This document outlines the agenda and targets for several journalism classes:
- It introduces the instructors and outlines what students need to bring to class.
- It previews a video on what news is and includes discussion questions.
- It outlines a pre-test for students to take and introduces the basics of news writing.
- It provides links to the class website which has information on journalism principles, reporting, and a news story example.
- It includes openers for each class with current event and journalism questions.
- The targets are to understand why news is the first draft of history, how news is reported, news categories, and parts of a basic news story.
The document summarizes American literature from 1700-1800, known as the Enlightenment and Revolutionary period. It describes the expanding population diversity and declining Native American population. Important ideas of the time included Isaac Newton's principles of reason, John Locke's views on human sympathy, and democratic principles with less emphasis on religion. The American Revolution was inspired by Enlightenment ideals and writings like Thomas Paine's "The American Crisis." The new nation struggled with pursuing equality and happiness while still allowing slavery and mistreating Native Americans and women. Representative works from this period include Patrick Henry's speech, Olaudah Equiano's slave narrative, and Thomas Jefferson's Declaration of Independence.
This document provides an overview of the history of American literature from the colonial period through the 20th century. It summarizes key authors and works from each time period, including colonial writings by John Smith and Benjamin Franklin, early US works by Thomas Jefferson and Washington Irving, 19th century poetry by Walt Whitman and Emily Dickinson, realism in Mark Twain and Henry James, and modernism in F. Scott Fitzgerald and John Steinbeck. The document concludes with a brief discussion of post-World War II literature and the Beat generation.
Tristan Tzara was a Romanian poet and writer who was a major figure in founding the Dada art movement in reaction to World War 1. He collaborated with other artists in Zurich to establish Cabaret Voltaire in 1916, which helped launch Dada. Dada began as a literary genre but soon expanded to performance and visual arts. The movement spread to other cities and countries, involving many influential artists before eventually evolving into Surrealism led by Andre Breton in the 1920s. Tzara made important contributions to Dada and avant-garde art through his writings, performances, and leadership before his death in 1963.
Two groups emerged during the American Revolution - Patriots who supported independence from Britain, and Loyalists who supported continued allegiance to the King. Loyalists tended to be older, wealthier merchants and landowners, as well as members of the Church of England. They made up around 15-20% of the white population. After the war, many Loyalists fled the colonies. Patriots came from a variety of backgrounds but were generally well-educated and wealthy, as well as ordinary farmers and workers who disliked British taxation policies. They argued the colonies were not represented in Parliament and Britain could not tax or legislate for them without representation.
Sec 3 Social Studies SBQ Skill: Reliability notesearlgreytea
This document provides guidance on evaluating the reliability of sources for a social studies assignment. It outlines a 4-step process for checking the reliability of a source: [1] Check the provenance of the author to determine potential bias, [2] Analyze whether the source presents facts or opinions and multiple perspectives, [3] Consider how typical the information is compared to other knowledge, and [4] Cross-reference with other sources discussing the same issue. Following these steps allows students to support their evaluation of whether a source is reliable, unreliable, or somewhat reliable for an argument. The document advises students to use evidence from the source content and other sources when explaining their reliability assessment.
Pearl symbolizes both punishment and blessing for Hester in The Scarlet Letter. As her illegitimate daughter born out of wedlock, Pearl serves as a constant reminder of Hester's sin and shame, tormenting her mother. However, Pearl is also presented as a gift, reminding Hester of her inherent humanity. The novel's characters represent different views of sin and guilt, with Pearl ultimately exposing the truth and forcing her parents to acknowledge their relationship.
UNIVERSITY OF MAKATI
The nationalism in education during revolutionary period
BY:
Aguilar Beverlyn
Bartolome Mark anthony
Magay Gabriele
Obenario Rhona Mae
This document outlines the agenda and targets for several journalism classes:
- It introduces the instructors and outlines what students need to bring to class.
- It previews a video on what news is and includes discussion questions.
- It outlines a pre-test for students to take and introduces the basics of news writing.
- It provides links to the class website which has information on journalism principles, reporting, and a news story example.
- It includes openers for each class with current event and journalism questions.
- The targets are to understand why news is the first draft of history, how news is reported, news categories, and parts of a basic news story.
The document summarizes American literature from 1700-1800, known as the Enlightenment and Revolutionary period. It describes the expanding population diversity and declining Native American population. Important ideas of the time included Isaac Newton's principles of reason, John Locke's views on human sympathy, and democratic principles with less emphasis on religion. The American Revolution was inspired by Enlightenment ideals and writings like Thomas Paine's "The American Crisis." The new nation struggled with pursuing equality and happiness while still allowing slavery and mistreating Native Americans and women. Representative works from this period include Patrick Henry's speech, Olaudah Equiano's slave narrative, and Thomas Jefferson's Declaration of Independence.
This document provides an overview of the history of American literature from the colonial period through the 20th century. It summarizes key authors and works from each time period, including colonial writings by John Smith and Benjamin Franklin, early US works by Thomas Jefferson and Washington Irving, 19th century poetry by Walt Whitman and Emily Dickinson, realism in Mark Twain and Henry James, and modernism in F. Scott Fitzgerald and John Steinbeck. The document concludes with a brief discussion of post-World War II literature and the Beat generation.
Tristan Tzara was a Romanian poet and writer who was a major figure in founding the Dada art movement in reaction to World War 1. He collaborated with other artists in Zurich to establish Cabaret Voltaire in 1916, which helped launch Dada. Dada began as a literary genre but soon expanded to performance and visual arts. The movement spread to other cities and countries, involving many influential artists before eventually evolving into Surrealism led by Andre Breton in the 1920s. Tzara made important contributions to Dada and avant-garde art through his writings, performances, and leadership before his death in 1963.
