Veterans and Warriors Service Learning Project
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A presentation on research and resources for Elaine Fleming's ANI 100, HIS 101 and SOC 200 classes for the Fall 2008 service learning project
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WHAT THEY FOUGHT FOR ESSAY SAMPLE
What they fought for is an analysis of a aggregation of about a 1000 personal letters and diaries entries written by the soldiers who fought America’s celebrated Civil War. This book seeks to specify the political orientation of what the soldiers understood they were contending for. and their comprehension of the result of their service. Although counter statements agree that most soldiers could not give a solid account of why they fought for. nor the existent Constitutional issues that were at interest; the ideas the soldiers recorded show that they fought for more than merely masculine individuality ; they extremely valued being at place safe with their loved 1s. at any cost. This book gives an inside perceptual experience of the Civil War. and a wide apprehension of the sentiments of the people of that epoch. Mc. Pherson successfully defines the single motive of each of the work forces who volunteered and risked their lives for what they believed was right. and the glorious cause to contend for. The book begins with a chapter titled “The Holy Cause of Liberty and Independence”; the writer identifies the popular political orientations evidenced in the letters sent by the soldiers at the beginning of the Civil War. and emphasizes their apprehension of what they fought for.
On one side were the Confederates. a group fueled by thoughts of Liberty and self-determination. linked to seek retaliation of northern oppressors and promote independency of the cotton land of the South. Confederate soldiers were motivated by strong emotional devotedness to their land. as shown by a missive from a Louisiana corporal in the Army of Northern Virginia. “for I am willing that my castanets shall decolor the sacred dirt of Virginia in driving the envading host of autocrats from our soil” ( Mc. Pherson 11 ) . The South besides found emotional support in comparing their war with the Revolutionary War. tie ining Northerners as oppressors like the British had been to the settlements. Confederates must turn out they were worthy of the autonomies and constitutional rights their initiation male parents had earned; this was something to contend for. Furthermore, the soldiers were fed of hatred by the interest of protection of their adult females and households back place. If the North was to win. they would everlastingly be oppressed by their triumph. and slaves of their accomplishments. The Confederates fought to advance the well-being of their household and the protection of their land “from Yankee indignation and atrocity” ( Mc. Pherson 20 ) .
On the other side was the Union. besides known as the Yankees; a group determined to set out the Rebels of the South. and continue the state that was created in 1776. Like the Confederates. the Union besides found support in the memory of the Revolutionary War. Union soldiers fought the “Traitors who sought to rupture down and interrupt into fragments the glorious temple that our sires rear.
The crossroads of Information Architecture and Knowledge Management
Here are the key points about changing an organization's conversational architecture:
- An organization's conversational architecture refers to how and where it interacts with customers and stakeholders (e.g. via website, social media, call centers, etc.).
- Making changes to an organization's conversational architecture is a major undertaking as it impacts how the organization communicates externally.
- Careful consideration needs to be given to any changes as they can significantly alter customer and stakeholder experiences and expectations when interacting with the organization.
- All parts of the organization that interface with external audiences would need to be involved in planning and implementing changes to conversational architecture to ensure a coordinated approach.
- Testing any changes is important before full implementation to work out
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
Instructions for HIST 1305 EssayUsing 4 of the primary texts suppl.docx
Instructions for HIST 1305 Essay
Using 4 of the primary texts supplied IN THE FOLDERS ABOVE, write a 750-word essay that demonstrates how proponents and the opponents of slavery used
two
of the four analytical concepts that framed this course (Mobility, Democracy, Capitalism, and Difference). You should explain how these writers used American history to defend their positions. Your paper should conclude by explaining why some contemporaries of slavery may have found certain arguments compelling, while others found them offensive (to conclude effectively, you will need to explain the historical context in which these texts were written, based on what you have read in the Keene text and learned in class discussion). NB: you are not expected to incorporate all sources listed, just those relevant to your approach to paper prompt. Your paper must be submitted as a MS Word document, which can be attached and uploaded by clicking the red text, above.
Please note that the
proslavery
texts reflect the racism found in many quarters of nineteenth-century America. As historians, it is only right that we reject these views as we analyze how these writers constructed their defense of slavery. Other researchers have noted that the
proslavery
appeal to racism was intended to undermine the Abolitionist efforts to put forth "all men are created equal" as the core American value (see the antislavery texts). Please beware that the level of racism seen in these documents can be shocking and disturbing to modern readers.
No secondary sources, other than the Keene text, should be integrated into this paper's analysis.
Your paper should briefly introduce your paper's topic or question and provide a thesis statement. In a paper of this size, your introduction and thesis statement should appear on the first page, in the paper's first paragraph.
