Bridges beat walls | Dome Magazine January 13, 2011Joseph Serwach
We were sitting in a House Committee hearing room. Michigan leaders were explaining state government to several Chinese university presidents when I decided to tap on my iPad and do a quick email/Facebook check. As my browser reached Facebook.com, a wall leapt onto my screen saying the site was "blocked by the House of Representatives'' web portal. I marveled at this message like a tourist seeing the Great Wall of Chine for the first time. More than 500 million people use Facebook the way older generations use telephones and someone decided to build a wall blocking this 21st century giant? Quoting Scotty from Star Trek, I thought ``How quaint'' and quickly tapped on my iPad's Facebook App, which went right around the wall and took me to the outside world. Joseph Serwach January 16, 2011.
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.
Bridges beat walls | Dome Magazine January 13, 2011Joseph Serwach
We were sitting in a House Committee hearing room. Michigan leaders were explaining state government to several Chinese university presidents when I decided to tap on my iPad and do a quick email/Facebook check. As my browser reached Facebook.com, a wall leapt onto my screen saying the site was "blocked by the House of Representatives'' web portal. I marveled at this message like a tourist seeing the Great Wall of Chine for the first time. More than 500 million people use Facebook the way older generations use telephones and someone decided to build a wall blocking this 21st century giant? Quoting Scotty from Star Trek, I thought ``How quaint'' and quickly tapped on my iPad's Facebook App, which went right around the wall and took me to the outside world. Joseph Serwach January 16, 2011.
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.
Right wing views for generation z,PragarU.com Brainventures
Dennis Prager believes teenagers are more open to conservative ideas than millennials. With PragerU, he’s making a play to get around their professors.
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 4 Quiz
HIS 204 Week 4 DQ 2 Cold War
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 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Frame It In The News: Teaching Information Literacy Without a Research PaperWillie Miller
Presented at LOEX 2013 in Nashville, TN.
Librarians struggle to teach information literacy skills to first-year students in courses without a research component. Without a need to know how to consume information, students can disengage from learning. Using news as the frame for IL instruction is a solution.
News media outlets have significant power in society. As Masterman (1985) wrote in Teaching the Media, “the media tells us what is important and what is trivial by what they take note of and what they ignore, by what is amplified and what is muted or omitted.” As news media are pervasive institutions concretely entwined with everyday life and require critical analysis for responsible engagement, the news makes for a prodigious frame in which to teach information literacy.
ARC 211: American Diversity and Design: MONICA MOURADMonica Mourad
This is the final project for ARC 211: American Diversity and Design, Spring 2017. It contains the online discussion question in a presentation format.
Anti-Americanism in South Korea from 1945 to 2003: An Analysis of Paternal an...Kevin Kane
"Anti-Americanism in South Korea from 1945 to 2003:
An Analysis of Paternal and Racial Relations into an Era of Democratization"
This research seeks to raise important questions about Korean attitudes towards the U.S. by organizing facts, developing a priori conclusions, and addressing frequently observed phenomenon shared many Korean observers. While no generalization offers absolute facts, to exclude them ignores the validity of trends in social behavior; moreover, assumptions allow this research to move into more sophisticated topics about Korea including racial relations and ethnic nationalism. This author’s experiences both as a soldier and civilian living with Koreans lead this research to believe that sincerely respecting Koreans and their marvelous society requires observers to treat them with the same frankness they would anyone of their own citizens in their home nation. Therefore, no observations or conclusions were omitted despite the reactions that they may generate.
Right wing views for generation z,PragarU.com Brainventures
Dennis Prager believes teenagers are more open to conservative ideas than millennials. With PragerU, he’s making a play to get around their professors.
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 4 Quiz
HIS 204 Week 4 DQ 2 Cold War
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 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Frame It In The News: Teaching Information Literacy Without a Research PaperWillie Miller
Presented at LOEX 2013 in Nashville, TN.
Librarians struggle to teach information literacy skills to first-year students in courses without a research component. Without a need to know how to consume information, students can disengage from learning. Using news as the frame for IL instruction is a solution.
News media outlets have significant power in society. As Masterman (1985) wrote in Teaching the Media, “the media tells us what is important and what is trivial by what they take note of and what they ignore, by what is amplified and what is muted or omitted.” As news media are pervasive institutions concretely entwined with everyday life and require critical analysis for responsible engagement, the news makes for a prodigious frame in which to teach information literacy.
ARC 211: American Diversity and Design: MONICA MOURADMonica Mourad
This is the final project for ARC 211: American Diversity and Design, Spring 2017. It contains the online discussion question in a presentation format.
Anti-Americanism in South Korea from 1945 to 2003: An Analysis of Paternal an...Kevin Kane
"Anti-Americanism in South Korea from 1945 to 2003:
An Analysis of Paternal and Racial Relations into an Era of Democratization"
This research seeks to raise important questions about Korean attitudes towards the U.S. by organizing facts, developing a priori conclusions, and addressing frequently observed phenomenon shared many Korean observers. While no generalization offers absolute facts, to exclude them ignores the validity of trends in social behavior; moreover, assumptions allow this research to move into more sophisticated topics about Korea including racial relations and ethnic nationalism. This author’s experiences both as a soldier and civilian living with Koreans lead this research to believe that sincerely respecting Koreans and their marvelous society requires observers to treat them with the same frankness they would anyone of their own citizens in their home nation. Therefore, no observations or conclusions were omitted despite the reactions that they may generate.
