The document distinguishes between primary and secondary sources. Primary sources are first-hand accounts or original records, such as interviews with former slaves or Holocaust survivors. Secondary sources are one step removed, like books written by historians based on primary research or government reports analyzing past events. Determining the credibility of differing accounts of an event may depend on the relationship of the source to the event and potential biases.
Robert F. Kennedy's speech on Martin Luther King Jr.'s assassination. Presented for Rhetoric of the 60's class. Speech analyzed using Neo-Aristotelian Theory and Situational Theory.
The following is a presentation on the experience of Japanese-American incarceration during World War II in the Pacific Northwest, created by Kyle Stephens and Peter Gallagher in conjunction with the Oregon Nikkei Legacy Center. Using interviews, archived photographs, and testimonials, the lesson guides students through the experience of a Japanese-American incarcerated during the War, and the government's justification for doing so. Engaging questions and points for discussion are placed throughout the presentation.
Glr studiedag | Technologische middelen en social media als hulpmiddel in ond...Ayman van Bregt
De opkomst van het internet biedt kansen en gevaren. Leerlingen kunnen in de klas afgeleid raken van wat er online op dat moment gebeurt waardoor ze een deel van de les niet meekrijgen. In deze sessie geef ik concrete voorbeelden van toepassingen hoe het leren van de huidige generatie gestimuleerd kan worden met behulp van social media.
Robert F. Kennedy's speech on Martin Luther King Jr.'s assassination. Presented for Rhetoric of the 60's class. Speech analyzed using Neo-Aristotelian Theory and Situational Theory.
The following is a presentation on the experience of Japanese-American incarceration during World War II in the Pacific Northwest, created by Kyle Stephens and Peter Gallagher in conjunction with the Oregon Nikkei Legacy Center. Using interviews, archived photographs, and testimonials, the lesson guides students through the experience of a Japanese-American incarcerated during the War, and the government's justification for doing so. Engaging questions and points for discussion are placed throughout the presentation.
Glr studiedag | Technologische middelen en social media als hulpmiddel in ond...Ayman van Bregt
De opkomst van het internet biedt kansen en gevaren. Leerlingen kunnen in de klas afgeleid raken van wat er online op dat moment gebeurt waardoor ze een deel van de les niet meekrijgen. In deze sessie geef ik concrete voorbeelden van toepassingen hoe het leren van de huidige generatie gestimuleerd kan worden met behulp van social media.
2 Corinthians 4 concludes with a contrast between the growing power of eternity within and the slow decline of our outward "tent" of our earthly body. In doing so, Paul shares his secret weapon against "losing heart" with us!
CHAPTER28FreedomBrandLIKE MANY ACTIVISTS, W. E..docxbartholomeocoombs
CHAPTER 28
Freedom Brand
LIKE MANY ACTIVISTS, W. E. B. Du Bois reeled from the height of the Nazi
Holocaust of Jews and other non-Aryans. After the United States entered World
War II in 1942, Du Bois felt energized by Black America’s “Double V
Campaign”: victory against racism at home, and victory against fascism abroad.
The Double V Campaign kicked the civil rights movement into high gear,
especially up North, and the long-awaited comprehensive study of the Negro
financed by the Carnegie Foundation kicked it into yet another gear, especially
down South.
In 1936, Carnegie Foundation president Frederick P. Keppel had briefly
considered some White American scholars when he had decided to heed
Cleveland mayor Newton Baker’s recommendation to sponsor a study on the
“infant race.” But there was almost no consideration of Zora Neale Hurston or
the elder statesmen, W. E. B. Du Bois and Carter G. Woodson. Although White
assimilationists and philanthropists were taking over the racial discourse in the
academy, they were customarily shutting out Black scholars as being too
subjective and biased to study Black people. It was amazing that the same
scholars and philanthropists who saw no problem with White scholars studying
White people had all these biased complaints when it came to Black scholars
studying Black people. But what would racist ideas be without contradictions.1
Carnegie officials drew up a list of only foreign European scholars and White
officials stationed in European colonies who they believed could complete the
study “in a wholly objective and dispassionate way.” They ended up selecting
the Swedish Nobel-laureate economist Gunnar Myrdal, bringing him to the
United States in 1938. With $300,000 in Carnegie funds, Myrdal employed a
classroom of leading Black and White scholars, including Frazier and Herskovits
—seemingly everyone except Hurston, Du Bois, and Woodson.2
In his two-volume, nearly 1,500-page study, published in 1944, Myrdal
shined an optimistic light on what he termed, in his title, An American Dilemma.
He identified the racial problem as a “moral problem,” as assimilationists long
had since the days of William Lloyd Garrison. White Americans display an
“astonishing ignorance about the Negro,” Myrdal wrote. Whites ignorantly
viewed Negroes as “criminal,” as having “loose sexual morals,” as “religious,”
as having “a gift for dancing and singing,” and as “the happy-go-lucky children
of nature.” Myrdal convinced himself—and many of his readers—that ignorance
had produced racist ideas, and that racist ideas had produced racist policies, and
therefore that “a great majority of white people in America would be prepared to
give the Negro a substantially better deal if they knew the facts.” W. E. B. Du
Bois probably shook his head when he read this pas.
