The document describes a family, John and Mary Allen, who farmed multiple properties totaling over 100 acres in the early 1900s. To supplement their income from farming, John's father would travel by horse and wagon to nearby villages selling pottery made by the family. Through renting farms, pottery sales, and saving money, the Allen family was able to prosper and pay off their farmland properties over 10 years of work.
This document summarizes an academic workshop on using primary sources to teach history. It provides background on a lesson for an 11th grade US History class exploring whether the Indian Wars of the late 1800s were inevitable. The lesson uses 8 primary documents to examine the relationship between white settlers and Native Americans and have students debate whether conflicts could have been avoided. Students will assess the documents and write an essay arguing their position on the historical question.
Should the us enter WWI? SAC by Lauren Tatajelenjos
Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
4. Taken together, these documents provide evidence that remaining neutral was no
This document outlines a lesson plan for a Structured Academic Controversy activity where high school students will examine primary sources related to the Vietnam War and debate whether it was different than previous American wars. Students will be assigned to teams to research and present arguments, work towards consensus, and complete assessments analyzing additional primary sources. The primary sources provided cover perspectives from soldiers, propaganda, political speeches, and more to understand different viewpoints on the war.
The document provides background and materials for a lesson on the academic controversy of whether citizens of the Plains region were better off migrating to California during the Dust Bowl. It includes 6 primary source documents that students will analyze to argue different perspectives on the topic. The lesson involves assigning groups to argue different positions, presenting and questioning each other's arguments, and building consensus on their view. The goal is to have students understand multiple perspectives on the migrants' difficult situation and choices during the Dust Bowl.
Should a US President always be honest? SAC by James Ferrarajelenjos
This document provides an overview and summary of 6 primary source documents that could be used to facilitate a classroom discussion and activity around the historical question "Should a U.S president always be honest?". The documents include Lincoln's Gettysburg Address audio recording, a text of one of his speeches, a certificate used in his campaign, a letter by Thomas Jefferson, an article promoting western territories, and photos of Lincoln's second inauguration. Students will be asked to analyze the documents, take positions on the question, and work to build consensus through discussion.
Should the African Elephant be Protected? SAC by Sarah Stolfijelenjos
This document summarizes the African Elephant Anti-Poaching Act of 1988, which made it illegal to import African elephant ivory from certain countries and outlined penalties for poaching elephants. The Act prohibited ivory imports from countries not party to an international wildlife treaty, without elephant populations, or not located in Africa. It established civil penalties up to $10,000 per violation and criminal penalties of fines from $5,000-$20,000 and/or up to 1 year in prison. The Act also described enforcement powers and forfeiture provisions for those found violating the anti-poaching laws.
U.S. Soliders in the Pacific during World War 2mfcache
U.S. soldiers fought across the Pacific islands during World War 2, pushing the Japanese back toward their homeland. Students will take on the role of American soldiers, tracking troop movements from 1942 to 1945 and writing letters home each year about their locations, the war strategy, and their state of mind. They will use websites to research battles, strategies, and maps to complete the interactive activity.
The document outlines a 5-day lesson plan for a 10th grade history class on the war in the Pacific during World War II. It details that the class has 23 students, most of whom are Caucasian and born in the US. Over the 5 days, students will learn about key events and debates around the bombings of Hiroshima and Nagasaki. They will conduct research in groups to argue whether the bombings were necessary or not, then debate each other on the final day.
This document summarizes an academic workshop on using primary sources to teach history. It provides background on a lesson for an 11th grade US History class exploring whether the Indian Wars of the late 1800s were inevitable. The lesson uses 8 primary documents to examine the relationship between white settlers and Native Americans and have students debate whether conflicts could have been avoided. Students will assess the documents and write an essay arguing their position on the historical question.
Should the us enter WWI? SAC by Lauren Tatajelenjos
Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
4. Taken together, these documents provide evidence that remaining neutral was no
This document outlines a lesson plan for a Structured Academic Controversy activity where high school students will examine primary sources related to the Vietnam War and debate whether it was different than previous American wars. Students will be assigned to teams to research and present arguments, work towards consensus, and complete assessments analyzing additional primary sources. The primary sources provided cover perspectives from soldiers, propaganda, political speeches, and more to understand different viewpoints on the war.
The document provides background and materials for a lesson on the academic controversy of whether citizens of the Plains region were better off migrating to California during the Dust Bowl. It includes 6 primary source documents that students will analyze to argue different perspectives on the topic. The lesson involves assigning groups to argue different positions, presenting and questioning each other's arguments, and building consensus on their view. The goal is to have students understand multiple perspectives on the migrants' difficult situation and choices during the Dust Bowl.
Should a US President always be honest? SAC by James Ferrarajelenjos
This document provides an overview and summary of 6 primary source documents that could be used to facilitate a classroom discussion and activity around the historical question "Should a U.S president always be honest?". The documents include Lincoln's Gettysburg Address audio recording, a text of one of his speeches, a certificate used in his campaign, a letter by Thomas Jefferson, an article promoting western territories, and photos of Lincoln's second inauguration. Students will be asked to analyze the documents, take positions on the question, and work to build consensus through discussion.
Should the African Elephant be Protected? SAC by Sarah Stolfijelenjos
This document summarizes the African Elephant Anti-Poaching Act of 1988, which made it illegal to import African elephant ivory from certain countries and outlined penalties for poaching elephants. The Act prohibited ivory imports from countries not party to an international wildlife treaty, without elephant populations, or not located in Africa. It established civil penalties up to $10,000 per violation and criminal penalties of fines from $5,000-$20,000 and/or up to 1 year in prison. The Act also described enforcement powers and forfeiture provisions for those found violating the anti-poaching laws.
U.S. Soliders in the Pacific during World War 2mfcache
U.S. soldiers fought across the Pacific islands during World War 2, pushing the Japanese back toward their homeland. Students will take on the role of American soldiers, tracking troop movements from 1942 to 1945 and writing letters home each year about their locations, the war strategy, and their state of mind. They will use websites to research battles, strategies, and maps to complete the interactive activity.
