants. Adding to concerns about social order was the push for women’s suffrage that arose after Civil War. These factors came together to create a threat to White male supremacy and combined to create a period characterized by conflict over race, ethnicity, and gender.
Review the following sources about the differences between primary and secondary sources:
Primary, Secondary, Tertiary Sources
Transcript
How to Research Primary Sources
How to Research Secondary Sources
Required sources:
What is Freedom?—Freedom: A History of US
in the Films on Demand database in the Ashford University Library
Alien Menace
Recommended sources:
Entertaining Citizenship: Masculinity and Minstrelsy in Post-Emancipation San Francisco
Identity, Marriage, and Schools: Life along the Color Line/s in the Era of Plessy v. Ferguson
Whiteness, Freedom, and Technology: The Racial Struggle Over Philadelphia’s Streetcars, 1859-1867
Instructions: Explore the
Alien Menace
exhibit thoroughly, viewing all of the links. You are not required to answer the questions on the website, but consider them. Watch
What is Freedom?—Freedom: A History of US
from the Films on Demand database. Based on Chapter 1 in your textbook, the required exhibit, and the film, explain
Why the last half of the 1800s was a time of conflict over the meanings of citizenship, race, and gender.
How African Americans, White Americans, and immigrants worked to secure their places in the social and political hierarchy.
Your initial post should be at least 250 words in length. Provide specific examples to support your points. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center. Respond to at least two of your classmates’ posts by Day 7.
.
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapter 15 and part of chapter 16 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 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART3:
For part 3 of the Unit 1 Exam,
choose ONLY 1 essay question
from the list below, which covers part of ch.
Final Course Project-Perspectives on a Famous Personality (Due, Su.docx
Final Course Project-Perspectives on a Famous Personality (Due, Sunday Week 8: 20 points)
The purpose of this assignment is to give you experience applying the theories you are learning about to a real personality. You will begin by choosing an interesting person to study and analyze. Be sure to choose someone you truly find interesting, because this person will be your focus throughout the course. Choose a public person you like (a politician, movie star, musician, author, etc.), living or deceased. The only requirement is that there must be sufficient information available about this person’s life for you to adequately complete the assignment. Below is a short list of some interesting people whom you might want to consider: (you choose outside of list but let me know who you choose by week 2)
Mother Teresa
Condoleezza Rice
Malcolm X
John F. Kennedy
Maya Angelou
Richard Nixon
Serena Williams
Emmanuelle Charpentier
Fidel Castro
Barack Obama
Bill Cosby
Oprah Winfrey
Mohandas Gandhi
Pablo Picasso
Bill Gates
Michael Jackson
Benjamin Franklin
Jonas Salk
Marie Curie
Napoleon Bonaparte
Johnny Depp
Elaine Chao
Elon Musk
Woodrow Wilson
Mike Tyson
Saddam Hussein
Steve Jobs
Tyler Perry
Harry Truman
Adolf Hitler
Franklin D. Roosevelt
Pope John Paul II
The Dalai Lama
Henry Ford
Rosa Parks
Princess Diana
Cesar Chavez
Eleanor Roosevelt
Simone de Beauvoir
Sigmund Freud
Abraham Lincoln
Winston Churchill
Madonna
Ellen Ochoa
Ellen DeGeneres
Jason Momoa
Eva Peron
Malala Yousafzai
Paul McCartney
Awkwafina
Drew Barrymore
Kurt Cobain
Howard Hughes
Deepak Chopra
Jimmy Carter
Martin Luther King, Jr
Martha Stewart
IMAN
Queen Elizabeth II
George Washington Carver
Before starting your paper, find and read a good biography or autobiography of this person. (
Important: If you can’t find a book-length biography, choose someone else.) Supplement your book with newspaper or magazine articles and interviews. Your goal is to get to know this person well, giving you plenty of information upon which to base your analyses of his or her personality.