This is an excerpt from a student-designed multi-touch iBook. Designed by students in my Educational Methods class. http://edmethods.com
A fully functional version is available free at iTunes http://apple.co/1Y8gAhI
The Real Romanovs: How media affects people’s perception of eventsPeter Pappas
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 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
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
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
Week 6 Globalization and the Flattening of the WorldGlobalizatiladonnacamplin
Week 6: Globalization and the Flattening of the World
Globalization.
Do you look at this concept as a positive (glass half-full) or negative (glass half-empty)?
The fall of Communism and the rise of global threats and globalization leveled the playing field for nations throughout the world. Nations began to expand their economic strategies, political theories, and collaborate to create new foreign policies. This new era of globalization hastened the progress of developing countries, but also provided resources for terrorist activities. Former tensions between rivals with varying religious and ethnic practices reared its ugly head leading to an increase in terrorism. This, in turn, lead nations and global governing bodies such as NATO, to react.
Last week you had the opportunity to reflect upon the information you have acquired during this course when you completed your Final Project. This week, you will be able to expand upon that reflection and review your fellow classmates' Final Projects. You will also examine the events from 1945–2000 and assess the effects and consequences of globalization. You will have the opportunity to analyze their opinions and consider how they compare and contrast to your own beliefs. Will their thoughts affect your viewpoints in the future?
Learning Objectives
By the end of this week, you should be able to:
Justify the choice of the most important element from your Top 3 list
Draw inferences from assessments, both positive and negative, of globalization and the effects on local and global levels
Evaluate the roles and responsibilities of today's world citizen
Identify political leaders, policies, and elements during the time of 1945–2000 that led to globalization and the flattening of the world
Learning Resources
Required Readings
Horowitz, I. L. (2006). Feuding with the past, fearing the future: Globalization as a cultural metaphor for the struggle between nation-state and world-economy.
Social Philosophy & Policy,
23
(1), 266.
Reilly, K. (2012).
The human journey: A concise introduction to world history
. Lanham, MD: Rowman & Littlefield.
The Human Journey: A Concise Introduction to World History, 1450 to the Present, 2nd Edition by Reilly, K. Copyright 2012 by Rowman & Littlefield Publishers, Inc.. Reprinted by permission of Rowman & Littlefield Publishers, Inc. via the Copyright Clearance Center.
Read sections on “The United States as a Global Power,” “Achieving Independence” and “New Nations on the Global Stage.”
Axford, B., & Huggins, R. (Eds.). (2011).
Cultures and/of globalization.
Read Chapter 4 located in Part 1.
Kupchan, C. (2012).
No one's world: The west, the rising rest, and the coming global turn.
Read Chapter 5.
Discussion 1: Twentieth Century Top Element
It is through the differences of opinions that societies have forged ahead, fought wars, and formed outside alliances throughout all of history. These differences have questioned theories, policies, and actions ...
Gender Exercises Final project 100 points.1. Start by sele.docxhanneloremccaffery
Gender Exercises: Final project: 100 points.
1. Start by selecting one of the topics below and answer the questions or complete the exercises required.
2. You will need to have a few things integrated into your findings based on your research. 1) Find at least TWO concepts from the text as to how they relate to your findings. These should be CITED from the text. 2) Find TWO outside research articles that relate to your findings/topic, as well. These should be research articles from peer-reviewed journals, if possible.
3. So, the structure of your paper should be the following:
· An introduction of your topic
· Your findings/analysis
· How your findings relate to TWO concepts from the text
· How your findings relate to TWO research journals
4. Make sure you use proper citation format in your paper – APA, ASA preferred. By now, for an upper division course, you should be able to cite correctly, RIGHT?
5. Due date: Check the syllabus. These papers can be submitted online, we can discuss that.
6. FINALLY, ENJOY DOING THIS. TRY NOT TO SEE IT AS A BURDEN OR JUST ONE MORE THING YOU HAVE TO DO.
7. FINALLY, Finally, please proofread!
8. Paper length: 4 to 5 pages maximum
Possible topics:
Topic: Gender and our Bodies: Investigate the gender of current products designed to help people alter their bodies in some way. You might begin by making a list of all the products that fall into this category (if you are creative, this could be a fairly long list). Then think about which of these products seem to be aimed primarily at men, which at men, and which at both sexes. Look at the advertisements for these products in magazines, television ads, or on the internet. What gender messages are begin sent in these advertisements? What does your investigation suggest about men’s and women’s feelings about their bodies? (as an alternative, you can do research on how we manipulate our body to meet the gender binary goal e.g. cosmetic surgery)
Topic: Culture and Menstruation Taboos: Many cultures have menstruation taboos, dictating behaviors women can and cannot engage in when they are menstruating. Use online resources and your library to do some research on how different cultures think about menstruation and the norms they have regarding this biological process. How do these practices compare with those in your own culture?
Topic: Division of Labor in your Household: Write an essay in which you describe what the division of household labor was like in your own house growing up. Who did what, and how did everyone seem to feel about it? Were there tensions over who did what tasks? What would be your ideal division of household labor if you were to form your own household?
Topic: Couples and Household Labor: Interview some couple about their division of household labor. You might interview both together or each separately. Come up with an extensive list of all the tasks that are involved in maintaining a household, and ask your ...