The document outlines a 5-day lesson plan for a 10th grade history class on the war in the Pacific during World War II. It details that the class has 23 students, most of whom are Caucasian and born in the US. Over the 5 days, students will learn about key events and debates around the bombings of Hiroshima and Nagasaki. They will conduct research in groups to argue whether the bombings were necessary or not, then debate each other on the final day.
This document outlines a 7-day unit plan for an 11th grade U.S. History class covering World War II that includes objectives, an overview of daily topics, assessments, teaching tools, and several individual lesson plans with goals, activities, and assessments. The unit will examine important figures, events, cultural aspects, and historical documents from World War II.
Teacher Brandon Carnevale's US History lesson plan for October 29th involves 11th grade students examining and debating the Cuban Missile Crisis. Students will first read about the crisis and split into groups to debate whether the US should have entered the Cold War, with one group supporting entering the war and one against it. They will then participate in a Cold War debate pretending to be in JFK's war room during the crisis and argue their assigned positions.
The document outlines an 8th grade unit plan on the American Civil War and Reconstruction in Georgia that lasts two weeks. Students will analyze key events and impacts of the Civil War on Georgia like Sherman's Atlanta Campaign and March to the Sea. They will also explore the effects of Reconstruction through amendments to the Constitution, the Freedmen's Bureau, and black legislators in the post-war period. The unit aims to help students understand the causes and consequences of the Civil War from Georgia's perspective.
August 2014 Newsletter describing recent activity of Jim Lux in support of recognition of WWII experience of B-24 Hot Stuff and crew, first to complete 25 missions in 8th Air Force, months ahead of Memphis Belle. Crashed in Iceland during return trip to US with AF LTG Andrews on board.
Lesson Plan on the Impact of Settlement on the Native AmericansElisabeth Miller
This lesson plan outlines a student teaching lesson on the last Native American wars of western expansion. The lesson aims to help students understand the challenges Native Americans faced as the West developed, specifically the violence with the U.S. military. Key objectives are for students to identify how lives changed with the Transcontinental Railroad and to examine events through the perspectives of Native Americans and the military. The plan includes a Prezi presentation, video, timeline, and worksheet for a "RAFT" activity where students write from the perspective of a participant in an event. Formative and summative assessments are discussed along with accommodations and reflections.
This document provides details on an activity to teach 8th grade students about food from around the world. The activity includes matching pictures of food and country flags, asking and answering questions about different cuisines, reading short texts using the present perfect tense, and having students tell the class about food they have eaten. The activity covers source, target, and international cultures by including Mongolian, American, and other global foods. Last year, students shared their experiences and learned food names using the target grammar. Modifications may be needed if classes resume next month.
This document provides an overview of common core standards and objectives for a unit on wars in Asia and the Middle East. It covers several wars including the Korean War, Vietnam War, Afghanistan War, and Iraq War. Students will learn about the causes and consequences of these wars while developing writing, research, and collaboration skills. The unit utilizes readings, videos, class discussions, and a test to help students understand important historical events and their relevance today.
This document discusses using technology to teach students about General Douglas MacArthur's role in the Philippines during World War II. It provides examples of internet resources that can help students learn about this topic, including a video from the documentary series "World War II in Color", blogs on a World War II history website, and podcasts from the MacArthur Memorial. These internet sources offer visuals, videos, and descriptive information to give students multiple perspectives on MacArthur's time in the Philippines between 1941-1945.
This document outlines an introductory course on geopolitics and international relations. It includes an agenda that covers an introduction to geopolitics, key geopolitical issues of the times including wars, terrorism, and current challenges. It also discusses course objectives, structure, grades based on debates and position papers, and introduces the concept of geopolitics as analyzing the interactions between spatial configurations and politics, as well as the complexity of the current global state.
The government should take measures to meet the needs of the army during the war. The
minister of defence says that they need more weapons, food supplies and uniforms. However, the
budget is limited. The minister of finance says that they don't have enough money. What kind of
decision your government will take about this situation?
Government's Decision: __________________________________________________________
Situation 2
The document discusses several activities for students to learn about the War of 1812. Students are asked to discuss in pairs and write responses about impressment and how people might react today. They also investigate the causes of heat stroke in British soldiers at the Battle of Battenburg and calculate details about Fort McHenry such as its perimeter and number of cannons. Students explore key figures in the war and write a comic strip or timeline summarizing what they learned. They analyze the 1812 Overture and pretend to write a music review for the War Journal.
This document provides instructions for GCSE History exam candidates taking the exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam consists of two parts - Part 1 covers aspects of international relations with questions on the inter-war years, Cold War, or 1948-2005. Part 2 focuses on the depth study of the USA over the given time period. Candidates must answer questions based on provided sources as well as questions testing their knowledge. The sources provided relate to cartoons about Hitler/Stalin, Kennedy/Khrushchev during the Cuban Missile Crisis, and Roosevelt.
1) The document discusses U.S. imperialism following the Spanish-American War in 1898.
2) Yellow journalism by newspapers like those owned by Hearst and Pulitzer helped stir nationalist sentiment and lead America into war with Spain over Cuba.
3) The quick U.S. victory resulted in America acquiring colonies like Puerto Rico, Guam, and the Philippines, making it a new imperial power seeking overseas investments and naval bases.
This document provides an introduction and contents section for a dissertation analyzing the motivations of Viet Cong insurgents during the Vietnam War. It discusses the debate around whether the insurgents were primarily nationalists or communists. The introduction summarizes previous literature on this topic and introduces sources that will be analyzed, including interviews conducted by RAND Corporation with Viet Cong prisoners of war and defectors. Some limitations of these sources are noted, such as issues with translation and the potential for prisoners to provide biased responses.
The document provides background information on the American Civil War. It discusses key events from 1861 to 1862, including major battles like Bull Run, Fort Henry, Fort Donelson, Shiloh, and Antietam. It also summarizes the goals and strategies of the Union and Confederacy, such as the Union's Anaconda Plan to blockade Southern ports and split the Confederacy. Additionally, it covers the Emancipation Proclamation issued by President Lincoln on January 1, 1863, which freed enslaved people in Confederate states.