Paper Instructions: Analyze this person from 2 of the eight major perspectives explored over the course of the class, using at least five different sources (biographies, printed interviews, etc.). Quality papers will provide a thorough and well-written theoretical analysis, will connect analysis to evidence from your readings, and make specific connections related back to the concepts and theories studied in class. The course textbook should be used as a cited reference to help support your analysis and insights about the person you select.
Specifics: Papers should be approximately 7 pages. Papers should conform to APA style, including citation of all sources used.
Howard Zinn: A Challenge to
American Exceptionalism
Here is an excerpt from an article written by American
historian and philosopher Howard Zinn.
In reality, we have never been just a city on a hill. A few
years after.
Answer one of the following essay questions. Be sure to identify fiv.docx
Answer one of the following essay questions. Be sure to identify five terms in your essay. Be sure to write the number of the essay question that you are answering.
1. Explain why and how 1850s Americans might have prevented the Civil War.
2. Explain why and how the sectional conflict over the issue of slavery in the 1850s caused the Civil War.
3. Explain why and how the Union won the Civil War.
4. Evaluate the constitutionality of the sectional positions of the 1850s.
5. Explain why and how the Confederacy lost the Civil War.
Answer one of the following essay questions. Be sure to identify five terms in your essay. Be sure to write the number of the essay question that you are answering.
1. Discuss the essential features of the antebellum intellectual movements.
2. Explain why and how the issues of expansion and slavery informed national politics from 1821 to 1849.
3. Discuss the essential features of the economic revolution in the United States in the first half of the nineteenth century.
4. Discuss the essential features of the antebellum reform movements
5. Explain why and how the United States experienced an economic revolution in the first half of the nineteenth century
To answer an essay question, you must identify
five
terms from a weekly study guide. To identify a term is to cover the who, what, when, where, how, why, context, and significance of the term.
Weekly Study Guide terms(Words Bank)
Jefferson Davis
King Cotton
First Battle of Manassas
Border Wars
Battle of Shiloh
Antietam
“Contrabands”
Radical Republicans
Emancipation Proclamation
Greenbacks
One-tenth tax
Twenty-Negro Rule
Draft Riots
Lieber Code
Vicksburg
Robert E. Lee
Gettysburg
U.S. Grant
William Tecumseh Sherman
Appomattox Court House
Constitutional Conflict
Compromise of 1850
Fugitive Slave Act of 1850
Uncle Tom’s Cabin
Personal Liberty Laws
Franklin Pierce
Ostend Manifesto
Irish Famine
American Party
Kansas-Nebraska Act
Republican Party
“Bleeding Kansas”
James Buchanan
Dred Scott
Decision
Mormon War
Lincoln-Douglas Debates
John Brown’s Raid
Election of 1860
Confederate States of America
Fort Sumter
Planter Elites
Small Freeholders
Poor Freemen
Stephen F. Austin
Alamo
Back Protestantism
Gullah Dialect
Task System
Manifest Destiny
Oregon
California
Plains Indians
James K. Polk
Zachary Taylor
“Bear Flag Republic”
Mexican Cession
Wilmot Proviso
“Slave Power” Conspiracy
Free Soil Movement
Forty-Niners
Charles Grandison Finney
Benevolent Empire
Ralph Waldo Emerson
Henry David Thoreau
Margaret Fuller
Walt Whitman
Herman Melville
Mother Ann Lee
Charles Fourier
John Humphrey Noyes
Mormonism
Bowery Boys
New York Herald
Edgar Allan Poe
Minstrel Shows
Free African Societies
Nat Turner’s Revolt
Abolitionism
Treatise on Domestic Economy
(1841)
Seneca Falls Convention
Panic of 1819
Commonwealth System
Canals
Steamboats
Telegraph
Cotton Complex
Waltham-Lowell Syste.
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Children's Story
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Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
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Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
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Are there any policies, initiatives, or programs aimed at combating child poverty and/or homelessness with which you strongly disagree? Why?
Article:
Southwell, P. (2009). The measurement of child poverty in the United States.
Journal of Human Behavior in the Social Environment
,
19
(4), 317
–
329.
Retrieved from the Academic Search Complete database.