Boards 1-2-3Create a response to each thread of at least 400 wor.docxmoirarandell
Boards 1-2-3
Create a response to each thread of at least 400 words, and support your assertions with a minimum of 2 citations in current APA format.
Thread #1:
Christianity was a key driving force in the development of universities in Colonial America. The British settlers placed a high value on education, and are credited with the creation of institutions for higher education in America. Many of today’s public universities were started by religious denominations. Harvard, Yale, and Princeton were founded by Congregationalists and Puritans between 1636 – 1702. Yale was started by a clergyman and Princeton’s first year of class was taught by Reverend Jonathan Dickinson. Princeton’s crest still says, ‘Del sub numine viget’ which is Latin for ‘Under God she flourishes’ which presents a present day conundrum – “How did our oldest and most prestigious universities become so far removed from their religious and biblical heritage?”
Regarding religious freedom on college and university campuses today, educational leaders across the academic continuum are best served by learning to think critically when addressing issues such as; Do Institutions of higher learning have a part to play in supporting students' religion and spirituality? If so, how can campuses nourish these aspects of students’ lives without undermining such core values as diversity and religious freedom? Please share your views regarding the current state of religious tolerance on campuses today, and more specifically, weather institutions should even be taking a position on this topic.
Thread #2:
Governance in higher education has been defined as the structure and processes of complex decision-making. In today’s business environment, many institutions of higher learning are attempting to redefine and update their approaches to governance. Describe today’s university or college’s governance culture and some of the organizational constraints they typically operate under.
Thread #3:
Effectively leading an organization is the daily challenge of every administrator. When questioned about the differences between leadership and management, many in the field of academia will shy away from separating the two. This is because organizational effectiveness is dependent upon both capabilities in its administrators. Discuss your concept of a successful leader/administrator.
Professor Randoll’s Fall 2018 Midterm of DOOM!!
Out of the following five (5) questions, please answer two (2).
Your answers need to be typed and turned in as a hard copy.
Your answers should be in essay form. No bullet points or numbering.
You can use your notes and your textbook but may NOT work together.
Exam will be due Wednesday, October 24th at the beginning of class.
This exam is to be done in 12 point font, Times New Roman with 1 inch margins.
Be sure to answer ALL OF THE QUESTIONS in each question.
May the Force be with you
1) One of the first discussions we had compared the Deathly Hallows in the Harry.
IBN SINA NATIONAL COLLEGE FOR MEDICAL STUDIES .docxhallettfaustina
IBN SINA NATIONAL COLLEGE FOR MEDICAL STUDIES
Department of Physiology: Physiology II Assignment I
Clinical Pharmacy Program: Level 4 (2016 – 2017: Semester II)
1. Write a small assignment (not less than 4 pages) on the given topics:
2. The assignment should cover the following points:
Suitable diagrams.
Details of the topics
Flow charts if any.
Mechanisms in details.
3. Source of information could be books, scientific journal, internet websites
4. The assignment should have topics in the following order :
Title 1: Glomerular Filtration Rate (GFR) and
factors affecting it
Title 2: Counter current mechanism of urine
formation
Functional Anatomy
Functional anatomy of the renal system.
Structure of the nephron.
Structure of the filtration membrane.
Functional anatomy
Functional anatomy of the renal system.
Structure of the nephron.
Physiology
Definition of GFR with normal values and
values in different stages of renal failure.
Determinants of GFR.
Factors affecting GFR.
Physiology
Role of different nephron regions in urine
formation.
Counter current mechanism of urine formation.
Formation of dilute and concentrated urine.
Application
Factors decreasing the GFR rate.
Kidney specific factors increasing renal
vulnerability to nephrotoxins.
Application
Common therapeutic agents causing
nephrotoxicity.
Tubulopathies.
References References
Title 3: Diuretics Title 2: Regulation of acid base balance
Functional Anatomy
Functional anatomy of the renal system.
Structure of the nephron.
Functional anatomy
Structure of the nephron.
Physiology
Renal tubule transport mechanisms.
Mechanism of action of diuretics. (Thiazide,
loop, osmotic, potassium sparing and
carbonic anhydrase inhibitors)
Physiology
Important renal buffers
Secretion of H+ ions & reabsorption of HCO3-
ions by the kidney.
Renal correction of acid base imbalance.
Application
Clinical applications of diuretics.
Application
Clinical causes of acid base disorders.
Drug induced acid base balance.
References References
5. The cover page should have the topic name, name of the student, academic number and name of the
supervisor. ( A sample cover page is provided which can be used as same or can be modified but without
changing the information needed)
6. The paper should be submitted as:
Computer generated (Typed on computer) on A4 sheet with page border.
Font face : Calibri
Text Alignment : Justify
Font Size : 12
Line Spacing: Multiple at 1.15
7. A rubric for evaluating the assignment is attached. The assignment will be evaluated by two examiners
based on the rubrics and the average of the points is considered as final scores. Point to mark conversion is
provided for the student’s reference. Copies of rubrics should be attached to the sub ...
For your final project, you will be researching an individual and th.docxstarkeykellye
For your final project, you will be researching an individual and their contribution to community and public health. Because of the size of this project, you will be doing the first part of this project in Week 3 then adding the final portion in Week 5. You have the option of writing a paper or putting together a presentation. Details are below the outline. Overall, you will be researching an historical figure in the public health world, their contribution to public health, and how their work helped shape the public health system. Furthermore, you will be analyzing how their contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry.