This document provides a summary of the contents of a book titled "Study Skills for Academic Writing: Student's Book". It contains 5 units that cover various skills needed for academic writing such as surveying materials, note-taking, summarizing, incorporating sources, writing paragraphs and introductions/conclusions, and the process of writing extended essays. The book is dedicated to Don McGovern and acknowledges contributions from various teachers and publications that allowed excerpting of certain materials.
The document provides instructions for Assignment 2 for the course POL211. It is due on May 23rd, 2014 and must be between 3,000 words. Students must choose one of three topics to write about, relating to the evolution of US foreign policy since the Cold War, the NATO alliance and Cuban Missile Crisis, or the relationship between security and identity in US foreign policy under Clinton, Bush, and Obama. The assignment will be assessed based on understanding of the subject matter, clarity of argument, essay structure, style and formatting, and accuracy of referencing. Tips are provided on formatting, referencing, and content of the essay.
M.S. 442 CGSI ELA II 7th & 8th Grade Course OverviewCGSI
M.S. 442 CGSI ELA II 7th & 8th Grade Course Overview. During the year students in the 7th & 8th grade ELA 2 course will study the following historical events paired with a real-world current issue.
The document summarizes a lesson plan for 5th grade students on whether the California Gold Rush was a money-making opportunity. It includes 6 primary source documents for students to analyze. Students will be split into groups and assigned to argue either "yes" or "no" to the question. They will present their arguments, ask clarifying questions, and work towards consensus. The goal is for students to understand both the opportunities and hardships of the Gold Rush through analysis of multiple perspectives.
This document outlines the syllabus for an Indigenous studies course called "Indigenous Ecological Ways of Knowing and the Academy" taught at Carleton University in winter 2021. The course will examine Indigenous perspectives on relationships with the land, water, sky and more-than-human beings. It will draw on case studies and texts from Indigenous communities around the world. The instructor is opening some course materials to the public online, including weekly summaries and discussion questions. The 13-week course schedule lists readings and optional texts on topics like earth, fire, plants and environmental racism from Indigenous perspectives.
Taming Of The Shrew Essay Questions. Taming of the Shrew comparative essay E...Ashley Arrington
The Taming of the Shrew - Study Questions. Taming of the Shrew Essay Assignment by Easy As Pie | TpT. Taming of the Shrew Essay Example | Topics and Well Written Essays .... The Taming of the Shrew - Was Katherina really tamed? - GCSE English .... The Taming Of The Shrew Essay Questions. Misogyny in Taming of the Shrew: [Essay Example], 1500 words | EssayPay. Possible essay for taming of the shrew elmicogroup.com. The Taming of the Shrew Essay Example | StudyHippo.com. Taming of the Shrew comparative essay | English (Advanced) - Year 11 .... The Taming of the Shrew Study Guide: Act 4 Lit Terms: Metaphor. The Taming of the Shrew. Write My Research Paper - taming of the shrew essay questions .... AQA A-level The Taming of the Shrew | Teaching Resources. Taming of the Shrew Essay | English (Advanced) - Year 11 HSC | Thinkswap. The taming of the shrew essay | English (Standard) - Year 11 HSC .... The Taming of the Shrew - GCSE English - Marked by Teachers.com. The Taming of the Shrew Summary and Analysis of the Induction | The .... Review of Taming Of the Shrew - GCSE Drama - Marked by Teachers.com. Taming of the Shrew essay | English (Advanced) - Year 11 HSC | Thinkswap. Analysis of The Taming of the Shrew - University Linguistics, Classics .... 'Taming of the Shrew' by W. Shakespeare Revision Worksheet | Teaching .... ⇉How Does Shakespeare Present Marriage in the Taming of the Shrew .... Ending of Taming of the Shrew Explained. Taming of the shrew essay help - Taming Of The Shrew Essay Help .... Shrew Tree | Teaching shakespeare. Taming of the Shrew Act 4.5 Study/Discussion Questions Worksheet for .... Essay About the Taming of the Shrew | The Taming Of The Shrew | Fiction .... A Level Literature (12): ‘Taming of the Shrew’ End-Term Assessment .... The Taming Of The Shrew Act 1 Study Guide Answers. Taming of the shrew love essays. The Taming of the Shrew | Essay questions, Essay topics, Essay writer Taming Of The Shrew Essay Questions
As Level Essay Structure. Online assignment writing service.Christine Jones
The document provides a 5-step process for requesting writing assistance from HelpWriting.net. It outlines the steps to create an account, submit a request form with instructions and sources, review writer bids and qualifications to select one, make a deposit to start the assignment, and authorize final payment upon approval of the completed paper. Revisions are available for free to ensure customer satisfaction. Plagiarized work results in a full refund.
This document outlines a 7-day unit plan for an 11th grade U.S. History class covering World War II that includes objectives, an overview of daily topics, assessments, teaching tools, and several individual lesson plans with goals, activities, and assessments. The unit will examine important figures, events, cultural aspects, and historical documents from World War II.
Teacher Brandon Carnevale's US History lesson plan for October 29th involves 11th grade students examining and debating the Cuban Missile Crisis. Students will first read about the crisis and split into groups to debate whether the US should have entered the Cold War, with one group supporting entering the war and one against it. They will then participate in a Cold War debate pretending to be in JFK's war room during the crisis and argue their assigned positions.
The document outlines an 8th grade unit plan on the American Civil War and Reconstruction in Georgia that lasts two weeks. Students will analyze key events and impacts of the Civil War on Georgia like Sherman's Atlanta Campaign and March to the Sea. They will also explore the effects of Reconstruction through amendments to the Constitution, the Freedmen's Bureau, and black legislators in the post-war period. The unit aims to help students understand the causes and consequences of the Civil War from Georgia's perspective.
August 2014 Newsletter describing recent activity of Jim Lux in support of recognition of WWII experience of B-24 Hot Stuff and crew, first to complete 25 missions in 8th Air Force, months ahead of Memphis Belle. Crashed in Iceland during return trip to US with AF LTG Andrews on board.