Two groups emerged during the American Revolution - Patriots who supported independence from Britain, and Loyalists who supported continued allegiance to the King. Loyalists tended to be older, wealthier merchants and landowners, as well as members of the Church of England. They made up around 15-20% of the white population. After the war, many Loyalists fled the colonies. Patriots came from a variety of backgrounds but were generally well-educated and wealthy, as well as ordinary farmers and workers who disliked British taxation policies. They argued the colonies were not represented in Parliament and Britain could not tax or legislate for them without representation.
Sec 3 Social Studies SBQ Skill: Reliability notesearlgreytea
This document provides guidance on evaluating the reliability of sources for a social studies assignment. It outlines a 4-step process for checking the reliability of a source: [1] Check the provenance of the author to determine potential bias, [2] Analyze whether the source presents facts or opinions and multiple perspectives, [3] Consider how typical the information is compared to other knowledge, and [4] Cross-reference with other sources discussing the same issue. Following these steps allows students to support their evaluation of whether a source is reliable, unreliable, or somewhat reliable for an argument. The document advises students to use evidence from the source content and other sources when explaining their reliability assessment.
Pearl symbolizes both punishment and blessing for Hester in The Scarlet Letter. As her illegitimate daughter born out of wedlock, Pearl serves as a constant reminder of Hester's sin and shame, tormenting her mother. However, Pearl is also presented as a gift, reminding Hester of her inherent humanity. The novel's characters represent different views of sin and guilt, with Pearl ultimately exposing the truth and forcing her parents to acknowledge their relationship.
UNIVERSITY OF MAKATI
The nationalism in education during revolutionary period
BY:
Aguilar Beverlyn
Bartolome Mark anthony
Magay Gabriele
Obenario Rhona Mae
I have been reading through discussion posts and thought I might gLizbethQuinonez813
I have been reading through discussion posts and thought I might give a few suggestions. If you have been struggling, try using the ACE method. First give your ANSWER, then CITE EVIDENCE, and finally EXPLAIN how that evidence supports your answer. Here are a few examples that might help. (You do not HAVE to use this method, but if you struggling it might be helpful).
Question: What were the motivations for the colonists declaring independence against Great Britain? Why did they feel they needed to take this drastic step? What were the risks? What were the repercussions?
Answer: The colonists felt that they had exhausted all other opportunities to compromise or work with Great Britain and had no other option but to declare independence (ANSWER). They had made numerous attempts at asking for representation in Parliament to give them more fair opportunities and tax laws. They tried peacefully protesting and boycotting British goods as a way to show their dissatisfaction with the increased taxes, soldiers, and oppressive authority. They also wrote the Olive Branch Petition as a formal way to ease tensions and come to a diplomatic agreement between the colonies and Britain (CITED EVIDENCE). However, none of these efforts were successful as the British continued creating harsher restrictions and taxes, and increased the military presence in the colonies to keep rebellions down. When King George rejected the Olive Branch Petition, the Continental Congress realized they would never get their needs and demands met and decided independence was the only route that could be taken (EXPLANATION).
Question: Compare the colonization of the Spanish and the English. How were their motivations, lifestyles, and interactions with natives different from one another?
Answer: The Spanish came to the Americas looking for economic and religious opportunites. They did not come to create permanent colonies, but rather to find resources and to spread Christianity. The English were looking to create permanent settlements in the New World. Because the Spanish did not intend to stay permanently, those who came were mostly men, which explains why they ending up raping and pro-creating with natives. They also used natives for labor as part of the encomienda system, leading to a high level of negative interations between Spanish and Natives. On the other hand, the English brought women and children with them as they intended to settle and live long term in the Americas. Because they had their own women and had did not use natives for labor, they excluded the natives from their communities and had as little interactions as possible. The different goals of the Spanish and the English led to differing lifestyles of each group and explains their different relationships with Native Americans.
*Note how I used specific examples or evidence to support my answer, but that I provided my own assertions and interpretation of the information, rather than just listing facts. This is wh ...
Introduction For Analysis Essay. Online assignment writing service.Kimi Allen
The document provides instructions for submitting a paper writing request to the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review writer bids and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized content.
Students will learn about key events leading up to the American Revolution through interactive activities. They will identify vocabulary terms, analyze political cartoons and paintings, and distinguish between loyalists and patriots. The document outlines warm-ups, learning objectives, and homework that involves creating a timeline of revolutionary events and writing from the perspective of a colonist.
Hist 1377 describe events that occurred on that date/tutorialoutletStormzs
FOR MORE CLASSES VISIT
tutorialoutletdotcom
You will need to invent a believable colonial character situated in a British
American community that you choose after digesting the course materials.
Give your character an appropriate name and think about how he or she fits
in the community in terms of gender, rank, race and the like before
proceeding with the assignment.
The English Civil War was caused by both religious and political factors developing over the long and short term. Long term causes included disagreements over money, power, and religion between the King and Parliament. Short term triggers included the King's attempts to impose his will on the Church and Parliament's refusal to provide further funding without concessions. While religion played an important role, the Civil War was ultimately caused by an intertwining of religious and political tensions, with power being the most significant underlying cause of conflict.
Types Of Essay And Examples. 4 Major Types OAmy Cernava
The document provides a 5-step process for requesting writing assistance from HelpWriting.net. It involves creating an account, completing an order form with instructions and deadline, reviewing bids from writers and selecting one, making a deposit to start the work, and authorizing final payment upon approval of the completed work. Revisions are allowed and a refund is guaranteed if plagiarism is found.