Follow this outline to help formulate your paper or presentation:
Franklin D. Roosevelt/Health care administration
ACTION:
Research the individual’s background
GRADED ELEMENT:
Describe your selected person’s biographical background (i.e. experience).
HELP:
This can include resume elements such as birthdate, location, education, and brief statement of their contribution to public health. (Reminder: biographical information can be easily plagiarized. Please do not copy from your biographical websites. Paraphrase and/or quote and cite everything according to APA.)
ACTION:
Research the barriers and issue of the time
GRADED ELEMENT:
Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked
HELP:
Think about whether this person was up against resistance or was their work welcomed.
[For example, if you were writing on Abraham Lincoln and the abolition of slavery, you would note that slavery was prevalent and accepted at the time and the change was welcomed by some and rejected by others]
GRADED ELEMENT:
Examine the personal beliefs of your person that prompted this work.
HELP:
You are basically addressing the question: “Why did this person get involved with the issue at the time?” [In continuing the Lincoln example above, you would note that black people were considered property, not people; yet Lincoln believed everyone had equal rights regardless of skin color].
ACTION:
Think about how this person overcame the barriers and issues
GRADED ELEMENT:
Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
HELP:
Questions to consider: What did the person specifically do? Did they have any allies? How did their actions succeed/fail?
ACTION:
Think about the importance of the contribution to community/public health at the time
GRADED ELEMENT:
Describe the final outcome of this individual’s contribution to community and/or public health
HELP:
Think about this question: What occurred as a result of this person’s action?
GRADED ELEMENT:
Explain what his/her contribution did for overall community and/or public health at the time
HELP:
Think about this question: What was the purpose for the community and/or nat ...
Lecture 1.1: CommunismLecture 1.1: CommunismLecture 1.1: CommunismLecture 1.1: Communism
(Unit 1) (Unit 1) (Unit 1) (Unit 1)
CAPS 407: Cultural and Political SystemsCAPS 407: Cultural and Political SystemsCAPS 407: Cultural and Political SystemsCAPS 407: Cultural and Political Systems
MMMMethod of Delivery: ethod of Delivery: ethod of Delivery: ethod of Delivery: OnlineOnlineOnlineOnline
Instructor: Patty Zakaria Instructor: Patty Zakaria Instructor: Patty Zakaria Instructor: Patty Zakaria
� An ideology can be viewed as a set of ideas
or beliefs held by individuals about the world,
domestic politics, and international system.
Political Scientists Kay Lawson defined
ideology as “a comprehensive set of beliefs
and attitudes about social and economic
institutions and process” (1999, G-5).
What What What What is an ideology? is an ideology? is an ideology? is an ideology?
� Ideology can also be viewed as values
individuals have or beliefs (something they
strongly believe in)
� Political ideology is similar it just includes a
political element.
� For example, an individual or party's ideology
can be social-democracy.
� Liberal party in Canada follows social-
democracy ideology.
What is an ideology? What is an ideology? What is an ideology? What is an ideology?
� Political ideology starts with....
◦ Human nature, which can take on the following
roles:
� 1) Pessimistic nature - the person is self-centered,
selfish as well as non-cooperative with others in
society.
� 2) Optimistic nature - the person is good natured,
rational individual, and cooperates with others in
society.
� It is important to note that an individual's
human nature will help them develop their
political ideology.
So how is political ideology So how is political ideology So how is political ideology So how is political ideology
developed? developed? developed? developed?
� In addition to human nature, agents of
political socialization as well as political and
economic factors help to develop one’s
political ideology. Political socialization is the
life-long process of acquiring—and
eventually passing on—values, beliefs, and
opinions about a society and its political
culture Agents of political socialization refer
to the following factors: family, peers, media,
school, social/economic status, gender, and
religious affiliation.
So how is political ideology So how is political ideology So how is political ideology So how is political ideology
developed? developed? developed? developed?
� 1) Conservatism
� 2) Liberalism
� 3) Socialism (the concept of socialism covers
a wide range of beliefs from a moderate to
hard-line view, for example, from democratic
socialism to Maoist Communism)
� 4) Fascism
Five major ideologies are as Five major ideologies are as Five major ideologies are as Five major ideologies are as
follows: follows: follows: follows:
� Kay Lawson (1999) offers are gr ...
Name Kikana HayesDate 16Dec2022Problem with Submission .docxpauline234567
Name: Kikana Hayes
Date: 16Dec2022
Problem with Submission
Explanation:
Kikana: This Touchstone assignment shows good effort. I am returning this Touchstone ungraded, though, because it does not effectively follow the instructions. For this Touchstone:
1. The focus is on one of the research questions listed in the lesson.
2. The research question for civil rights would be the following:
What lessons can we learn from African American history? Considering past struggles from Reconstruction to the civil rights movement of the 1950s and 1960s for African American civil rights, what lessons can we learn about the best strategies for engaging civil rights now and in the future?
3. One of the goals is to use both primary and secondary sources. There is a list of primary and secondary sources in 2a.
The aim of this assignment is to create a historical perspective in order to provide a context and grounding for events today. If how young people could be involved with the movement is of interest, then this strategy could be researched as one piece of the broader historical research questions.