Lesson Plan on the Impact of Settlement on the Native AmericansElisabeth Miller
This lesson plan outlines a student teaching lesson on the last Native American wars of western expansion. The lesson aims to help students understand the challenges Native Americans faced as the West developed, specifically the violence with the U.S. military. Key objectives are for students to identify how lives changed with the Transcontinental Railroad and to examine events through the perspectives of Native Americans and the military. The plan includes a Prezi presentation, video, timeline, and worksheet for a "RAFT" activity where students write from the perspective of a participant in an event. Formative and summative assessments are discussed along with accommodations and reflections.
This document provides details on an activity to teach 8th grade students about food from around the world. The activity includes matching pictures of food and country flags, asking and answering questions about different cuisines, reading short texts using the present perfect tense, and having students tell the class about food they have eaten. The activity covers source, target, and international cultures by including Mongolian, American, and other global foods. Last year, students shared their experiences and learned food names using the target grammar. Modifications may be needed if classes resume next month.
This document provides an overview of common core standards and objectives for a unit on wars in Asia and the Middle East. It covers several wars including the Korean War, Vietnam War, Afghanistan War, and Iraq War. Students will learn about the causes and consequences of these wars while developing writing, research, and collaboration skills. The unit utilizes readings, videos, class discussions, and a test to help students understand important historical events and their relevance today.
This document discusses using technology to teach students about General Douglas MacArthur's role in the Philippines during World War II. It provides examples of internet resources that can help students learn about this topic, including a video from the documentary series "World War II in Color", blogs on a World War II history website, and podcasts from the MacArthur Memorial. These internet sources offer visuals, videos, and descriptive information to give students multiple perspectives on MacArthur's time in the Philippines between 1941-1945.
This document outlines an introductory course on geopolitics and international relations. It includes an agenda that covers an introduction to geopolitics, key geopolitical issues of the times including wars, terrorism, and current challenges. It also discusses course objectives, structure, grades based on debates and position papers, and introduces the concept of geopolitics as analyzing the interactions between spatial configurations and politics, as well as the complexity of the current global state.
The government should take measures to meet the needs of the army during the war. The
minister of defence says that they need more weapons, food supplies and uniforms. However, the
budget is limited. The minister of finance says that they don't have enough money. What kind of
decision your government will take about this situation?
Government's Decision: __________________________________________________________
Situation 2
The document discusses several activities for students to learn about the War of 1812. Students are asked to discuss in pairs and write responses about impressment and how people might react today. They also investigate the causes of heat stroke in British soldiers at the Battle of Battenburg and calculate details about Fort McHenry such as its perimeter and number of cannons. Students explore key figures in the war and write a comic strip or timeline summarizing what they learned. They analyze the 1812 Overture and pretend to write a music review for the War Journal.
This document provides instructions for GCSE History exam candidates taking the exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam consists of two parts - Part 1 covers aspects of international relations with questions on the inter-war years, Cold War, or 1948-2005. Part 2 focuses on the depth study of the USA over the given time period. Candidates must answer questions based on provided sources as well as questions testing their knowledge. The sources provided relate to cartoons about Hitler/Stalin, Kennedy/Khrushchev during the Cuban Missile Crisis, and Roosevelt.
1) The document discusses U.S. imperialism following the Spanish-American War in 1898.
2) Yellow journalism by newspapers like those owned by Hearst and Pulitzer helped stir nationalist sentiment and lead America into war with Spain over Cuba.
3) The quick U.S. victory resulted in America acquiring colonies like Puerto Rico, Guam, and the Philippines, making it a new imperial power seeking overseas investments and naval bases.
This document provides an introduction and contents section for a dissertation analyzing the motivations of Viet Cong insurgents during the Vietnam War. It discusses the debate around whether the insurgents were primarily nationalists or communists. The introduction summarizes previous literature on this topic and introduces sources that will be analyzed, including interviews conducted by RAND Corporation with Viet Cong prisoners of war and defectors. Some limitations of these sources are noted, such as issues with translation and the potential for prisoners to provide biased responses.
The document provides background information on the American Civil War. It discusses key events from 1861 to 1862, including major battles like Bull Run, Fort Henry, Fort Donelson, Shiloh, and Antietam. It also summarizes the goals and strategies of the Union and Confederacy, such as the Union's Anaconda Plan to blockade Southern ports and split the Confederacy. Additionally, it covers the Emancipation Proclamation issued by President Lincoln on January 1, 1863, which freed enslaved people in Confederate states.
This document provides a summary of the contents of a book titled "Study Skills for Academic Writing: Student's Book". It contains 5 units that cover various skills needed for academic writing such as surveying materials, note-taking, summarizing, incorporating sources, writing paragraphs and introductions/conclusions, and the process of writing extended essays. The book is dedicated to Don McGovern and acknowledges contributions from various teachers and publications that allowed excerpting of certain materials.
The document provides instructions for Assignment 2 for the course POL211. It is due on May 23rd, 2014 and must be between 3,000 words. Students must choose one of three topics to write about, relating to the evolution of US foreign policy since the Cold War, the NATO alliance and Cuban Missile Crisis, or the relationship between security and identity in US foreign policy under Clinton, Bush, and Obama. The assignment will be assessed based on understanding of the subject matter, clarity of argument, essay structure, style and formatting, and accuracy of referencing. Tips are provided on formatting, referencing, and content of the essay.
M.S. 442 CGSI ELA II 7th & 8th Grade Course OverviewCGSI
M.S. 442 CGSI ELA II 7th & 8th Grade Course Overview. During the year students in the 7th & 8th grade ELA 2 course will study the following historical events paired with a real-world current issue.
The document summarizes a lesson plan for 5th grade students on whether the California Gold Rush was a money-making opportunity. It includes 6 primary source documents for students to analyze. Students will be split into groups and assigned to argue either "yes" or "no" to the question. They will present their arguments, ask clarifying questions, and work towards consensus. The goal is for students to understand both the opportunities and hardships of the Gold Rush through analysis of multiple perspectives.
This document outlines the syllabus for an Indigenous studies course called "Indigenous Ecological Ways of Knowing and the Academy" taught at Carleton University in winter 2021. The course will examine Indigenous perspectives on relationships with the land, water, sky and more-than-human beings. It will draw on case studies and texts from Indigenous communities around the world. The instructor is opening some course materials to the public online, including weekly summaries and discussion questions. The 13-week course schedule lists readings and optional texts on topics like earth, fire, plants and environmental racism from Indigenous perspectives.