Call For Essays Best English Studies Essay CompetitioAlyssa Dennis
This document provides instructions for submitting essays to an English studies competition through the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the paper and authorize payment. 5) Request revisions until satisfied. The competition calls for essays on the topic "Best English Studies Essay Competition."
The History of ReconstructionBackground Many Americans like.docxSUBHI7
The document provides background on the Reconstruction period in American history after the Civil War. It notes that African Americans enjoyed significant political influence and rights from 1867 to 1875 during Reconstruction, more than before or after, which challenges the common American narrative of continual progress toward greater equality. The document outlines primary sources on Reconstruction to assist with analyzing whether the goals of Radical Reconstruction were feasible, if drastic societal transformation can occur through government action, and if a more gradual approach may have been more successful or had different costs.
This document contains a lesson plan on 19th century reforms in the United States. It includes sections on the Second Great Awakening, Henry Clay's American System, the Erie Canal, and several key reformers from the time period such as Dorothea Dix and Horace Mann. Students will learn about these topics through a reading, video, worksheet, and role playing activity where historical figures are interviewed by Dr. Phil. The goal is for students to understand how the Great Awakening led to greater reform efforts and to evaluate the impact of reformers on society.
US History Regents Review Catalog 2014-15Ethan Gelfer
This section summarizes the establishment of the Manhattan Water Company in 1799 by Aaron Burr to improve New York City's water supply system and combat disease. However, Burr focused more on using the company's funds to establish the Bank of Manhattan rather than implement a proper water system. As a result, the new pipes were made from poor quality materials and laid improperly, contaminating the water supply and contributing to disease outbreaks. While the water system failed, the Bank of Manhattan succeeded and eventually merged with other major banks. A new water system was not implemented until 1842.
This document provides recommendations for reading materials about the U.S. Constitution, organized into different sections. It includes books, DVDs, and websites on topics such as the founding era, the drafting of the Constitution, interpretations of the Constitution, and debates around originalism versus a living Constitution. Contact information and online class resources are also provided. Key books recommended include The Birth of the Republic, Miracle at Philadelphia, America's Constitution, and The Forgotten Man. Websites like Cornell's annotated Constitution and Oyez are highlighted.
Secondary SourcesWhat are Secondary Sources Secondary sou.docxbagotjesusa
Secondary Sources
What are Secondary Sources?
Secondary sources are accounts of historical events written after the event took place and by individuals who did not personally witness them.
They are based on primary sources and backed up by other secondary sources.
Often, the term “secondary source” is used interchangeably with the terms “academic source” or “scholarly source.”
You should usually interpret instructions that ask for secondary sources as asking you for a peer reviewed journal article or book. Where do I find Secondary Sources?
Secondary sources are the product of the analyses of primary sources, with context provided by secondary sources.
They are generally written by professional historians or students to build on the work of other historians.
The best place to find secondary sources for your work is the Ashford University Library. What separates a Secondary Source from a Primary Source?
Secondary sources and memoirs and oral history interviews are all created after a historical event happened.
The important difference is that secondary sources are not first-hand accounts, like memoirs or oral history interviews. What about textbooks and encyclopedias? Are they Secondary Sources? Textbooks, encyclopedias and other reference works, and most documentaries and educational websites are not secondary sources because they are based only on secondary sources. They are called tertiary sources.
Although they provide some good general information that can help students begin the research process, they are generally not acceptable for use in university-level work.
Primary Sources
What are Primary Sources?
Primary sources are documents or artifacts created during a historical event or by someone who personally witnessed a historical event.
Primary sources can take many forms, including: o First-hand accounts—oral histories, memoirs, diaries, letters, interviews, etc. o Media accounts—newspaper or television report o Political or legal documents—Congressional Records, Presidential Papers, Court rulings, Speeches, census or tax records o Artistic works—Photographs, paintings, sculptures, films o Artifacts—clothing, buildings, pottery
All primary sources, except first-hand accounts, must have been created at the time of the historical event that you are researching.
First-hand accounts must be an explanation of the historical event that you’re researching by someone who personally witnessed the event. Where Can I find Primary Sources? There are many places to find primary sources online, like websites for archives and museums.
Here are some places where you can find primary sources: Library of Congress National Archives and Records Administration History Matters National Security Archive FBI Archive Foreign Relations of the United States Tenement Museum Herbert Hoover Library Franklin D. Roosevelt Library Harry S. Truman Library Dwight D. Eisenhower Library John F. Kennedy Library Lyndon B. Johnson Library R.
The document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net platform. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized content. The process aims to match clients with qualified writers and deliver high-quality, original assignment help.
This document provides guidance on using a CSI-R model for teaching economic content through document-based questions. It involves having students investigate evidence to answer a question about Andrew Jackson declaring war on the Bank of the United States. Students are to analyze documents on this topic and write a DBQ essay. The document provides an overview of Jackson and his presidency, and presents four primary sources for students to examine on the issue. It also includes exercises to help students develop a thesis and outline to structure their essay response.
This document provides guidance for teaching students about Andrew Jackson's decision to declare war on the Bank of the United States through a document-based question. It outlines the content to be taught, which is Jackson's presidency and the Bank of the United States. It also lists the relevant literacy standard. The document then describes having students investigate the issue by analyzing documents to find evidence to answer the provided question. Finally, it discusses having students report what they've learned through a DBQ essay.
This document provides guidance and materials for teaching a lesson on Andrew Jackson's decision to declare war on the Bank of the United States. It outlines the content being taught, which is whether Jackson was right to declare war on the Bank. It lists the relevant literacy standard and identifies investigation and reporting as strategies. The document provides an overview of Jackson and his beliefs. It then presents four primary source documents and instructs students to develop a thesis weighing whether Jackson was right and to outline the arguments they will examine to support their thesis.