Web Resource:
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Children in poverty: Trends, consequences, and policy options
(Publication No. 2009-11). Retrieved from the Child Trends website:
http://www.childtrends.org/wp-content/uploads/2013/03/PovertyRB.pdf
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Valladares, S., & Moore, K. A. (2009, May).
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"Check out attachments and read instructions before you make Hand Shake. Otherwise, I can't sign the agreement"
The most
IMPORTANT
things for me:
1)
Use very simple language, I'm an international student
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2) Follow ALL instructions carefully 100%.
3) Finish it
on time
.
4) Last but not least,
Originality
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====
I will run the paper through Copyscape that homework market provides, and the result MUST be = ZERO.
Thanks in advance,
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Noel Sharkey*
http://webpages.uncc.edu/~jmconrad/ECGR4161-2011-05/notes/Science_Article_Robotics_Ethics2.pdf
4. THE ROBOTIC MOMENT
sherry turkle
In late November 2005, I took my daughter Rebecca, then fourteen, to the Darwin exhibition
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of life on Earth, what Darwin called “endless forms most beautiful.” Millions upon millions of
now lifeless specimens represent nature’s invention in every corner of the globe. There could
be no better venue for documenting Darwin’s life and thought and his theory of evolution by
natural selection, the central truth that underpins contemporary biology. The exhibition aimed
to please and, a bit defensively in these days of attacks on the theory of evolution, wanted to
convince.
At the exhibit’s entrance were two giant tortoises from the Galápagos Islands, the bestknown
inhabitants of the archipelago where Darwin did his most famous investigations. The
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techniques, attitudes, or actions did indigenous Americans share? What techniques were
unique to certain areas? Why did some communities and societies thrive in the years
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3) Finish it
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4) Last but not least, Originality.
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CHAPTER ONEIntroduction
Learning Objectives
• Be able to conceptualize the “information explosion” and how it relates to the brain sciences.
• Be able to describe pharmacodynamics and pharmacokinetics.
• Be able to articulate the benefits of an integrative approach to psychopharmacology.
ENCOURAGEMENT TO THE READER
Some of you may begin this book with some anxiety because this is a new area for you. You may imagine that psychopharmacology is exclusively a “hard science,” and perhaps you don't think of yourself as a “hard science” kind of person. You may even feel uncertain about your ability to master basic psychopharmacological concepts. First, let us assure you one more time that our goal is to make this topic accessible to readers who are practicing as or studying to be mental health professionals, many of whom may not have a background in the physical or organic sciences. Second, we recommend to those teaching a course in psychopharmacology that, because of the rapid nature of change in the field, teaching styles that rely on memorization are of limited use in this area. We recommend helping students master basic concepts and then applying these concepts to cases. To facilitate that process, we supply cases and objectives/review questions for main sections of the book. Finally, we invite you students to join us in an incredible journey centering on the most complex organ known to humanity—the human mind and brain. We hope you can revel in the complexity of the brain and the sheer magnitude of its power. We hope you can resist the temptation to want simple and concrete answers to many of the questions this journey will raise. We also hope you learn to appreciate the ambiguous nature of “mind” and its relationship to the brain. As authors and researchers who have traveled this path before us will attest, there are no simple or even known answers to many of the questions that arise (Grilly & Salmone, 2011; Schatzberg & Nemeroff, 1998). We encourage a mixture of trying to comprehend the information while dwelling in the mystery that is the context for the information. Before moving on, we offer a mantra to help you implement this recommendation.
A MANTRA
Even though psychopharmacology is in its embryonic stage, it is a vast and complex topic. Several years ago I (Ingersoll) engaged in some multicultural counseling training with Paul Pederson. In that training, Dr. Pederson commented, “Culture is complex, and complexity is our friend.” We offer a paraphrase as a mantra for psychopharmacology students: “Reality is complex, and complexity is our friend.” We remind the reader of this mantra throughout the book. You might try saying it aloud right now: “Reality is complex, and complexity is our friend.” If you reach a passage in this book that is challenging for you or that arouses anxiety, stop, take a deep breath, and practice the mantra.