Taming Of The Shrew Essay Questions. Taming of the Shrew comparative essay E...Ashley Arrington
The Taming of the Shrew - Study Questions. Taming of the Shrew Essay Assignment by Easy As Pie | TpT. Taming of the Shrew Essay Example | Topics and Well Written Essays .... The Taming of the Shrew - Was Katherina really tamed? - GCSE English .... The Taming Of The Shrew Essay Questions. Misogyny in Taming of the Shrew: [Essay Example], 1500 words | EssayPay. Possible essay for taming of the shrew elmicogroup.com. The Taming of the Shrew Essay Example | StudyHippo.com. Taming of the Shrew comparative essay | English (Advanced) - Year 11 .... The Taming of the Shrew Study Guide: Act 4 Lit Terms: Metaphor. The Taming of the Shrew. Write My Research Paper - taming of the shrew essay questions .... AQA A-level The Taming of the Shrew | Teaching Resources. Taming of the Shrew Essay | English (Advanced) - Year 11 HSC | Thinkswap. The taming of the shrew essay | English (Standard) - Year 11 HSC .... The Taming of the Shrew - GCSE English - Marked by Teachers.com. The Taming of the Shrew Summary and Analysis of the Induction | The .... Review of Taming Of the Shrew - GCSE Drama - Marked by Teachers.com. Taming of the Shrew essay | English (Advanced) - Year 11 HSC | Thinkswap. Analysis of The Taming of the Shrew - University Linguistics, Classics .... 'Taming of the Shrew' by W. Shakespeare Revision Worksheet | Teaching .... ⇉How Does Shakespeare Present Marriage in the Taming of the Shrew .... Ending of Taming of the Shrew Explained. Taming of the shrew essay help - Taming Of The Shrew Essay Help .... Shrew Tree | Teaching shakespeare. Taming of the Shrew Act 4.5 Study/Discussion Questions Worksheet for .... Essay About the Taming of the Shrew | The Taming Of The Shrew | Fiction .... A Level Literature (12): ‘Taming of the Shrew’ End-Term Assessment .... The Taming Of The Shrew Act 1 Study Guide Answers. Taming of the shrew love essays. The Taming of the Shrew | Essay questions, Essay topics, Essay writer Taming Of The Shrew Essay Questions
As Level Essay Structure. Online assignment writing service.Christine Jones
The document provides a 5-step process for requesting writing assistance from HelpWriting.net. It outlines the steps to create an account, submit a request form with instructions and sources, review writer bids and qualifications to select one, make a deposit to start the assignment, and authorize final payment upon approval of the completed paper. Revisions are available for free to ensure customer satisfaction. Plagiarized work results in a full refund.
The four steps for MLA citation ENC1102You must follow these sp.docxarnoldmeredith47041
The four steps for MLA citation: ENC1102
You must follow these specific steps to incorporate accurate MLA citation into your writing:
1. First, always use an Attributive tag (signal phrase); ex: According to Hill… Friedman claims…Rubin asserts… (See the Attributive Tag handout on Canvas for additional signal phrases).
2a) *Next, either use a direct quote; ex: Blogger Libby Hill writes that loneliness “… has
less to do with being alone and more to do with not having other people around” (???), or
b) A paraphrase, (rewording of the author’s ideas); ex: Hill argues that children are not
ignorant, and just like the cartoon character Calvin, they are attuned to the world around
them (???), or
c) A brief summary; ex: In her blog, based on the syndicated Calvin and Hobbes cartoon
strip, Hill warns her readers against the inherent dangers of overmedicating children. She avidly preaches that as a result of the children being overmedicated, they forever lose their sense of creativity (???), or even
d) A long direct block quote (4 full lines or more). *FYI! This long quote is based on
another topic; ex: According to Lew Feldstein, a United Way director:
…communities with high social capital tend to have better outcomes in areas like crime, health, and education than do communities with low social capital. Expanding national service will increase people-to-people contact, creating more opportunities to form the connections that build social capital. The power of volunteers, that brings people together, shines through the testimonial pages of the AmeriCorps Web site. (Qtd in AmeriCorps Impact Guide 378)
*Notice the difference in punctuation between the short direct quote (2a) and the other
topic’s long direct quote (2d).
3. Then use a parenthetical citation, Ex: (Everyone’s an Author 192) the first time, and if you directly cite again from the same source, just cite the page number (194). Also see the above proper citation for the Americorp “quote within a quote”).
4. Finally, on its own page, add the Works Cited page; ex:
Madsen 4
Works Cited
AmeriCorps Impact Guide. Corporation for National and Community Service, n.d. Web.
23 February 2013.
Hill, Libby. “Calvin and Hobbes: The Voice of the Lonely Child”. (192-197). Everyone’s an
Author. Andrea Lunsford, Michael Brody, Lisa Ede, Beverly J Moss, Carol Clark Pepper,
and Keith Walters. Florida International University’s Customized edition. New York:
Norton, 2017.
1-Page-work/My_Final-Draft.docx
Running Head: PEER REVIEWING IN EVIDENCE BASED PROJECTS 1
Surname 4
Student’s Name
Professor’s name
Course
Date
What are the Real Causes of the Australian Bush Fires?
Bushfires are common in Australia and are problematic mainly because the underlying root cause of the fires is not clear. The topic is inte.
The four steps for MLA citation ENC1102You must follow these sp.docxrtodd194
The document outlines the four steps for properly citing sources in MLA format within academic writing. The steps include: 1) using an attributive tag or signal phrase to introduce a quote, paraphrase, or summary; 2) directly quoting, paraphrasing, or summarizing the source material; 3) including an in-text parenthetical citation after the quoted, paraphrased, or summarized material; and 4) including the full citation on a Works Cited page. The document provides examples for each step and notes the differences between short quotes and long block quotes in MLA style.