Your paper should show that you reasoned through the evidence in a fair-minded way. In other words, you should state (paraphrase) what your evidence says and not what you wish it said or think it should say. You need to state the evidence fairly, even if you think it wrong or offensive.
Your paper should use evidence to answer the historical question. You need to explain how the evidence answers the question. The easiest way to figure this is to think through your evidence and argument using one or more of the key concepts for this course.
Your paper should briefly explain an implication or limitation of your analysis. For an implication, you might consider how your analysis sheds light on one of the course's key terms. For a limitation, you might note which key concepts your analysis does not (or cannot) address.
Your paper should develop and organize your thoughts clearly and logically. Outlining is a necessary, but not required, step in writing a well-organized paper.
Your paper should draw a conclusion that addresses the paper's chief topic or question and that states your answer to the question or your contr.
Presentation Sun Tzu (the art of war)
This slide about Sun Tzu and his idea about war during Warring States period in China before the unification of China by Shih Huang Ti.
E-Studies Lecture #5- DEBATE-Abdul Alkalimat
e-Black Studies: Introduction to Afro-American Studies, A PEOPLES COLLEGE PRIMER
http://www.scribd.com/doc/101374216/e-Black-Studies-Introduction-to-Afro-American-Studies-A-PEOPLES-COLLEGE-PRIMER
1. African AmericansThey are also known as the black Americans.docx
1. African Americans
They are also known as the black Americans or the Afro Americans. They are a group of citizens or residents living in the United States of America and they have partial or total ancestry from any native population of the sub-Saharan Africa. Some are also descendants of African Slaves. They are the second largest ethnic and racial minority in the United States
2. Events
Event 1: 1877 to 1945
Event: National Association for the Advancement of Colored people (NAACP)
In 12th February 1909 the National Association for advancement of colored people was founded by sixty prominent black and white intellectuals, reformers and socialists like James Weldon, Ella Baker, Moor field Storey, Walter white, Roy Wilkins, Benjamin among others they were led by W.E.B Du Bois in New York. The organization was founded when the United States was facing a national crisis of racism to secure the civil and political rights of African Americans and fight for justice for all Americans.103 years later since its inception it’s the oldest, largest and most influential civil rights organization (Tishkoff, Reed, Friedlaender, Ehret, Ranciaro, Froment & Williams, 2009).
Event 2:1877 to 1945
Event: Universal Negro Improvement Association (UNIA)
In August1914 Marcus Garvey established the universal Negro Improvement association an influential nationalist organization in Jamaica where it operated until he moved to England in 1935 ( Sitkoff, 2009). The organization was founded to promote the spirit of race and pride and also create the sense of peace in black people and to unite all Africa and its Diasporas and redeem it from white rule. The UNIA closed in 1982 but it is recognized as a historic landmark by the National Register of Historic Places and the Ohio Historic Preservation Office (Marable, 1991).
Event 3: 1945 to present
Event: Southern Christian Leadership Conference (SCLC)
Between January and February 1957 a civil rights group named the Southern Christian Leadership Conference was founded by Martin Luther king, Charles k Steele and Fred L Shuttle worth in New Orleans to fight all forms of segregation (Harding, 1981).
Event 4: 1945 to present
Event: The first African American President and Attorney General
In 2008 senator Barack Obama from Chicago became the first African American President nominee as a major party nominee for president. On November 4th 2009 he became the first African American president to be elected president and the 44th president of the United States of America. On February 2nd Erick H Holder became the first African American to serve as Attorney General.
3. Sources
Primary Sources
Washington, J. M. (1986). The essential writings and speeches of Martin Luther King, Jr. San Francisco: Harper San Francisco.
In 28th August 1963 martin Luther King in his speech spoke of how he longed for unity between the white and black Americans and freedom for the black Americans his speech has been recited by many people and it clearly ...
Anthony fitzpatrick white_out
This document describes the White Out method, a technique for analyzing primary sources to develop historical literacy. It involves removing identifying information from documents and having students use context clues to determine when and by whom the document was written. Examples are provided of students analyzing quotes and determining if they were said by Martin Luther King Jr., Abraham Lincoln, or others. The method helps students understand events of the past, narratives, language use, historical concepts, and research skills. It is presented as an engaging way to have students critically examine documents and practice historical thinking. Extensions and modifications for different grade levels are also suggested.