Please also note the difference between primary and secondary research. Additional resources could be found using the keywords, but the primary sources are from first-hand accounts and may require more effort to find.
Before resubmitting, please review the touchstone instructions, rubric, sample touchstone, and requirements. If you have any questions on this information, please email the Sophia Learning Coaches at
[email protected].
Thank you, Jo Bennett
Hist1010 Touchstone 2 Template
Complete the following template, including all parts. Fill out all cells using complete sentences, aiming for one to three complete sentences for each cell of the template.
STEP 1: KNOWLEDGE
Select an issue you will address in your presentation for Unit 3 and decide which research question you want to focus on within your selected issue. Then, identify the key words and phrases that you will use as you search for sources.
What is the issue you would like to write about?
Engaging Civil Rights
Which question would you like to research?
What are the most effective strategies for engaging young people in civil rights activism?
What key words and phrases will you be looking for in your sources?
Keywords: Civil Rights, activism, engagement, strategies, youth, education, equality, outreach, advocacy and mobilization
STEP 2: COMPREHENSION
From a collection of sources, choose two primary and two secondary sources that have relevant information for the historical events you want to include in your presentation. List the sources you identified and explain why they are credible.
2a. Evaluate two secondary sources that will help you investigate your research question.
Secondary
Source 1
Secondary
Source 2
What is the title?
“Why Not Us?” Youth Activism in the South
Youth in Revolt: Five Powerful Movements Fueled .
BAOL 531 Managerial AccountingWeek Six Article Research Paper .docxjasoninnes20
BAOL 531: Managerial Accounting
Week Six: Article Research Paper and Posting Topics
Article Research Papers and Posting: This is a graduate course and students will be expected to research and write papers summarizing in their own words what they have found on current topics from the weekly readings. Research is a theoretical review and application of a topic to a specific industry or field.
The research must be conducted using peer-reviewed trade or academic journals. While Blogs, Wikipedia, encyclopedias, textbooks, popular magazines, newspaper articles, online websites, etc. are helpful for providing background information, these resources are NOT suitable resources for this research assignment.
Assignment Requirements:
i. Choose a research topic from the chapter readings or from the weekly list provided by your professor (See list or potential topics below from Chapter’s 9, 10, 11, and 14).
ii. Research/find a minimum at least one (1), preferably two (2) different peer-reviewed articles on your topic from the University of the Cumberlands Library online business database. The article(s) must be current/published within the last five (5) years.
iii. Write a three (3) to four (4) page double spaced paper in APA format discussing the findings on your specific topic in your own words. Note - paper length does not include cover page or References page.
iv. Structure your paper as follows:
a. Cover page
b. Overview describing the importance of the research topic in your own words
c. Purpose of Research of the article in your own words
d. Review of the Literature summarized in your own words
e. Conclusion in your own words
f. Personal Thoughts
g. References
v. An example paper has been provided for students (attached to email along with this document). Please review this paper for proper structure and APA formatting.
vi. Attach your paper to the Discussion board by the Week Six Saturday due date (150 points).
vii. Read and respond to at least four (4) other student postings by the Week Six Sunday due date (20 points).
Week Six: Article Research Paper and Posting – List of potential research topics from Chapter’s 9, 10, 11, and 14.
1. Job Order Costing
2. Process Costing
3. Absorption Cost Systems
4. JIT: Just-In-Time production systems
5. ABC: Activity-Based Costing
6. ABM: Activity-Based Management
7. TQM: Total Quality Management
8. Six Sigma
9. Lean Production
10. Balanced Scorecard
11. Any other managerial accounting topics you wish to research from Chapter’s 9, 10, 11, and 14.
Grading Criteria:
· Content & Structure (75 points): All of the requested components are completed as assigned; content is on topic and related to managerial accounting, critical thinking is clearly demonstrated (no direct quotes – a short definition is allowed); scholarly research is demonstrated; topics and concepts gained from the assigned reading and/or from research is evident.
· APA Formatting (30 points): Cover page, headings, in-text citations, p ...
Source Investigator WorksheetAn important part of being an his.docxrafbolet0
Source Investigator Worksheet
An important part of being an historian is acting as a detective and investigating your sources before using them in a paper. In this activity, you are the detective! To use a source effectively, you will need to understand everything you can about it, including author, the relation of the author to the subject he or she is writing about, what the source says, and so on. Be sure to properly cite each source in APA formatting.
Answering these questions below is an important first step in writing your final paper!
Part I: Primary Source Investigation!
Instructions: Choose one of your primary sources and answer the questions below in your own words. With the exception of Question 1, all answers should be at least 100 words.
1. What is the name of your source and when was it produced?
2. Who was the author/creator of this document and how is the author related to the event he/she is writing about?
3. How credible is the author on his/her subject and what are some potential biases the author may have had?
4. List three things in the document that are important to your topic’s focus.
5. Why do you think the document was written?
6. How will this source contribute to your paper’s focus?
Part II: Secondary Source Investigation!
Instructions: Choose one of your secondary sources and answer the questions below in your own words. All answers should be at least 100 words.
1. What is the name of your chosen document?
2. Who was the author of this document and why is the author qualified to write about this topic?
3. What historical event/topic is the author writing about and what is his/her main argument?
4. List three things in the document that are important to your topic’s focus.
5. How will this source contribute to your paper?
Topic Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What is your topic and focus question?