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CCSS Presentation, Saturday March 5, 2011
Investigating the Indian Removal Act through Multiple Sources:
An historical inquiry-based lesson that analyzes art and speeches by President Andrew Jackson & Chief Black Hawk
8th Grade Multi-day Lesson
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WK3 Final Project Framework Worksheet
1. Statement of Topic:
The struggle of African Americans in the pursuit of equal rights and freedoms
2. Events
Event 1: 1877 to 1945
Event: The Great Depression is the first chosen event. It took place from 1929 to 1939. It affected the entire United States. The relatively industrialized North and the considerably agricultural Southern regions were affected. Five conditions were viewed as the cause of the Great Depression. They included the crash of the Stock market in 1929, Bank failures throughout the 1930s, reduction of purchasing across the board, the American economic policy with its European counterpart, and drought conditions. This event is historically critical and valuable because it led to tension among communities cultural and social adversities among different groups regionally, occupationally, and classes.
Event 2: 1877 to 1945
Event: The second event is World War II that took place between 1939 and 1945. All the United States was involved in the war. It involved recruiting more men into war including African Americans and other people of color or minorities. Women were also encouraged to take up military-related jobs and start working to support their families. Several factors contributed to the war or America's entry into the war. They included Hitler's invasion of Poland, Japan's takeover of Manchuria, German's invasion of USSR, and Japan's attack on Pearl Harbor, the U.S. This is a significant event in the history of America because it prompted many African Americans to join the war and fight as patriots, which paved the way for social equality notions and that begun the great civil rights struggle journey.
Event 3: 1945 to the present
Event: The third event is titled Brown v. Board of Education of Topeka (1954, 1955). This is a case taken to court to petition against the segregation in schools. The case was, in fact, consolidation of five cases heard at the US Supreme Court as an appeal. The case overturned the previous ruling and common practice in the South to uphold segregation in school. Apart from the main petitioners, the other stakeholders included the African American community and NAACP, which had been strongly fighting the segregation laws in schools. The chief attorney was a member and employee of NAACP (National Association for the Advancement of Colored People). These were fighting to have African Americans allowed in the then all-white schools. The ruling of the court dismantled the segregation laws in the South and demanded for equality in all schools.
Event 4: 1945 to the present
Event: The fourth event chosen is the Civil Rights Act of 1964. It was passed by the US Congress. The Act dismantled segregation in the public places as well as criminalized employment discrimination due to color, race, sex, religion, or national origin. The Act had received tremendous opposition from the Congressmen from the South when first proposed by President John F. Kennedy..
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Man made dust bowl? SAC by Tim Roarty
1.
Academic
Controversy
in
the
History
Classroom
This workshop is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.
Historical Question:
Was the dust bowl of the Great Depression a natural disaster?
Author: Tim Roarty
Class/Grade Level: 11th Grade US History
CT Standards: 1.4 Geographical space and place. 1.5 Interaction of humans and the environment.
2.2 Interpret information from a variety of primary and secondary sources including electronic media.
Overview:
In the 1930s the Great Plains of the United States had a series of violent and awful dust storms.
They caused many problems for people, economy and the crops growing in the region which was a
major source of income and food for people. There is a debate still going on over what caused the
dust bowl. There are two main sides of the debate. One is it was a natural disaster primarily caused
by long periods of drought. The other is that the dust bowls were caused mostly by the people over
farming the land and abusing the resources there beyond repair resulting in the storms. The period of
drought and storms caused many people to flee living in the area and the region to struggle for a
while.
Document Summary:
Document 1 shows that people living in the region of the dust bowl were ‘ambitious’ and may have
abused the land. Also it discusses some of the farming that was happening during the time period
around the dust bowl and supports that the dust bowl may not have been a natural disaster. The
document also has some information on the drought of the period making it complex and showing
some support for both sides.
Document 2 shows some of the hardships people faced when moving to and living in the region of the
Great Plains and mid-west. It talks about some of the experiences the people had including more
about the struggle with the droughts. The document makes a personal tie and connection for people
in present time to the past. This document primarily supports the yes side that the dust bowl was a
natural disaster.
Document 3 shows a glimpse into the life of a woman living during the time period based around the
question for the lesson. It shows that the family was fairly wealthy and they were living a little
excessively. It discusses how they farmed and where and the extent to which they were farming.
2. Similar to the other documents it does discuss the struggle farming for a time and provides some
support for both yes and no answers to the question.
Document 4 shows information about the life another family during the period around the dust bowl.
It covers more of the everyday events and family activities the Croslin family participated in. The
document is direct quotes from Elbert Croslin and his perspective of what was going on. It talks
about some of the excess and unnecessary purchases and uses around the time supporting that the
durst bowl was not a natural disaster.
Document 5 shows a collage of newspaper articles from the time of the dust storms. The titles show
some of the harsh effects of the dust bowl and how they left a huge impact on the region. It mentions
the effects on farms and implies that the drought was the cause of many storms for some of the
article titles. This source supports that the dust bowl was a natural disaster.
Document 6 shows an image to just how barren the land was during the dust bowl. There is nothing
but a house and desert like land left behind. It shows that the droughts left the land completely ruined
for farming. There is no extra farming equipment or even people in the image. The image supports
the idea that it was a natural disaster. It does leave many ideas up to interpretation but the image is
very powerful and a great source to show just how devastating the dust bowl was.
Procedure (80 minutes):
1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)
2. SAC group assignments (30 minutes)
a. Assign groups of four and assign arguments to each team of two.
b. In each group, teams read and examine the Document Packet
c. Each student completes the Preparation part of the Capture Sheet (#2), and works with
their partner to prepare their argument using supporting evidence.
d. Students should summarize your argument in #3.
3. Position Presentation (10 minutes)
a. Team 1 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2
records Team 1’s argument in #4.
b. Team 2 restates Team 1’s position to their satisfaction.
c. Team 2 asks clarifying questions and records Team 1’s answers.
d. Team 2 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1
records Team 2’s argument in #4.
e. Team 1 restates Team 2’s position to their satisfaction.
f. Team 1 asks clarifying questions and records Team 2’s answers.