Alicia Fields Web-Based Slidecast
The document provides an overview of Jim Crow laws and segregation in the United States through definitions, subject headings, and lists of resources for further information. It defines Jim Crow as referring to the legal and extralegal racial discrimination and segregation against African Americans. It also defines segregation as the policy of imposing isolation or separation of racial groups, especially in schools, housing, and industry. The document then lists subject headings and Dewey Decimal classifications useful for finding information on topics related to Jim Crow and civil rights. It concludes by providing examples of reference books, fiction and non-fiction books, documentaries, films, websites, and museums that contain additional resources on Jim Crow and segregation.
need help for history questions.pdf
This document contains a student's response to a history course assignment asking them to reflect on what they have learned over the semester. The student discusses several important lessons, including that history taught in textbooks is often distorted and lacks controversy. Specific examples highlighted include Christopher Columbus not being the heroic figure portrayed, the realities of the slave trade and its widespread economic impact, poor working conditions during the Gilded Age, and the broader targeting of groups in the Holocaust beyond just Jews. The student also reflects on being unaware of ongoing issues like modern slavery and the lack of US intervention in conflicts like Darfur. Overall, the response analyzes how the student's understanding of several historical topics expanded after taking this course.
need help for history questions.pdf
The document is a student's response to a history writing assignment. The student discusses several key lessons learned this semester about inaccurate and biased portrayals of history in textbooks. Specifically, the student learned that textbooks omit controversial facts and portrayals of historical figures, distorting events like Columbus's arrival and the pilgrims. The student was also previously unaware of the realities of slavery, conditions during the Gilded Age, the scope of the Holocaust, and the extent of US intervention abroad. The response argues that textbooks should provide students with an impartial accounting of history to better engage students in the subject.
What They Fought for, 1861-1865 This assignment is for student t.docx
What They Fought for, 1861-1865
This assignment is for student to understand how Civil War soldiers viewed the Civil War. Students are required to read this book and write an essay comparing both views of these Civil War soldiers.
How do I organize this essay?
This assignment is designed for students to understand how Civil War soldiers viewed the Civil War. Students are required to read this book and write an essay comparing both views of the Civil War soldiers.
How do I organize this essay?
• One introductory paragraph, with a thesis statement.
• One body paragraph describing the views of the soldiers who favored the Civil War.
• One body paragraph describing the views of soldiers who were against the Civil War.
• One body paragraph describing the views of soldiers who had mixed views on the Civil War.
• One concluding paragraph with the student’s opinion siding with one of the soldier’s opinions.
• All paragraphs must have no less than 4 footnotes, with 5 or more sentences.
How will I be graded on this essay?
· Graded per Essay (MS Word Document) Format on this syllabus, so follow those directions.
· No quoting or Incorrect essay formatting, or a book review (75 points deduction),
· No footnotes (50 points deduction), incorrect footnote formatting.
· Points deducted for the use of outside sources. No outside sources can be used.
Topic 8 Discharge Summary Template
Directions: Complete the Discharge Summary form by addressing the fields below.
Presenting Problem Upon Admission:
[State the client's presenting problem upon admission here.]
Client Name: [Enter the client's name here]
Date of Birth: [MM/DD/YYYY]
Date of Admission: [MM/DD/YYYY]
Date of Discharge: [MM/DD/YYYY]
Current Medication:
[List the client's current medications here.]
Reason for Discharge:
[State the client's reason for discharge here.]
Resources and Referrals:
[List the client's resources and referrals here.]
Projected Prognosis:
[State the client's projected prognosis here.]
Eliza D 00/00/00
<sign and date here>
Client Signature & Date
Case Manager Signature & Date
© 2017. Grand Canyon University. All Rights Reserved.
© 2017. Grand Canyon University. All Rights Reserved.
WHAT THEY FOUGHT FOR ESSAY SAMPLE
What they fought for is an analysis of a aggregation of about a 1000 personal letters and diaries entries written by the soldiers who fought America’s celebrated Civil War. This book seeks to specify the political orientation of what the soldiers understood they were contending for. and their comprehension of the result of their service. Although counter statements agree that most soldiers could not give a solid account of why they fought for. nor the existent Constitutional issues that were at interest; the ideas the soldiers recorded show that they fought for more than merely masculine individuality ; they extremely valued being at place safe with their loved 1s. at any cost. This book gives an inside perceptual experienc.
Academic Summary Template. Example Formal
The document provides instructions for requesting academic writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work. The purpose is to help students get high-quality original content through this online writing assistance service.
Essays should have a clear argument supported by evidence from the.docx
Essays should have a clear argument supported by evidence from the readings (https://drive.google.com/drive/folders/0B3D5tcB4swW_WmVTeXF4LVdWWVE?usp=sharing ). While it is fine to state your personal opinion on these questions, please be sure that you support your opinion with historical evidence. The best answers will have an argument and will be very detailed. The answer should have a beginning, middle and an end, and will probably be 400 words.