His 204 week 4 dq 1 a single american nationsivakumar4841
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
1. African AmericansThey are also known as the black Americans.docxjackiewalcutt
1. African Americans
They are also known as the black Americans or the Afro Americans. They are a group of citizens or residents living in the United States of America and they have partial or total ancestry from any native population of the sub-Saharan Africa. Some are also descendants of African Slaves. They are the second largest ethnic and racial minority in the United States
2. Events
Event 1: 1877 to 1945
Event: National Association for the Advancement of Colored people (NAACP)
In 12th February 1909 the National Association for advancement of colored people was founded by sixty prominent black and white intellectuals, reformers and socialists like James Weldon, Ella Baker, Moor field Storey, Walter white, Roy Wilkins, Benjamin among others they were led by W.E.B Du Bois in New York. The organization was founded when the United States was facing a national crisis of racism to secure the civil and political rights of African Americans and fight for justice for all Americans.103 years later since its inception it’s the oldest, largest and most influential civil rights organization (Tishkoff, Reed, Friedlaender, Ehret, Ranciaro, Froment & Williams, 2009).
Event 2:1877 to 1945
Event: Universal Negro Improvement Association (UNIA)
In August1914 Marcus Garvey established the universal Negro Improvement association an influential nationalist organization in Jamaica where it operated until he moved to England in 1935 ( Sitkoff, 2009). The organization was founded to promote the spirit of race and pride and also create the sense of peace in black people and to unite all Africa and its Diasporas and redeem it from white rule. The UNIA closed in 1982 but it is recognized as a historic landmark by the National Register of Historic Places and the Ohio Historic Preservation Office (Marable, 1991).
Event 3: 1945 to present
Event: Southern Christian Leadership Conference (SCLC)
Between January and February 1957 a civil rights group named the Southern Christian Leadership Conference was founded by Martin Luther king, Charles k Steele and Fred L Shuttle worth in New Orleans to fight all forms of segregation (Harding, 1981).
Event 4: 1945 to present
Event: The first African American President and Attorney General
In 2008 senator Barack Obama from Chicago became the first African American President nominee as a major party nominee for president. On November 4th 2009 he became the first African American president to be elected president and the 44th president of the United States of America. On February 2nd Erick H Holder became the first African American to serve as Attorney General.
3. Sources
Primary Sources
Washington, J. M. (1986). The essential writings and speeches of Martin Luther King, Jr. San Francisco: Harper San Francisco.
In 28th August 1963 martin Luther King in his speech spoke of how he longed for unity between the white and black Americans and freedom for the black Americans his speech has been recited by many people and it clearly ...
Covers the key events of the first half of 1776: the publication of Thomas Paine's "Common Sense," the Declaration of Independence, and Benjamin Franklin's diplomatic efforts to form an alliance with France.
Secondary SourcesWhat are Secondary Sources Secondary sou.docxbagotjesusa
Secondary Sources
What are Secondary Sources?
Secondary sources are accounts of historical events written after the event took place and by individuals who did not personally witness them.
They are based on primary sources and backed up by other secondary sources.
Often, the term “secondary source” is used interchangeably with the terms “academic source” or “scholarly source.”
You should usually interpret instructions that ask for secondary sources as asking you for a peer reviewed journal article or book. Where do I find Secondary Sources?
Secondary sources are the product of the analyses of primary sources, with context provided by secondary sources.
They are generally written by professional historians or students to build on the work of other historians.
The best place to find secondary sources for your work is the Ashford University Library. What separates a Secondary Source from a Primary Source?
Secondary sources and memoirs and oral history interviews are all created after a historical event happened.
The important difference is that secondary sources are not first-hand accounts, like memoirs or oral history interviews. What about textbooks and encyclopedias? Are they Secondary Sources? Textbooks, encyclopedias and other reference works, and most documentaries and educational websites are not secondary sources because they are based only on secondary sources. They are called tertiary sources.
Although they provide some good general information that can help students begin the research process, they are generally not acceptable for use in university-level work.
Primary Sources
What are Primary Sources?
Primary sources are documents or artifacts created during a historical event or by someone who personally witnessed a historical event.
Primary sources can take many forms, including: o First-hand accounts—oral histories, memoirs, diaries, letters, interviews, etc. o Media accounts—newspaper or television report o Political or legal documents—Congressional Records, Presidential Papers, Court rulings, Speeches, census or tax records o Artistic works—Photographs, paintings, sculptures, films o Artifacts—clothing, buildings, pottery
All primary sources, except first-hand accounts, must have been created at the time of the historical event that you are researching.
First-hand accounts must be an explanation of the historical event that you’re researching by someone who personally witnessed the event. Where Can I find Primary Sources? There are many places to find primary sources online, like websites for archives and museums.
Here are some places where you can find primary sources: Library of Congress National Archives and Records Administration History Matters National Security Archive FBI Archive Foreign Relations of the United States Tenement Museum Herbert Hoover Library Franklin D. Roosevelt Library Harry S. Truman Library Dwight D. Eisenhower Library John F. Kennedy Library Lyndon B. Johnson Library R.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter 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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
5. Hollywood movie about the American
Revolution made 2001.
Book written by famous historian who
is an expert on the America
Revolution, published in 1999
6.
7.
8. Interview with former slave in 1936. The
interviewer is a black man collecting oral
histories for the Federal Writer’s Project.
Interview with former slave in 1936. The
interviewer is a white man collecting oral
histories for the Federal Writer’s Project.
9.
10.
11. Interview with 80 year old
Holocaust survivor in 1985.
Map of concentration camp found in
Nazi files.
18. How could there be
different stories of
the event if no one
is lying?
19. Who are the different people
who might have seen this fight?
• Example: friends of those
involved; people who don’t
know the kids who were
fighting/ those who were
fighting; teachers; students
20. What might make one
person’s story more
believable than
another person’s?