The primary audience for this book is mental health clinicians who may not have had much training in biology.
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Chapter Ten
The Federal Judiciary
Brian M. Murphy
Learning Objectives
After covering the topic of the federal judiciary, students should
understand:
1. The relationship of state courts to the federal judiciary.
2. The jurisdiction of federal courts.
3. The structure of the federal judicial system.
4. The procedures of the U.S. Supreme Court.
5. The powers of the federal judiciary.
Abstract
The udicial y e i he i ed a e i a ed he d c ri e
federalism. Two court systems exist side-by-side, national and state, and
each has a distinct set of powers. State courts, for the most part, are
responsible for handling the legal issues that arise under their own laws. It
is primarily when a federal uestion is presented that the federal udicial
system can become in ol ed in a state court. therwise, state udiciaries
are generally autonomous even from one another. The Constitution
precisely outlines the types of cases that can be heard by federal courts,
yet it is almost impossible to force a federal court to hear a case that falls
under its urisdiction if the udge s wants to avoid it. The authority of
the U.S. Supreme Court has slowly grown over time, largely through the
power of udicial review. onetheless, federalism has managed to remain
a signi cant barrier against federal courts becoming too powerful. The
udicial system designed by the framers continues to survive and function
after 200 years.
Introduction
The federal judicial system is the least commonly known and least
understood branch of American government. In 2007, 78% could not
name the current Chief Justice of the U.S. Supreme Court but 66% were
able to identify at least one of the judges on the T show American
Idol (Jamieson, 2007). Much of judicial work is conducted out of the
limelight and courts are not considered an important in uence in the daily
lives of people. It is clear the framers believed that the federal judicial
system would be the weakest of the three branches because, as Alexander
amilton wrote, it has no in uence over either the sword or the purse
(Hamilton, 1961, 465). In other words, courts cannot command an army
(or even police) to ensure that decisions are enforced or allocate money to
implement one of their rulings. Judges must depend on the other branches
in order to get anything done. According to an oft-repeated story, President
Andrew Jackson supposedly mocked a decision by Chief Justice John
Marshall with the words, John Marshall has made his decision, now let
him enforce it’’ (Schwartz, 1993, 94).
But times and the role of the federal judiciary have changed. One
scholar even concluded that the United States is now operating under a
government by judiciary’’ because the U.S. Supreme Court can revise
the Constitution by how it interprets the wording (Berger, 1997). As Chief
Justice Charles vans Hughes once uipped, e are under a Constitution,
but the Constitution is what the judges say it is’’ (Hughes, 1916, 185). .
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Chapter 9 provides a discussion of the challenges of identifying ELLs’ as having a learning disability or being gifted with their lower than grade-level proficiency in English. After reading Chapter 9, write a post that addresses the following questions:
What kinds of disabilities might an ELL have?
What are the challenges of determining whether an ELL has a learning ability or is gifted?
What kinds of interventions are used once an ELL has been identified as having a learning disability?
What kinds of interventions are used once an ELL is determined to be gifted?
If you were teaching a class with some ELLs in it, what signals would you look for in the behavior or they ELLs to determine whether they might need to be tested for learning disabilities or being gifted?
How might you adapt your curriculum for an ELL student with a learning disability or who is gifted?
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Chapter 8 -- Crimes
1. Conduct that may be a misdemeanor in one state may be a felony in another state.
2. A required element for a crime is that the criminal party voluntarily commits the prohibited act (think “gun to head”).
3. A person cannot commit a crime if the person does not know that his or her conduct is criminal (think “Honduran bony fish or short lobster).
4. The Fourth Amendment prohibits ALL government searches of businesses.
5. Traditionally, extortion involves wrongful demands made by public officials.
6. A company cannot be found guilty of a crime that is committed by its agent.
7. If an employee wrongfully keeps money that was entrusted to the employee by his or employer, the employee has committed the crime of embezzlement.