1. What role does the West play in shaping modern East Asia? How does this role change over time (if it does change). In your opinion is the role of the West a net positive or a net negative? Why?
2. What are the merits and demerits of the Champion of the East and the Gentleman of Western Learning’s arguments in Discourse of Three Drunkards on Government. Which view do you support? Why?
3. What is the nature of nationalism in the Japanese and Chinese contexts? What does it stem from? How do nationalistic sentiments change in the first three decades of the twentieth century in East Asia?
4. Describe the changes in Japan-Chinese relations over time beginning in 1895 up through 1937. In what ways do relations change? What factors force them to change?
5. By the 1920s, Japan had already become an important world power, while China remained mired in warlord politics and political factionalism. How do you account for the differences in China and Japan? What factors helped facilitate Japan’s “rise”?
6. Evaluate the arguments made by Japanese leaders regarding Pan Asianism from the early 20th century up through the creation of the Greater East Asia Co-Prosperity Sphere. What was attractive about these sentiments for many people in East Asia? How do you yourself feel about the way the Greater East Asia Co-Prosperity Sphere was portrayed?
7. How did Chiang Kaishek rise to prominence in China in the 1920s? What was the legitimacy of Chiang Kaishek’s Nationalist government based upon? How do the campaigns against the Chinese Communist Party fit into this?
8. How do you view Wang Jingwei? Was he a collaborator as he is commonly portrayed in China or is he a patriot whose reputation has been slandered since the end of the war? To answer this question, you must address the differences between collaborators and resisters in the wartime period. What constitutes these two categories? What problems are there in using these two turns of phrase?
9. Scholars have suggested that the Pacific War between Japan and the United States was inevitable, but there is a considerable amount of disagreement about when it became inevitable. What single point do you consider to be the “point of no return” for the outbreak of the war? Please note in your response at least two other potential points and explain why you did not choose them.
Reading List: (https://drive.google.com/drive/folders/0B3D5tcB4swW_WmVTeXF4LVdWWVE?usp=sharing ).
Week 1
*John Dower, “Structures and Ideologies of Con ...
HistoriansForumThe Emancipation ProclamationTHE EMANCIP.docx
Historians'Forum
The Emancipation Proclamation
THE EMANCIPATION PROCLAMATION
By the President of the United States of America:
A Proclamation.
Whereas, on the twenty-second day of September, in the year of our Lord
one thousand eight hundred and sixty-two, a proclamation was issued hy
the President of the United States, containing, among other things, the fol-
lowing, to wit:
"That on the first day of January, in the year of our Lord one thousand
eight hundred and sixty-three, all persons held as slaves within any State
or designated part of a State, the people whereof shall then be in rebellion
against the United States, shall be then, thenceforward, and forever free; and
the Executive Government of the United States, including the military and
naval authority thereof, will recognize and maintain the freedom of such
persons, and will do no act or acts to repress such persons, or any of them,
in any efforts they may make for their actual freedom.
"Tliat the Executive will, on the first day of January aforesaid, by procla-
mation, designate the States and parts of States, if any, in which the people
thereof, respectively, shall then be in rebellion against the United States; and
the fact that any State, or the people thereof, shall on that day be, in good
faith, represented in the Congress of the United States by members chosen
thereto at elections wherein a majority of the qualified voters of such State shall
have participated, shall, in the absence of strong countervailing testimony, be
Civil War History, Vol. LIX No. 1 © 2013 by The Kent State University Press
8 Civil War History
deemed conclusive evidence that such State, and the people thereof, are not
then in rebellion against the United States."
Now, therefore I, Abraham Lincoln, President of the United States, by
virtue of the power in me vested as Commander-in-Chief, of the Army
and Navy of the United States in time of actual armed rebellion against the
authority and government of the United States, and as a fit and necessary
war measure for suppressing said rebellion, do, on this first day of January,
in the year of our Lord one thousand eight hundred and sixty-three, and in
accordance with my purpose so to do publicly proclaimed for the full period
of one hundred days, from the day first above mentioned, order and designate
as the States and parts of States wherein the people thereof respectively, are
this day in rebellion against the United States, the following, to wit:
Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines,
Jefferson, St. John, St. Charles, St. James Ascension, Assumption, Terrebonne,
Lafourche, St. Mary, St. Martin, and Orleans, including the City of New
Orleans) Mississippi, Alabama, Florida, Georgia, South Carolina, North
Carolina, and Virginia, (except the forty-eight counties designated as West
Virginia, and also the counties of Berkley, Accomac, Northampton, Elizabeth
City, York, Princess Ann, and Norfolk, including the citi ...
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