4. Consensus Building (10 minutes)
a. Team 1 and 2 put their roles aside.
b. Teams discuss ideas that have been presented, and figure out where they can agree or
where they have differences about the historical question
Closure:
The groups of students will each present their consensus about the topic. There will be a group
discussion talking about the two different sides of the question. The students will recognize through
this that there is no one right answer and that the issue is more complicated than a simple yes or no.
3. Assessment:
The students will be assessed through writing an essay presenting their knowledge on the question.
They will have choose either the yes or no side for answering the question and using the primary
source documents will have to support the side they choose.
Differentiation:
There will be both text and visual primary source documents to help the students. If some students
still struggle with working with the textual primary sources I will provide them with more images to
help. And for more advanced students I will provide some more text documents and more complex
ones.
4. DOCUMENT PACKET
Document 1
Many people moved into the great plains of the United States in the early
1900s. The people moving and living in the area worked to accomplish
many things such as farming and building a better form of transportation
which resulted in different consequences.
…The
group
petitioned
for
a
post
office
and
September
6,
1912,
Mr.
J.
X.
Shupe
was
appointed
first
post
master.
They
were
also
assigned
a
school
district
and
December
1,
1912,
school
opened
for
the
children
of
eight
or
ten
families.
School
was
held
in
a
small
frame
house
and
Mr.
Shupe
was
the
first
teacher.
Other
families
came
in
1913
and
especially
during
the
year
1914
there
was
an
influx
of
new
homesteaders.
This
ambitious
group
began
constructing
a
road
across
the
Rio
Grande
canyon,
the
one
which
is
still
in
use
today.
Previous
to
this
all
wagons
or
cars
came
by
way
of
the
Arroyo
Hondo
road
over
John
Dunn's
toil
bridge.
It
was
during
this
year
of
1914
that
it
was
tho'ught
admirable
by
a
group
of
the
Latter
Day
Saints
in
the
community
to
organize
a
branch
of
the
Mormon
Church
and
also
a
Sunday
School.
This little settlement of courageous homesteaders, who year after year, planted suitable dry farming
crops and then hoped that they would harvest enough to live on, grew and and prospered until
1920. At that census the precinct showed 243 persons. Then in 1923 high wages were being paid at
the sawmill at [?] Piedras and the mica mines near-by-were very active. Soon many of the
homesteaders, who have been gradually discouraged by the increasing drought each year, left their
plows and the town of Carson to earn money in other fields of work. But W. K. Shupe remained
and was elected Taos county Probate Judge in 1929 and 1930. By 1930 the population of Carson
had dwindled to less than 150 including Taos Junction, some five miles to the west. This was the
railway station of the Denver and Rio Grande Western and had been nothing but a railway building
while Carson was prospering. However, the railroad had attracted business and a small community
had been slowly developing there at Stong, (Taos Junction) while Carson had been going downhill.
The year 1933-34 brought the most severe drought and tho'se few farmers who still remained on
their homesteads were reduced to bringing water in barrels and tanks loaded on trucks and wagons
hauled five miles after being filled from the Rio Grande River itself. This hauled water supply had
to take care of both household and stock purposes. This further reduced the population. Later a [?]
land purchase by the government bought land to the south and west of this area which further
reduced the population of Carson….
Source: Excerpt from The Mormon Church West of the Rio Grande.
http://memory.loc.gov/cgi-‐bin/query/r?ammem/wpa:@field(DOCID+@lit(wpa119070104))
5. Document 2
Many people had hardships in one form or another in the mid-west of the
United States. This document covers the struggle of one man and his
family settling in the region.
…When Mr. Rogers was 14 years old his father died. The year following his death was a fine crop year,
following three years drought. Mr. Rogers then took his mother and three sisters to Mineral Wells to live, and
he went back to Weatherford, Texas, and freighted from there for three years to make a living for them. He then
went back to McKinney, Texas, to live. Here he began working in a store and planned to make his life work.
Mr. Rogers declares he was eighteen years old before he knew that there was such a thing as a man "beating his
debts". His father -- as was customary with all ranchmen -- paid his bills once a year. It was during his job in the
store that he had his first experience of this kind. He had hired out for a month, and if, at the end of [this?] time
he had given satisfactory service, he was to continue working. At the end of the month his employer asked him
to take charge of the store; doing all the buying and selling. One day two well dressed men came to the store
and wanted to open an account, which Mr. Rogers refused to do, but Mr. Pierce -- the proprietor of the store --
did; taking a mortgage on the team and buggy the men were driving, and duly recording the same at the court
house. For several days the men bought big bills of goods -- each time buying enough to run the ordinary ranch
for three months. Then one {Begin deleted text}Saurday{End deleted text} {Begin inserted text}{Begin
handwritten}Saturday{End handwritten}{End inserted text} they came in and again bought a large bill of goods;
that night they left for the Indian Territory and was never seen nor heard from again.
…In May 1907, Mr. Rogers filed on a claim near Des Moines, New Mexico, which was then only a station on
the Colorado and Southern railroad. In October of the same year he came to New Mexico with his intentions of
opening a store for himself in the new settlement. His first work was that of hauling wood and water for the
settlers; he then began erecting shacks as the people were coming into the new community faster than shelter
could be provided for them. With in three months he had built seventy-five shacks, and has acquired the
sobriquet of "The Shack Builder". He also began locating people from Texas and other parts of the country on
homesteads around Des Moines for which he was paid five dollars per claim. This was the nucleus for the
business he is still in, that of Realtor….
Mr. Rogers and his wife live on their ranch, a few miles from Des Moines, in the summer and make their home
in town in the winter.
He has watched the town grow form a little railroad station, whose only inhabitants were the station agent and
his family, to one of the most prosperous towns in Union County; and has also watched its decline during the
recent years of drought and depression; but thro'ugh it all he has retained his jovial disposition and his faith in
his town and fellow men. Such characters as Mr. Rogers, are the real back-bone of the country.
Source: Biographies—J.J. Rogers
http://memory.loc.gov/cgi-‐bin/query/r?ammem/wpa:@field(DOCID+@lit(wpa119060404))
6. Document 3
People living and farming during the early 1900s United States made a
living in many different ways. The family in this document participated in
farming in multiple forms and during their experiences farming was met with
some obstacles.