1. Topic: Civil Rights Movement in the 1960s
Focus Question: The Civil Rights Movement, once unified, splintered in the early 1960s. What contributed to this split, and what happened to the movement as a result?
In mid-1960s, numerous black activists began to lose faith in the civil rights developments that had targeted the most obvious forms of discrimination. The end of court-mandated segregation didn’t give immediate equality upon blacks or reform a political system that.
Create a PowerPoint presentation on a key diversity issue, with at l.docxrajahchelsey
Create a PowerPoint presentation on a key diversity issue, with at least 12 slides incorporating research and data.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria
Competency 1: Describe theoretical ideas of power in relation to policy.
Discuss how sociological theory can be used to understand disparities in political power.
Competency 2: Identify historical and contemporary influences of discrimination in U. S. culture.
Discuss tactics employed by political players to promote a cause.
Describe the evolution of the social movements that have emerged as a result of a diversity issue.
Competency 3: Analyze the effects of social policy using aggregated data.
Address potential audience questions using supporting data and research.
Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class.
Analyze the evolution of anti-discrimination law to give context to current law or policy.
Competency 6: Apply in text the standard writing conventions for the discipline, including structure, voice, person, tone, and citation formatting.
Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
Many of the current political, legal, and social debates in U.S. society center around diversity and its related issues. These debates, such as debates about the legality or morality of same-sex marriage or immigration policy, involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns.
SHOW LESS
Applying the sociological perspective to these debates is useful, because it requires researching these diverse perspectives and placing them in historical and contemporary contexts to gain a deeper understanding of the causes and consequences of the debate and current and proposed policy solutions. This also puts us in a position in which we can more accurately evaluate and critique the merits of comments made and policies suggested by politicians, leaders, and others with a stake in these debates.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESS
How and why has U.S. immigration policy changed since the mid-20th century? What are the similarities and differences between current immigrant groups and patterns of immigration compared to historical trends.
Module Outcome You will be able to describe the historical force.docxroushhsiu
Module Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
Course Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
General Education Competency:
You will have used critical thinking to analyze problems and make logical decisions.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments
What practices did the US government engage in to force Native Americans to assimilate to American culture? What were their motivations? Does this trend continue? Explain. How might this affect the Native American culture in the eyes of Native Americans and non-indigenous Americans alike? Explain.
For a top score, you must respond constructively to at least two other students. More extensive participation will be noted. All of your postings should be spread over three different days.
Introduction: This assignment will assist in your gaining a better understanding of the theoretical perspectives in Sociology
This assignment fulfills/supports
Module Outcome: You will be able to how structural functionalism, conflict perspectives, and symbolic interactionism work together to help us get a more complete view of reality.
Course Outcome: You will be able to recognize and apply the basic sociological terms vital to the understanding of sociology and the major theoretical paradigms to an analysis of social institutions, social structures, and societal issues.
General Education Competency
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
Demonstrate computer literacy
The Assignment: DF #2 - Theoretical Perspectives
Find a newspaper article, online or physical paper, and identify the structural functionalist, social conflict, and symbolic interctionist view of the social issue that is discussed in the article. Think about how each of these perspectives view society. You can get this from your reading of the text. For example, structural functionalists view society as social harmony with a high degree of social order with the institutions meeting their manifest and latent functions, all for the good of society, compared to conflict theorists, which view society as an arena of social inequality; dominant and subordinate groups, competing for scarce resources. In comparison, a symbolic interactinist may view society based upon symbolic meaning, labeling and social construction and the interaction with others in society.
Prompt:
Write at least one paragraph summarizing your .
How to plan, structure and write persuasive essays | Studiosity. 11 Rules for Essay Paragraph Structure (with Examples) (2024). Essay Writing Tips That Will Make College a Breeze - LVDletters. How to Write an Essay in English (Essay Writing in 9 Simple Steps). Argumentative Essay: Rules of an essay. 10 Tips to Write an Essay and Actually Enjoy It. PPT - Rules and Helpful Tips For Essay Writing PowerPoint Presentation .... Step-By-Step Guide to Essay Writing - ESL Buzz. How to Write an Essay | YourDictionary. Narrative essay: Rules of an essay.
Ronalds postIdentify a global societal issue from the foll.docxdaniely50
Ronald's post:
Identify a global societal issue from the following list that you would consider researching further for your Week 5 Final Paper:
Climate change
Describe effective methods you used in identifying and narrowing down to just one of the topics to further research for your Final Paper.
The first thing I did when looking at the topics was deciding which topics, I found to be interesting to research. Some of the topics caught my attention but I had very strong feelings for one side of the argument verse the other side. I did not want to take the chance of my essay being to one sided, so I eliminated them. Then I was left with
Climate Change
and
Lack of Education.
My degree and future career is in education so I feel this is a good chance to do something different, and that is why I chose
Climate Change
for my final paper.
Explain three ways you can critically analyze sources to determine if they are scholarly.
There are a few ways to critically analyze sources to determine if they are scholarly, which consist of:
Checking the credentials of the Author/s.
The Source is peer-reviewed
See if the author has provided citations for the sources which the used in their writing.
Summarize information from at least two scholarly journal articles from the Ashford University Library that will support your claims for your chosen topic.