As you have seen through your assigned reading and media this week, .docxrandymartin91030
As you have seen through your assigned reading and media this week, the colonists wanted to be treated like their British contemporaries, including representation within Parliament. However, Parliament argued the colonists were represented, as most British citizens, through virtual representation. What was the series of events that brought Britain and the colonies to the brink of war by 1774? To what extent were these experiences the product of poor leadership? Differing theories of government? Different social experiences? Explain your answer with specific examples from your assigned reading and media.
Readings
Of the People:
A HISTORY OF THE UNITED STATES WITH SOURCES Fourth Edition: ISBN: 9780190088026 By: Michael McGerr, Jan Ellen Lewis, James Oakes, Nick Cullather, Mark Summers, Camilla Townsend, Karen M. Dunak Chapters 6 and 7
Primary Sources
6.1 Letter from George Washington to Robert Dinwidde, Governor of Virginia (1755)
6.6 The Intolerable Acts (1774)
7.1 Thomas Paine, Common Sense (1776)
Note:
Primary sources are available within your eText.
Multimedia
Videos
closed-captions
Closed-captions are available.
The Seven Years War (Feature History)
Prelude to the Revolution (Crash Course)
The Constitution, the Articles, and Federalism (Crash Course)
.
Instructions for HIST 1305 EssayUsing 4 of the primary texts suppl.docxJeniceStuckeyoo
Instructions for HIST 1305 Essay
Using 4 of the primary texts supplied IN THE FOLDERS ABOVE, write a 750-word essay that demonstrates how proponents and the opponents of slavery used
two
of the four analytical concepts that framed this course (Mobility, Democracy, Capitalism, and Difference). You should explain how these writers used American history to defend their positions. Your paper should conclude by explaining why some contemporaries of slavery may have found certain arguments compelling, while others found them offensive (to conclude effectively, you will need to explain the historical context in which these texts were written, based on what you have read in the Keene text and learned in class discussion). NB: you are not expected to incorporate all sources listed, just those relevant to your approach to paper prompt. Your paper must be submitted as a MS Word document, which can be attached and uploaded by clicking the red text, above.
Please note that the
proslavery
texts reflect the racism found in many quarters of nineteenth-century America. As historians, it is only right that we reject these views as we analyze how these writers constructed their defense of slavery. Other researchers have noted that the
proslavery
appeal to racism was intended to undermine the Abolitionist efforts to put forth "all men are created equal" as the core American value (see the antislavery texts). Please beware that the level of racism seen in these documents can be shocking and disturbing to modern readers.
No secondary sources, other than the Keene text, should be integrated into this paper's analysis.
Your paper should briefly introduce your paper's topic or question and provide a thesis statement. In a paper of this size, your introduction and thesis statement should appear on the first page, in the paper's first paragraph.
Your paper should show that you reasoned through the evidence in a fair-minded way. In other words, you should state (paraphrase) what your evidence says and not what you wish it said or think it should say. You need to state the evidence fairly, even if you think it wrong or offensive.
Your paper should use evidence to answer the historical question. You need to explain how the evidence answers the question. The easiest way to figure this is to think through your evidence and argument using one or more of the key concepts for this course.
Your paper should briefly explain an implication or limitation of your analysis. For an implication, you might consider how your analysis sheds light on one of the course's key terms. For a limitation, you might note which key concepts your analysis does not (or cannot) address.
Your paper should develop and organize your thoughts clearly and logically. Outlining is a necessary, but not required, step in writing a well-organized paper.
Your paper should draw a conclusion that addresses the paper's chief topic or question and that states your answer to the question or your contr.
This document describes the White Out method, a technique for analyzing primary sources to develop historical literacy. It involves removing identifying information from documents and having students use context clues to determine when and by whom the document was written. Examples are provided of students analyzing quotes and determining if they were said by Martin Luther King Jr., Abraham Lincoln, or others. The method helps students understand events of the past, narratives, language use, historical concepts, and research skills. It is presented as an engaging way to have students critically examine documents and practice historical thinking. Extensions and modifications for different grade levels are also suggested.
Martin Luther King Jr. delivered his iconic "I Have a Dream" speech during the March on Washington for Jobs and Freedom on August 28, 1963. In the speech, King called for an end to racism in America and advocated for civil and economic rights and desegregation. He expressed his dreams that one day African Americans would no longer face injustice and discrimination and would be treated as equal citizens under the law. King's message of nonviolent protest and his vision of a racially integrated society with equal opportunities for all continues to inspire people around the world.
This book is a collaborative project of Peter Pappas and his ED 424 ~ Computers and Educational Technology - a spring ’18 course at the University of Portland’s School of Education ~ Portland Ore. For more http://edtechmethods.com/publications/students-publish-tech-tips-for-teachers/
Six engaging World and US history lessons with historic documents empower students to be the historian in the classroom. Free at iTunes and as a downloadable PDF.
I have been reading through discussion posts and thought I might gLizbethQuinonez813
I have been reading through discussion posts and thought I might give a few suggestions. If you have been struggling, try using the ACE method. First give your ANSWER, then CITE EVIDENCE, and finally EXPLAIN how that evidence supports your answer. Here are a few examples that might help. (You do not HAVE to use this method, but if you struggling it might be helpful).
Question: What were the motivations for the colonists declaring independence against Great Britain? Why did they feel they needed to take this drastic step? What were the risks? What were the repercussions?
Answer: The colonists felt that they had exhausted all other opportunities to compromise or work with Great Britain and had no other option but to declare independence (ANSWER). They had made numerous attempts at asking for representation in Parliament to give them more fair opportunities and tax laws. They tried peacefully protesting and boycotting British goods as a way to show their dissatisfaction with the increased taxes, soldiers, and oppressive authority. They also wrote the Olive Branch Petition as a formal way to ease tensions and come to a diplomatic agreement between the colonies and Britain (CITED EVIDENCE). However, none of these efforts were successful as the British continued creating harsher restrictions and taxes, and increased the military presence in the colonies to keep rebellions down. When King George rejected the Olive Branch Petition, the Continental Congress realized they would never get their needs and demands met and decided independence was the only route that could be taken (EXPLANATION).
Question: Compare the colonization of the Spanish and the English. How were their motivations, lifestyles, and interactions with natives different from one another?
Answer: The Spanish came to the Americas looking for economic and religious opportunites. They did not come to create permanent colonies, but rather to find resources and to spread Christianity. The English were looking to create permanent settlements in the New World. Because the Spanish did not intend to stay permanently, those who came were mostly men, which explains why they ending up raping and pro-creating with natives. They also used natives for labor as part of the encomienda system, leading to a high level of negative interations between Spanish and Natives. On the other hand, the English brought women and children with them as they intended to settle and live long term in the Americas. Because they had their own women and had did not use natives for labor, they excluded the natives from their communities and had as little interactions as possible. The different goals of the Spanish and the English led to differing lifestyles of each group and explains their different relationships with Native Americans.
*Note how I used specific examples or evidence to support my answer, but that I provided my own assertions and interpretation of the information, rather than just listing facts. This is wh ...
Introduction For Analysis Essay. Online assignment writing service.Kimi Allen
The document provides instructions for submitting a paper writing request to the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review writer bids and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized content.
Students will learn about key events leading up to the American Revolution through interactive activities. They will identify vocabulary terms, analyze political cartoons and paintings, and distinguish between loyalists and patriots. The document outlines warm-ups, learning objectives, and homework that involves creating a timeline of revolutionary events and writing from the perspective of a colonist.
Hist 1377 describe events that occurred on that date/tutorialoutletStormzs
FOR MORE CLASSES VISIT
tutorialoutletdotcom
You will need to invent a believable colonial character situated in a British
American community that you choose after digesting the course materials.
Give your character an appropriate name and think about how he or she fits
in the community in terms of gender, rank, race and the like before
proceeding with the assignment.
The English Civil War was caused by both religious and political factors developing over the long and short term. Long term causes included disagreements over money, power, and religion between the King and Parliament. Short term triggers included the King's attempts to impose his will on the Church and Parliament's refusal to provide further funding without concessions. While religion played an important role, the Civil War was ultimately caused by an intertwining of religious and political tensions, with power being the most significant underlying cause of conflict.
Types Of Essay And Examples. 4 Major Types OAmy Cernava
The document provides a 5-step process for requesting writing assistance from HelpWriting.net. It involves creating an account, completing an order form with instructions and deadline, reviewing bids from writers and selecting one, making a deposit to start the work, and authorizing final payment upon approval of the completed work. Revisions are allowed and a refund is guaranteed if plagiarism is found.
Call For Essays Best English Studies Essay CompetitioAlyssa Dennis
This document provides instructions for submitting essays to an English studies competition through the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the paper and authorize payment. 5) Request revisions until satisfied. The competition calls for essays on the topic "Best English Studies Essay Competition."
The History of ReconstructionBackground Many Americans like.docxSUBHI7
The document provides background on the Reconstruction period in American history after the Civil War. It notes that African Americans enjoyed significant political influence and rights from 1867 to 1875 during Reconstruction, more than before or after, which challenges the common American narrative of continual progress toward greater equality. The document outlines primary sources on Reconstruction to assist with analyzing whether the goals of Radical Reconstruction were feasible, if drastic societal transformation can occur through government action, and if a more gradual approach may have been more successful or had different costs.
This document contains a lesson plan on 19th century reforms in the United States. It includes sections on the Second Great Awakening, Henry Clay's American System, the Erie Canal, and several key reformers from the time period such as Dorothea Dix and Horace Mann. Students will learn about these topics through a reading, video, worksheet, and role playing activity where historical figures are interviewed by Dr. Phil. The goal is for students to understand how the Great Awakening led to greater reform efforts and to evaluate the impact of reformers on society.
US History Regents Review Catalog 2014-15Ethan Gelfer
This section summarizes the establishment of the Manhattan Water Company in 1799 by Aaron Burr to improve New York City's water supply system and combat disease. However, Burr focused more on using the company's funds to establish the Bank of Manhattan rather than implement a proper water system. As a result, the new pipes were made from poor quality materials and laid improperly, contaminating the water supply and contributing to disease outbreaks. While the water system failed, the Bank of Manhattan succeeded and eventually merged with other major banks. A new water system was not implemented until 1842.
This document provides recommendations for reading materials about the U.S. Constitution, organized into different sections. It includes books, DVDs, and websites on topics such as the founding era, the drafting of the Constitution, interpretations of the Constitution, and debates around originalism versus a living Constitution. Contact information and online class resources are also provided. Key books recommended include The Birth of the Republic, Miracle at Philadelphia, America's Constitution, and The Forgotten Man. Websites like Cornell's annotated Constitution and Oyez are highlighted.
Secondary SourcesWhat are Secondary Sources Secondary sou.docxbagotjesusa
Secondary Sources
What are Secondary Sources?
Secondary sources are accounts of historical events written after the event took place and by individuals who did not personally witness them.
They are based on primary sources and backed up by other secondary sources.
Often, the term “secondary source” is used interchangeably with the terms “academic source” or “scholarly source.”
You should usually interpret instructions that ask for secondary sources as asking you for a peer reviewed journal article or book. Where do I find Secondary Sources?