8. Government officers do not need a search warrant in order to inspect property that is in "plain view".
9. The Constitution guarantees individuals the right to a speedy trial in criminal cases.
10. The Digital Millennium Copyright Act allows a person to thwart encryption devices that copy right holders place on copyrighted material if the person has purchased the copyrighted item in question.
Chapter 9 -- Torts
11. One wrongful act may be both a crime and a tort.
12. A person is not entitled to recover for EVERY injury or loss that is caused by another person.
13. In general, tort liability will not be imposed for an involuntary act even if the act harms another.
14. Under tort law, one owes a duty to society to conform his or her conduct to a required standard (think: does society sue the tortfeasor does the “somebody done me wrong” individual plaintiff sue the tortfeasor?).
15. The U.S. government cannot be sued for harm caused by the negligence of federal employees.
16. In some states, a plaintiff may recover for emotional distress that is negligently caused by another.
17. Companies can now make commercial use of the name or likeness of celebrities without first obtaining the celebrities permission to do so because most states do not recognize the tort of invasion of the right to publicity.
Chapter 10
18.
Patents are granted by state governments, not by the federal government.
19.
Trademarks may be protected for up to three years prior to the time that they are actually used.
20. A “term” acquires a secondary meaning when, through prolonged use, the public has come to associate that term with a particular product.
21. In general, mere ideas and concepts cannot be copyrighted or patented.
22.
A trade secret may be disclosed without losing its legal .
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Chapter 4. Terris, Daniel. (2005) Ethics at Work: Creating Virtue at an American Corporation. Brandeis University Press. Apply critical thinking skills
in evaluating Lockheed Martin's efforts.
1. What do you think about the notion presented by Terris that Lockheed's ethics program does little to prevent ethical breaches at the highest level of the organization?
2. Are the efforts put forth—such as making sure higher level executives participate in training—enough to help executives navigate what Terris calls the 'ethical minefield' faced by leadership in such an organization?
3. What are some things that could be done to address the issue related to ethics at higher executive levels of the organization?
4. Terris points out that the company's program is overly focused on individuals and that it doesn't really address group dynamics that can impact ethical situations. For instance, there can be a tendency for groups to ‘go with the flow’ of the group decision making process and overlook ethical issues in the process. What would you recommend that Lockheed Martin do to address this situation?
(Hint: reviewing p. 128 and the following pages – before section headed “Personal Responsibility, Collective Innocence” - of the text might be helpful).
Assignment Expectations: Write a 4- to 5-page paper, not including title page or references page addressing the issue.
Your paper should be double-spaced and in 12-point type size.
Your paper should have a separate cover page and a separate reference page. Make sure you cite your sources.
.
Chapter 41. Read in the text about Alexanders attempt to fuse Gre.docx
Chapter 4
1. Read in the text about Alexander's attempt to fuse Greek and Eastern cultures (116-120 -see box Alexander meets an Indian King, 115). Then go to:
Alexander the Great
- a from a BBC documentary. The video will have to be opened in a new window.
Write a brief review after watching the documentary (You don't have to watch the entire hour). What does Wood have to say about the scope of Alexander the Great's accomplishments? Does watching a video set in the actual landscape of Macedonia and Turkey help understand the history of an ancient civilization? How?
2. Go to:
Building of the Parthenon
and
Optical 'tricks' at the Parthenon
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Chapter 5
Select TWO of the following questions and complete the links assignments: Remember to mention source material in your response.
(Select 3 for extra credit
1. Go to:
Roman Writers view their world
and choose 2 authors to write an essay on entertainments and past times of Roman citizens and how eyewitnesses wrote about their world. Who are they? What position did they hold in Roman society? Is this important to their view point?
2. Go to
Christian symbolism
and
Colors in religious art
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3. Go to
Sights along the Silk Road
. Click on the interactive maps and visit several of the stops along the Silk Road. What did you find? Learn? Then go to :
Silk Road Project
. Click on "Music and Artists." Then "Listen to Music."
Click on a title for ex: "Arabian" to listen to sample of the music and instrument. Write on your findings.
You may have to update your "Flash" player to hear music
.
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