Hsiang Solomon, & Kopp Robert E. (2018). An Economist’s Guide to Climate Change Science.
The Journal of Economic Perspectives
,
32
(4), 3.
The information within this source is how each human has led to the change, reshaping, and alteration of the earth’s climate. From making animals extinct, to removing things from the earth, to emissions and what we exhale all effect the climate. The industrial era has multiplied the damage that is being imparted on the climate, such as the release of carbon dioxide which will stay in the atmosphere for a approximately a thousand years. The physical science of climate change is the focus in this journal and will support the climate changes that are currently happening.
Magnus Bergquist, Andreas Nilsson, & P. Wesley Schultz. (2019). Experiencing a Severe Weather Event Increases Concern About Climate Change.
Frontiers in Psychology
.
https://doi-org.proxy-library.ashford.edu/10.3389/fpsyg.2019.00220 (Links to an external site.)
Within this source is information about the climate and how it is changing. Climate change is due to humans and thing lick greenhouse emissions. However, this source talks about one of the consequences of climate change to be extreme weather events. The source goes on to mention how to help prepare for and reduce the consequences of climate change, such as extreme weather. The information in this source helps to possible provide ways that climate change can possibly be reduced.
Explain why scholarly sources should be used to support your writing on the selected topic.
Using scholarly sources .
Your assignment must be completed in an essay format. You must .docxhyacinthshackley2629
Your assignment must be completed in an essay format. You must also submit your assignment according to the following format: typed, double-spaced, 12-point, Times New Roman font with one-inch margins. Late assignment submissions will be penalized accordingly (per the syllabus). The is due on Friday, December 14th by 4:00 pm, via TURNITIN, and serves as your final.
Section I: Identification
Compose short but full and complete paragraph answers (6-8 sentences in length) that describe the historical significance of four (4) of the fifteen (15) terms below. Historical significance is more than a simple definition. Your terms should clearly show detailed evidence for how they are important in both the context of the historical period in question and broader course themes.
Choose 4 from the 27 terms below:
Tennis Court Oath
The Berlin Conference
Johann Gottlieb Fichte
mercantilism
Realpolitik/Weltpolitik
Manifest Destiny
Tanzimat reforms
Zionism
War Capitalism
Dec. of Rights of Man & Citizen
Bourgeoisie/Proletariat
Creole
Simón Bolívar
Liberalism
Casement Report
Enlightenment
nationalism
industrial capitalism
Nation-building
secularism
Olympe de Gouges
Jean-Jacques Rousseau
Theodor Herzl
nation-state
New Empire
Industrial Revolution
Napoleon Bonaparte
Section II: Short Essay –
Compose a short, two-three - (2-3) - paragraph essay (8-10 sentences in length each) in answer to one (1) of the following questions:
Choice A – Define nationalism in nineteenth-century Europe. Give and critically analyze one country-specific examples in your answer.
Choice B – Compare “old” and “new” imperialism in the context of the early modern and modern West.
Choice C – Explain the transition from a mercantilist to a capitalist economy in the late-early-modern West and use Sven Beckert’s book to support your answer.
Choice D – Explain and compare the historical significance of Sven Beckert’s concepts of war capitalism and industrial capitalism?
Choice E – What impact did European colonization (from the 1500s-1800s) have on non-western populations around the world?
Choice F – How did the Scientific Revolutions of the sixteenth and seventeenth centuries influence the Enlightenment movement of the eighteenth century?
Choice G – Discuss citizenship in the context of the French Revolution. Use the Declaration of the Rights of Man and Citizen and the Rights of Woman and the Female Citizen in your answer.
Choice H- Explain the role that slavery played in the history of early modern Atlantic World empire.
Section II: Long Essay –
Compose a long, four to five - (4-5) - paragraph essay (8-10 sentences in length each) in answer to one (1) of the following questions (support your answers with my lectures, the textbook, and all appropriate supplementary readings):
Choice A – How did cotton become global? Use Sven Beckert’s Empire of Cotton as a springboard for connecting his thesis to course material on nationalism, indu.
Similar to Examining the Ongoing Evolution of American Government by Eric Cole (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/
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
Photo Archive: "Uprooted - Japanese American Farm Labor Camps during WWII"Peter Pappas
On February 19, 1942, President Franklin D. Roosevelt signed Executive Order 9066, the instrument that authorized the forced removal and incarceration of 120,000 Japanese Americans. Denied their civil liberties, they were held in camps operated by the War Relocation Authority. Between 1942 and 1944, some 33,000 individual contracts were issued for seasonal farm labor, with many working in the sugar beet industry. This exhibit introduces their story. For the full story, videos, lesson plan and more visit our website: http://www.uprootedexhibit.com/lesson-plans/
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. EXAMINING THE ONGOING EVOLUTION OF AMERICAN GOVERNMENT
Charismatic young actor and future American presi-
dent Ronald Reagan recorded these remarks in 1961.
Listen closely to what Reagan has to say. While you
listen, jot down answers to the following four ques-
tions and be ready to share your ideas:
- What does Reagan mean by the phrase “socialized
medicine”?
- In 10 words or fewer: Why is Reagan so opposed to
this idea?
- Reagan produced this recording for the American
Medical Association (AMA), a professional associa-
tion of physicians. How does his relationship with the
AMA affect the way you think about his comments?
- How do you think the historical context of 1961 might
have shaped or informed Reagan’s argument?
Source
3. “THERE YOU GO AGAIN”:
RONALD REAGAN RUNS FOR PRESIDENT (1980)
Flash-forward nearly two decades and California
Governor Ronald Reagan is running to unseat Presi-
dent Jimmy Carter. Watch the video clip from the
only debate between the two presidential candi-
dates and consider the questions below. Again,
make notes and be ready to share your thoughts.
- What does this exchange reveal about the politics
of healthcare in the United States in 1980?
- What seems to have changed between 1961, when
Reagan recorded the preceding statement, and
1980, the year of this debate?
- Why did President Carter draw the audience’s atten-
tion to Reagan’s past opposition to Medicare-like
government programs?
Source
4. HEATED DEBATE:
THE SOCIAL SECURITY ACT (1935)
The next two pages feature excerpts from floor
speeches during the Congressional debate on the So-
cial Security Act. The statements were made by Con-
gressmen Reed and Taber of New York, respectively.
Read each of the statements to yourself. Once you
have finished, find a partner and formulate answers to
the following questions:
- On what bases do the Congressmen oppose the leg-
islation?
- Are there similarities between the arguments made
in these speeches and the arguments made by Rea-
gan regarding Medicare?
Source
6. CONTEMPORARY ATTITUDES TOWARD SOCIAL SECURITY (2012)
Source
This table was produced by the National
Academy of Social Insurance, a nonprofit,
nonpartisan organization that describes its
mission as “[advancing] solutions to chal-
lenges facing the nation by increasing pub-
lic understanding of how social insurance
contributes to economic security. “With your
partner, interpret the data presented in the
table to answer the following questions:
- What does this data suggest regarding the
popularity of Social Security?
- Which age group, or generation, appears
to be the most supportive of Social Secu-
rity?
- What are some of the potential limitations
of using data collected and analyzed by a
group like NASI to understand the way peo-
ple think about Social Security?
7. EXAMINING THE ONGOING
EVOLUTION OF AMERICAN
GOVERNMENT
Opponents of the ACA Demonstrate
Many Americans were (and remain) staunchly op-
posed to the Patient Protection and Affordable Care
Act (ACA). Review the assortment of photographs on
the right of this page and pay close attention to the
kinds of icons and symbols protestors employ to con-
vey their opinion.
Consider the following questions:
- What kinds of imagery are protestors using? Do you
recognize any themes?
- What sorts of connections are protestors making be-
tween the ACA and other historical phenomena or
events?
Sources: 1, 2, 3, 4, 5, 6
8. Your Assignment:
Write a ~750 word essay respond-
ing to one of the following prompts:
Over the last 80 years the federal
government of the United States
has come to assume a number of
new responsibilities.
How have historical debates con-
cerning major new social programs
been similar?
What do these similarities reveal
about American politics?
REFLECTION
Inquiry skills are at the heart of social studies and lessons
that provide students with the chance to engage with rich pri-
mary sources are unparalleled opportunities for growth. In
the document-based lesson (DBL) I prepared for this course,
I sought to familiarize high school-aged social studies stu-
dents with the ways in which the US federal government has
changed over time by asking them to engage with samples
of popular discourse surrounding Social Security, Medicare,
and the Patient Protection and Affordable Care Act (ACA) at
various points in the programs’ respective histories. Stu-
dents are presented with arguments made by high-profile fig-
ures and various forms of public opinion data. They are then
asked to use this information as well as their knowledge of
the historical contexts in which these debates take place to
recognize connections between these debates and themes
underlying the ways that US government and politics have
shifted in the last century. Students demonstrate their ability
to use the documents to arrive at such conclusions in both a
class discussion and a written response to the lesson.
The experience of creating this DBL will inform my ap-
proach to the development of future lessons. In particular, I
feel that incorporating sources that create opportunities for
less proficient readers to engage in grade-level inquiry is im-
portant. In this case, I included videos, photographs, and a
graph. The diverse character of the documents ensures that
barriers to participation in the lesson are minimized.
If you have thoughts or feedback on this lesson, I can
be found on LinkedIn at www.linkedin.com/in/ericcolepdx.
10. This eBook is a collaborative project of Peter Pappas
and his Fall 2015 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 sup-
portive 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 this book project and work flow tap here.
Chapters in chronological order
1. Finding Egyptian Needles in Western Haystacks
by Heidi Kershner
2. Pompeii by Caleb Wilson
3. Samurai: Sources of Warrior Identity in Medieval Japan
by Ben Heebner
4. The Declaration of Independence by David Deis
5. Reconstruction in Political Cartoons
by EmmaLee Kuhlmann
6. Regulation Through the Years
by Chenoa Musillo Olson / Sarah Wieking
7. Battle of the Somme by John Hunt
8. The Lynching of Leo Frank by Jeff Smith
9. The Waco Horror by Alekz Wray
10. The Harlem Renaissance by Monica Portugal
11. A Date of Infamy by Mollie Carter
12. Anti-Vietnam War Imagery by Felicia Teba
13. Examining the Ongoing Evolution of American Govern-
ment by Eric Cole
Peter Pappas, editor
School of Education ~ University of Portland
His popular blog, Copy/Paste features downloads of his instructional re-
sources, 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, 2015
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.
Cover image: Door knocker
Amsterdam NL Photograph by Peter Pappas
10