Secondary sources are the product of the analyses of primary sources, with context provided by secondary sources.
They are generally written by professional historians or students to build on the work of other historians.
The best place to find secondary sources for your work is the Ashford University Library. What separates a Secondary Source from a Primary Source?
Secondary sources and memoirs and oral history interviews are all created after a historical event happened.
The important difference is that secondary sources are not first-hand accounts, like memoirs or oral history interviews. What about textbooks and encyclopedias? Are they Secondary Sources? Textbooks, encyclopedias and other reference works, and most documentaries and educational websites are not secondary sources because they are based only on secondary sources. They are called tertiary sources.
Although they provide some good general information that can help students begin the research process, they are generally not acceptable for use in university-level work.
Primary Sources
What are Primary Sources?
Primary sources are documents or artifacts created during a historical event or by someone who personally witnessed a historical event.
Primary sources can take many forms, including: o First-hand accounts—oral histories, memoirs, diaries, letters, interviews, etc. o Media accounts—newspaper or television report o Political or legal documents—Congressional Records, Presidential Papers, Court rulings, Speeches, census or tax records o Artistic works—Photographs, paintings, sculptures, films o Artifacts—clothing, buildings, pottery
All primary sources, except first-hand accounts, must have been created at the time of the historical event that you are researching.
First-hand accounts must be an explanation of the historical event that you’re researching by someone who personally witnessed the event. Where Can I find Primary Sources? There are many places to find primary sources online, like websites for archives and museums.
Here are some places where you can find primary sources: Library of Congress National Archives and Records Administration History Matters National Security Archive FBI Archive Foreign Relations of the United States Tenement Museum Herbert Hoover Library Franklin D. Roosevelt Library Harry S. Truman Library Dwight D. Eisenhower Library John F. Kennedy Library Lyndon B. Johnson Library R.
The document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net platform. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized content. The process aims to match clients with qualified writers and deliver high-quality, original assignment help.
This document provides guidance on using a CSI-R model for teaching economic content through document-based questions. It involves having students investigate evidence to answer a question about Andrew Jackson declaring war on the Bank of the United States. Students are to analyze documents on this topic and write a DBQ essay. The document provides an overview of Jackson and his presidency, and presents four primary sources for students to examine on the issue. It also includes exercises to help students develop a thesis and outline to structure their essay response.
This document provides guidance for teaching students about Andrew Jackson's decision to declare war on the Bank of the United States through a document-based question. It outlines the content to be taught, which is Jackson's presidency and the Bank of the United States. It also lists the relevant literacy standard. The document then describes having students investigate the issue by analyzing documents to find evidence to answer the provided question. Finally, it discusses having students report what they've learned through a DBQ essay.
This document provides guidance and materials for teaching a lesson on Andrew Jackson's decision to declare war on the Bank of the United States. It outlines the content being taught, which is whether Jackson was right to declare war on the Bank. It lists the relevant literacy standard and identifies investigation and reporting as strategies. The document provides an overview of Jackson and his beliefs. It then presents four primary source documents and instructs students to develop a thesis weighing whether Jackson was right and to outline the arguments they will examine to support their thesis.
As you have seen through your assigned reading and media this week, .docxrandymartin91030
As you have seen through your assigned reading and media this week, the colonists wanted to be treated like their British contemporaries, including representation within Parliament. However, Parliament argued the colonists were represented, as most British citizens, through virtual representation. What was the series of events that brought Britain and the colonies to the brink of war by 1774? To what extent were these experiences the product of poor leadership? Differing theories of government? Different social experiences? Explain your answer with specific examples from your assigned reading and media.
Readings
Of the People:
A HISTORY OF THE UNITED STATES WITH SOURCES Fourth Edition: ISBN: 9780190088026 By: Michael McGerr, Jan Ellen Lewis, James Oakes, Nick Cullather, Mark Summers, Camilla Townsend, Karen M. Dunak Chapters 6 and 7
Primary Sources
6.1 Letter from George Washington to Robert Dinwidde, Governor of Virginia (1755)
6.6 The Intolerable Acts (1774)
7.1 Thomas Paine, Common Sense (1776)
Note:
Primary sources are available within your eText.
Multimedia
Videos
closed-captions
Closed-captions are available.
The Seven Years War (Feature History)
Prelude to the Revolution (Crash Course)
The Constitution, the Articles, and Federalism (Crash Course)
.
Instructions for HIST 1305 EssayUsing 4 of the primary texts suppl.docxJeniceStuckeyoo
Instructions for HIST 1305 Essay
Using 4 of the primary texts supplied IN THE FOLDERS ABOVE, write a 750-word essay that demonstrates how proponents and the opponents of slavery used
two
of the four analytical concepts that framed this course (Mobility, Democracy, Capitalism, and Difference). You should explain how these writers used American history to defend their positions. Your paper should conclude by explaining why some contemporaries of slavery may have found certain arguments compelling, while others found them offensive (to conclude effectively, you will need to explain the historical context in which these texts were written, based on what you have read in the Keene text and learned in class discussion). NB: you are not expected to incorporate all sources listed, just those relevant to your approach to paper prompt. Your paper must be submitted as a MS Word document, which can be attached and uploaded by clicking the red text, above.
Please note that the
proslavery
texts reflect the racism found in many quarters of nineteenth-century America. As historians, it is only right that we reject these views as we analyze how these writers constructed their defense of slavery. Other researchers have noted that the
proslavery
appeal to racism was intended to undermine the Abolitionist efforts to put forth "all men are created equal" as the core American value (see the antislavery texts). Please beware that the level of racism seen in these documents can be shocking and disturbing to modern readers.
No secondary sources, other than the Keene text, should be integrated into this paper's analysis.
Your paper should briefly introduce your paper's topic or question and provide a thesis statement. In a paper of this size, your introduction and thesis statement should appear on the first page, in the paper's first paragraph.
Your paper should show that you reasoned through the evidence in a fair-minded way. In other words, you should state (paraphrase) what your evidence says and not what you wish it said or think it should say. You need to state the evidence fairly, even if you think it wrong or offensive.
Your paper should use evidence to answer the historical question. You need to explain how the evidence answers the question. The easiest way to figure this is to think through your evidence and argument using one or more of the key concepts for this course.
Your paper should briefly explain an implication or limitation of your analysis. For an implication, you might consider how your analysis sheds light on one of the course's key terms. For a limitation, you might note which key concepts your analysis does not (or cannot) address.
Your paper should develop and organize your thoughts clearly and logically. Outlining is a necessary, but not required, step in writing a well-organized paper.
Your paper should draw a conclusion that addresses the paper's chief topic or question and that states your answer to the question or your contr.
This document describes the White Out method, a technique for analyzing primary sources to develop historical literacy. It involves removing identifying information from documents and having students use context clues to determine when and by whom the document was written. Examples are provided of students analyzing quotes and determining if they were said by Martin Luther King Jr., Abraham Lincoln, or others. The method helps students understand events of the past, narratives, language use, historical concepts, and research skills. It is presented as an engaging way to have students critically examine documents and practice historical thinking. Extensions and modifications for different grade levels are also suggested.
Martin Luther King Jr. delivered his iconic "I Have a Dream" speech during the March on Washington for Jobs and Freedom on August 28, 1963. In the speech, King called for an end to racism in America and advocated for civil and economic rights and desegregation. He expressed his dreams that one day African Americans would no longer face injustice and discrimination and would be treated as equal citizens under the law. King's message of nonviolent protest and his vision of a racially integrated society with equal opportunities for all continues to inspire people around the world.
Similar to The American Revolution by Scott Deal (20)
This book is a collaborative project of Peter Pappas and his ED 424 ~ Computers and Educational Technology - a spring ’18 course at the University of Portland’s School of Education ~ Portland Ore. For more http://edtechmethods.com/publications/students-publish-tech-tips-for-teachers/
Six engaging World and US history lessons with historic documents empower students to be the historian in the classroom. Free at iTunes and as a downloadable PDF.
Holocaust Losses: Jewish Population before and after WWIIPeter Pappas
Jewish population by country before and after the Holocaust
Data from Simon Wiesenthal Center
For more see the Oregon Holocaust Memorial project ohm.edmethods.com
Collectivization and Propaganda in Stalin's Soviet UnionPeter Pappas
An interactive DBQ by Clarice Terry explores Stalin's and his use of propaganda. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
an interactive DBQ by Scott Hearron explores the question: Education for political participation, or indoctrination for political power? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Imagination innovation space explorationPeter Pappas
An interactive DBQ by Mollie Pettit explores the question: What is the relationship between imagination and innovation within the context of space travel? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
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An interactive DBQ by Kelly Marx explores the last days of the Romanovs and the mystery of Anastasia. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
An interactive DBQ by Anna Harrington explores the human costs (death, injury, etc.) of war on soldiers during World War I. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
An interactive DBQ by Sam Hicks-Savage explores the question "What do Historians do when the Written Record is Missing?"
A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. The American Revolutionary War lasted from 1775 to 1783. The conflict was between
the thirteen North American colonies and British. Both the American Colonists and British
had different perspectives on the war. The follow documents are primary sources from
both the American Colonists and British. As you analyze and examine the documents,
take into account the source of each document and any point of view that may be
presented in the document. I want the students to use evidence to support their answers
to the questions pertaining to each document and form an argument based on what they
have learned and think.
Generative Question: Did the American Colonists have legitimate motivations for
initiating war and separating from Britain?
Washington Crossing the
Delaware by Emanuel
Leutze, 1851 Source
3. Thomas Paine published a
pamphlet titled "Common
Sense" in 1776. His ideas
within the document
challenged the authority of the
British government and royal
monarchy and he argued for
independence from Great
Britain.
Excerpts from Thomas Paine's
"Common Sense"
Men of passive tempers look somewhat
lightly over the offenses of Great Britain,
and, still hoping for the best, are apt to
call out, "Come, come we shall be
friends again for all this". But… Then tell
me whether you can hereafter love,
honor, and faithfully serve the power
that hath carried fire and sword into
your land?
… No man was a warmer wisher for a
(peaceful settlement) than myself,
before the fatal 19th of April 1775 (the
battles of Lexington and Concord,
Massachusetts, occurred on this day),
but the moment the event of that day
was made known, I rejected the
hardened, sullen-tempered (King of
England) for ever.
Scaffolding Questions:
• Why did Thomas Paine focus his
audience toward the common people?
• Why was Paine unwilling to be
reconciled with Britain?
https://archive.org/details/commonsense00painrich
4. Thomas Whately, author of the Stamp Act, wrote a
pamphlet labeled, "Considerations..." in 1766.
Whately was an advisor to George Grenville, British
Chancellor of the Exchequer from 1763 to 1765.
Inside this document, Whately describes why the
British were justified in imposing taxes on American
colonists.
Excerpts from Thomas Whately's "Considerations..."
Scaffolding Questions:
• Why did Whately feel that the American
colonists should be willing to pay higher taxes to
Parliament?
We are not yet recovered from a War undertaken
solely for their (the Americans') protection… a War
undertaken for their defense only… They should
contribute to the preservation of the advantages
they have received…
Source
5. Paul Revere engraved this
picture of the Boston
Massacre in 1770.
Scaffolding Questions:
• Why would Paul Revere engrave this
event?
• What might the colonists think of the
event and the British after seeing this
picture?
Source
6. British Cartoon published by Sayer and
Bennett in London in 1774.
Scaffolding Questions:
• How would this cartoon influence British people?
• How might colonists react to this photo?
Source
7. John Dickinson wrote "Letters
from a Farmer in Pennsylvania"
from 1767-1768. Dickinson was
a Pennsylvania political leader
who served in the Stamp Act
Congress of 1765. Later in his
career, he served in the
Continental Congress and then
the Constitutional Convention.
In the following statement,
Dickinson condemned some of
the new taxes being imposed by
Parliament.
Excerpts from John Dickinson's
"Letter From A Farmer"
There is another late act of Parliament,
which appears to me to be
unconstitutional, and… Destructive to
the liberty of these colonies… The
parliament unquestionably possesses a
legal authority to regulate the trade of
Great Britain and all her colonies. I have
looked over every statute (law) relating
to these colonies, from their first
settlement to this time; and I find every
one of them founded on this principle,
till the Stamp Act administration… All
before, I calculated to regulate trade…
The raising of revenue… Was never
intended… Never did the British
Parliament, (until the passage of the
Stamp Act) think of imposing duties in
America for the purpose of raising a
revenue.
[The Townshend Acts claim the
authority] to impose duties on these
colonies, not the regulation of trade…
But for the single purpose of levying
money upon us.
Scaffolding Questions:
• According to Dickinson, what taxes
was Parliament justified in imposing on
the colonies?
• Why did he object to the Stamp Act
and the Townshend Acts?
Source
8. Nicholas Cresswell was an
Englishman who wrote about his
travels though the American
Colonies in 1774-1777. The
following excerpts are dated
October 19, 1774 and tell of his visit
to Alexandria, Virginia. (From The
Journal of Nicholas Cresswell, 1774
– 1777, edited by Samuel Thornley.
New York: The Dial Press, Inc.,
1924)
Excerpts from Nicholas
Cresswell's "The Journal of
Everything here is in the utmost confusion.
Committees are appointed to inspect into
the characters and conduct of every
tradesman, to prevent them selling tea or
buying British manufactures. Some of them
have been tarred and feathered, others
had their property burnt and destroyed by
the populace…
The King Is openly cursed, and his
authority set at defiance… Everything is
ripe for rebellion. The New Englanders by
their canting, whining, insinuating tricks
have persuaded the rest of the colonies
that the government is going to make
absolute slaves of them.
Scaffolding Questions:
• Who did Cresswell blame for the
growing antagonism between the
British and the American colonists?
Source
9. Designing a Document Based Question, or DBQ, has been a great experience. I learned the
importance of creating a dynamic generative/essential question that serves as the framework of the
assignment. Just as critical, are the five to eight related documents that will assist the students in
answering the generative question. The documents can be sources including images, texts, videos, or
audio. Each document will also include scaffolding questions to assist the student in examining the
document.
The goal of the DBQ I created was to design and utilize a generative question, documents, and
scaffolding questions that incorporated historical thinking skills. I wanted students to analyze the
documents, gather evidence from the sources and create an argument, or side, about a topic. The
topic of my DBQ is the American Revolutionary War. This DBQ could be used as a conclusion of a unit.
I think the DBQ assignment process has given me a great deal of value as a learning experience.
Creating interesting and engaging questions and finding quality sources has helped me learn and
work through the process of finding content for my classroom. The challenges I had were making sure
the assignment incorporated proper historical thinking skills. I found a lot of success in discovering a
variety of documents and sources. Some of the lessons I learned were the importance of peer review
and advice from peers.
Next time, I would approach this assignment with the intent of finding more engaging documents such
as video and audio. I thought this assignment was clear and intriguing. I look forward to creating a
DBQ assignment in my future career. ~ Scott Deal LinkedIn
Reflection
11. This eBook is a collaborative project of Peter Pappas
and his Fall 2014 Social Studies Methods Class
School of Education ~ University of Portland, Portland Ore.
Graduate and undergraduate level pre-service teachers were assigned the
task of developing an engaging research question, researching supportive
documents and curating them into a DBQ suitable for middle or high
school students.
For more on this class, visit the course blog EdMethods
For more on the assignment and work flow tap here.
Chapters in chronological order
1. The American Revolution by Scott Deal
2. The Pig War by Andy Saxton
3. Cesspool of Savagery by Michelle Murphy
4. Chemical War by Erik Nelson
5. Americans’ Perceptions of Immigration
in the 1920s by Ceci Brunning and Jenna Bunnell
6. The New Deal and the Art of Public Persuasion
by Kari VanKommer
7. Combat Soldiers in Context by Kristi Anne McKenzie
8. The Marshall Plan: Altruism or Pragmatism?
by Sam Kimerling
9. Little Rock Nine: Evaluating Historical Sources
by Christy Thomas
10. First Ladies as a Political Tool by Emily Strocher
EXPLORING HISTORY: VOL II
xi
Engaging questions and historic
documents empower students to be
the historian in the classroom.
12. Cover image: Replica of old French globe
Date:1 January 1, 2013
Petar Milošević
Peter Pappas, editor
School of Education ~ University of Portland
His popular blog, Copy/Paste features downloads of his instructional
resources, projects and publications. Follow him at Twitter @edteck.
His other multi-touch eBooks are available at here. For an example of
one of his eBook design training workshops tap here.
CC BY-NC 3.0 Peter Pappas and his students, 2014
The authors take copyright infringement seriously. If any copyright holder has
been inadvertently or unintentionally overlooked, the publisher will be pleased to
remove the said material from this book at the very first opportunity.
xiiSource