About the time Mary and John married, John's mother died and his father spent the rest of his life
with them. For two years after their marriage, they rented farms. During their leisure hours, they
learned from the land-lord the art of pottery making. At odd times they made pots, jars, and jugs.
For several years the father was provided with a horse and covered wagon and was sent out with
the pottery products to canvass the homes of the farmers and villagers. He was usually gone two
weeks at a time, camping in his wagon and paying for his food with his wares. The profits brought
back by this "travelling merchant" supplemented the savings from the farm and enabled the family
during a period of ten years to pay for the property on which they are now living. They continued to
prosper and in due time paid for another farm of forty acres five miles north of Four Oaks.
The Allens had three sons and a daughter, each of whom is married and living away from home.
Some years ago a young woman began to live with the family as a servant. She was never married
but became the mother of one son and three daughters. The Allens allowed her to stay and helped
her to rear her children. Mary spoke of her four "adopted" children but one of the letter gave me the
true facts. The foster-children are married and live as tenants within a radius of a few miles….
Mary told me that her husband "does not like to work" and hence has had to place a loan on the
farm. The mortgage did not worry her. Apparently she thought it a small matter. The family income
has been larger in recent years under "control" than when they first married; but the husband is
taking life easier and the upkeep of the car eats up the income until they are barely "breaking even"
in recent years….
The garden was almost a failure due to excessive rain and no effort had been made to cultivate a
late garden. The Allens had done some canning, but James and his wife had done almost none,
seemingly depending in part upon the generosity of the older couple. James was cordial but did not
ask his wife to come out and see me. Neither family knew how to estimate an adequate income. As
they bad done in other years, they would "tough it out" during the winter on potatoes, hog meat
which they had raised in small quantity, a few cans of vegetables and fruits, and meal and flour
which they would buy, and anxiously await the vegetable garden in the spring….
Source: American Life Histories: Manuscripts from the Federal Writers’
Project, 1936-1940
http://memory.loc.gov/cgi-‐bin/query/r?ammem/wpa:@field(DOCID+@lit(wpa227040207))
7. Document 4
People living in the time around the dust bowl participated in a multitude of
activities. This document shows some of the activities done. It also gives
more of a glimpse to how people were and what they did during this time.
…"Well, I've been about everything else in my life but a cow poke. I rode freight trains into New
Mexico when that was still a pretty wild place, met Billy the Kid, outrode most of the cow pokes I
ever rode with sin the rodeos I rode in, settled a claim and proved it up, run drug stores and sold
moonshine. I could tell you a wilder tale about running rot-gut liquor than I could about riding
hosses and wet-nursing cows but that's what you want so here goes nothing.
"First, I was born on my dad's stock farm in Lamar county, Texas, on June the 21st, 1885. If
somebody'd rushed the stork up about three days, all the niggers all over the country could
celebrate on my birthday. Well, about the farm. Dad didn't have but a few head of cows and a
couple of hosses. Just enough to get under the rope as a stock farm….
…"Until we got to Altus Oklahoma, we had the worst matched team I've ever seen. A little old
mule teamed with a big fine hoss. The big hoss was always pulling the load, and the mule was
almost excess if it wasn't for the fact that we needed two hosses anyway. While we were in the
wagon yard at Altus, a hoss trader came up with a small hoss and said, 'Bud, let me put this hoss in
here just to show you how fine he'll look with your mule. He's more the mule's size and wont cost
you a penny because I'll trade even.'…
…"They had wagon yards out on the plains and in the mountains in those days like they have
tourist camps these days. One of the busiest wagon yards without a town to support it was Lucky
Springs, located on the Prairie Dog fork of the Red River, and in Hall county. This place was just
like I've seen in several picture shows. They had a big stockade around it, and stalls to drive your
whole outfit into. You could rent rooms if you was so a mind to because they had some log cabins
built over the stalls all around, the supports for the cabin being the separations for the stalls below.
In one corner of the wagon yard would be the combination saloon, storehouse, postoffice (if they
had one there), and office for the yard….
Source: Manuscripts from the Federal Writers’ Project, 1936-1940
http://memory.loc.gov/cgi-‐bin/query/r?ammem/wpa:@field(DOCID+@lit(wpa337011615))
8. Document 5
Much like current day events of the past were covered in newspapers. This
document is a collage of many newspaper article of the time around the
dust bowl. It shows many feelings and ideas about the events of the dust
bowl
Source: http://memory.loc.gov/service/pnp/fsa/8e03000/8e03200/8e03296r.jpg
9. Document 6
The land during the time of the dust bowl became extremely barren and
devastated. The image below shows just how devastating the events were
on farm land.
Source: http://memory.loc.gov/service/pnp/cph/3c30000/3c30000/3c30600/3c30634v.jpg
Some of the language and phrasing in these documents have been
modified from the originals.
10. CAPTURE SHEET Don’t
forget
the
rules
of
a
successful
academic
controversy!
1. Practice
active
listening.
2. Challenge
ideas,
not
each
other
Was the dust bowl of the Great Depression a 3. Try
your
best
to
understand
the
other
natural disaster? positions
4. Share
the
floor:
each
person
in
a
pair
MUST
have
an
opportunity
to
speak
5. No
disagreeing
until
consensus-‐
building
as
a
group
of
four
Preparation:
1. Highlight your assigned position.
Yes: The dust bowl of the Great Depression was a natural disaster.
No: The dust bowl of the Great Depression was not a natural disaster.
2. Read through each document searching for support for your side’s argument. Use the
documents to fill in the chart (Hint: Not all documents support your side, find those that do):
Document What is the main idea of this document? What details support your position?
#
3. Work with your partner to summarize your arguments for your position using the supporting
documents you found above:
11. Position Presentation:
4. You and your partner will present your position to your opposing group members. When you
are done, you will then listen to your opponents’ position.
While you are listening to your opponents’ presentation, write down the main details that they
present here:
Clarifying questions I have for the opposing partners:
How they answered the questions:
Consensus Building:
5. Put your assigned roles aside. Where does your group stand on the question? Where does
your group agree? Where does your group disagree? Your consensus answer does not have
to be strictly yes, or no.
We agree:
We disagree:
Our final consensus: