Week one agenda presentation revision one
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The document outlines the weekly assignments for a course on the Domain of the Three Nations. Students are asked to take a position in a discussion on who had rightful ownership of the land. They must also design a graphic for a t-shirt supporting their chosen nation and write a justification. Alternatively, they can design protest posters and write about the philosophy behind them. Vocabulary terms and an option for extra credit are also provided.
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Class 11 n
The document outlines the agenda for an EWRT 1A class. It includes changing teams, presentations on concept essays, and an in-class writing assignment. For the writing, students are asked to focus a concept by choosing a limiter, identifying categories and types within those categories, and providing examples. They are also given guidelines on the basic features of a concept essay, such as a focused concept, appeal to readers, logical plan, clear definitions, and appropriate writing strategies like classification. For homework, students are asked to finalize their focused concept by identifying categories, types, and more examples from The Hunger Games, and to choose a contrasting concept.
Class 11 n
The document outlines the agenda for an EWRT 1A class. It includes changing discussion groups, presenting on concept essays, and an in-class writing activity focusing a concept. Students will review example essays, discuss features of concept essays like appeals to interest and logical plans, and work to focus their own concept essays by choosing a concept, limiter, categories and types to classify the concept. The homework involves continuing to develop a focused concept for their own essays using The Hunger Games as an example text.
Class 10 n concept essay
The document provides an agenda and materials for an online EWRT 1A class. It includes assignments due for Essay #2 and #3. Essay #3 is to be a concept essay analyzing a concept from The Hunger Games. Students are instructed to choose a concept, write paragraphs analyzing what they know about it, and find a definition and examples from the text. The document provides examples of concept essays on cannibalism and love as models. It suggests possible concepts to consider and ends with instructions for homework reading and posting an analysis of two chosen concepts.
Class 10 n concept essay
This document provides an agenda and materials for an online EWRT 1A class. It includes assignments on writing a concept essay using examples from The Hunger Games. Students are instructed to choose a concept from the novel, define it, and analyze examples. They are given models of concept essays about cannibalism and love to help structure their own essays. The document provides discussion questions and answers about the model essays to help students understand how to analyze concepts. For homework, students are asked to identify concepts for their essay and find definitions and examples from the text.
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Ewrt1 a f15 class 11
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The document outlines the agenda for an EWRT 1A class. It includes changing teams, presentations on concept essays, and an in-class writing assignment. For the writing, students are asked to focus a concept by choosing a limiter, identifying categories and types within those categories, and providing examples. They are also given guidelines on the basic features of a concept essay, such as a focused concept, appeal to readers, logical plan, clear definitions, and appropriate writing strategies like classification. For homework, students are asked to finalize their focused concept by identifying categories, types, and more examples from The Hunger Games, and to choose a contrasting concept.
Class 11 n
The document outlines the agenda for an EWRT 1A class. It includes changing discussion groups, presenting on concept essays, and an in-class writing activity focusing a concept. Students will review example essays, discuss features of concept essays like appeals to interest and logical plans, and work to focus their own concept essays by choosing a concept, limiter, categories and types to classify the concept. The homework involves continuing to develop a focused concept for their own essays using The Hunger Games as an example text.
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The document provides an agenda and materials for an online EWRT 1A class. It includes assignments due for Essay #2 and #3. Essay #3 is to be a concept essay analyzing a concept from The Hunger Games. Students are instructed to choose a concept, write paragraphs analyzing what they know about it, and find a definition and examples from the text. The document provides examples of concept essays on cannibalism and love as models. It suggests possible concepts to consider and ends with instructions for homework reading and posting an analysis of two chosen concepts.
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This document provides an agenda and materials for an online EWRT 1A class. It includes assignments on writing a concept essay using examples from The Hunger Games. Students are instructed to choose a concept from the novel, define it, and analyze examples. They are given models of concept essays about cannibalism and love to help structure their own essays. The document provides discussion questions and answers about the model essays to help students understand how to analyze concepts. For homework, students are asked to identify concepts for their essay and find definitions and examples from the text.
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This document discusses the key components of a strong thesis statement. It begins by defining a thesis statement as the final piece of an introduction that tells the reader what the essay will be about and provides focus and direction. It then outlines four steps to write a thesis statement including choosing a topic, creating a question, finding at least three reasons to answer the question, and combining them into a statement. The document also presents four "commandments" for an effective thesis statement: choose a side or position, be brief and specific, do not state obvious facts, and focus on a single main idea. Examples are provided to illustrate strong and weak thesis statements.
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3. Specify something to find out about the topic using who, what, when, where, why, or how
4. Convert statements into questions using starters like "To what extent" or "How"
5. Evaluate if the question allows for argument, perspectives, and reasoned analysis
6. Restate the question using different command terms
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2) It recommends identifying the debate format which determines the structure, doing research to find solid evidence for arguments and potential counterarguments, and outlining the case with a strong introduction, body, and conclusion.
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Unit V Project
Portfolio Project 3:
The third portfolio entry requires the construction of a document that reflects the information you have learned in Unit V.
The assignment will also test your ability to think critically about the concepts within the unit. This portfolio entry should be in one word document with proper headings for each section.
This project allows you to develop some interviewing skills, generate tables, create a timeline, and write a debate. These different mini projects allow you to think outside of the box of the traditional assignment and assessment format, stretching your academic capabilities and applying them to the sociology discipline.
1. Ask five people how they would define racism, religion, and family, and then summarize the definitions. Identify the similarities and differences in the definitions. Provide your own definitions of each and how they relate to each other.
a. You can use any means you want to interview people. Social media (Facebook, Twitter,
etc.), email, or personal interviews are all acceptable.
2. Generate a table with a list of the different patterns of interaction between minority and majority groups. The table should have three columns:
a. One column for the models
b. One column providing three facts about each model
c. One column providing two different examples for each model
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4. Create a timeline listing the different stages of family life. Make note of any events, significant milestones, or problems that may occur.
5. Argue both sides (supporting and rejecting) the following statement in one to two paragraphs: The religions in the world will never get along because they are too different.
Soc1010: Unit V Project
The third portfolio entry requires the construction of a document that reflects the information you have learned in Unit V. See the course syllabus for the assignment overview.
Important Note: This assignment is time consuming and a little complex. It is more manageable if you break it down into parts.
Please do not hesitate to ask me questions about this assignment. It is confusing and often students run into trouble with this one! Also, see below. I have reduced the requirements for the KWL table.
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This document provides guidance on how to write an effective thesis statement. It explains that a thesis statement must have two parts: a subject and an opinion about that subject. It emphasizes that a thesis statement is not just a title, announcement of the subject, or statement of fact. A good thesis statement is restricted to a narrow topic, expresses a single unified idea, and is specific rather than vague. The document also notes that an effective thesis statement serves as a test of whether the main idea meets these requirements and acts as a reminder of the central point the paper aims to make.
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This document outlines the agenda and activities for a lesson on key political science vocabulary terms. The agenda includes reviewing terms, a musical flashcard activity to help students learn definitions, a Bingo game using the terms, an individual vocabulary worksheet, and a free write exit slip. The goal is for students to master important terms needed to pass an upcoming assessment on Unit 3.
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This document provides instructions and guidelines for students to prepare for and participate in a debate about American foreign policy around the turn of the 20th century. The class is divided into two groups representing either the imperialist or anti-imperialist perspective. Students are assigned a country or region to research and represent in the debate. The debate structure, rules for points of information and heckling, and steps are outlined to score the debate performance. The overall goal is for students to debate whether the US should intervene in other countries' affairs at that time in history.
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This document provides guidance on developing well-focused research questions in 6 steps:
1. Choose a topic of interest from a newspaper or subject area
2. Describe the topic in one sentence
3. Develop a sentence that specifies something you want to find out about the topic using who, what, when, where, whether, why, or how
4. Convert statements into questions using starters like "To what extent" or "How"
5. Evaluate if the question allows for different perspectives and a reasoned argument
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1. Choose a topic of interest
2. Describe the topic in one sentence
3. Specify something to find out about the topic using who, what, when, where, why, or how
4. Convert statements into questions using starters like "To what extent" or "How"
5. Evaluate if the question allows for argument, perspectives, and reasoned analysis
6. Restate the question using different command terms
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The document contains questions about the movie "Dead Poets Society" asking about the meaning of education according to the movie, the characteristics of the English teacher, his attitude towards teaching English and poetry, and asking for the reader's own opinions on poetry and the purpose of language.
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This document provides guidance for students on their upcoming assignments. It discusses pushing back the deadline for Paper 3 to after Thanksgiving break. It also covers ways music can engage with politics through descriptions of society, stories, and calls to action. The document explains what makes a good thesis statement, using an example thesis about Beyonce's "Formation" video. It discusses how the thesis statement should control the topic sentences in the body paragraphs. Finally, it provides homework assignments for listening, reading, and developing a tentative thesis for Paper 3.
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The document outlines a multigenre menu for students to choose from to complete an assignment. It is divided into 6 groups: 1) Print Media, 2) Digital Compositions and Texts, 3) Multimedia, 4) Creative Compositions and Genres, 5) Performance, and 6) Potpourri. Each group lists several genre options for students to select from, such as newspaper articles, blogs, videos, poems, performances, and more. Students can also propose additional options for teacher/librarian approval.
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1) The document outlines a lesson plan on bullying prevention that includes classroom activities like a jigsaw puzzle game, think-pair-share discussions, a quiz, and a poster-slogan contest.
2) Students are divided into groups for the jigsaw activity and are asked thinking questions about forms of bullying and how to deal with bullies.
3) The document also provides definitions and examples of expository text, the purpose and characteristics of this text structure, and a problem-solution chart for a group activity.
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The document provides an agenda for an EWRT 1A class that includes presenting vocabulary words, a vocabulary game, a presentation on appositives and how to use them in concept essays, a discussion of anecdotes, reviewing the focus and outline of concept essays, and an in-class writing exercise to draft a concept essay. It discusses using appositives to define terms, introduce experts, identify people and things, and provide examples. It provides examples of effective appositives. It also discusses focusing a concept, providing a readable outline with categories and types, and tips for writing the in-class essay. Homework includes reading, posting appositives and an essay outline, and studying vocabulary.
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1) The document provides guidance on how to write an effective debate outline, including identifying the debate format, doing thorough research, following outlining principles, structuring the case and potential rebuttals, and avoiding logical fallacies.
2) It recommends identifying the debate format which determines the structure, doing research to find solid evidence for arguments and potential counterarguments, and outlining the case with a strong introduction, body, and conclusion.
3) The document also cautions about logical fallacies to avoid such as straw man arguments, slippery slopes, ad hominem attacks, and relying on anecdotes instead of evidence.
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Unit V Project
Portfolio Project 3:
The third portfolio entry requires the construction of a document that reflects the information you have learned in Unit V.
The assignment will also test your ability to think critically about the concepts within the unit. This portfolio entry should be in one word document with proper headings for each section.
This project allows you to develop some interviewing skills, generate tables, create a timeline, and write a debate. These different mini projects allow you to think outside of the box of the traditional assignment and assessment format, stretching your academic capabilities and applying them to the sociology discipline.
1. Ask five people how they would define racism, religion, and family, and then summarize the definitions. Identify the similarities and differences in the definitions. Provide your own definitions of each and how they relate to each other.
a. You can use any means you want to interview people. Social media (Facebook, Twitter,
etc.), email, or personal interviews are all acceptable.
2. Generate a table with a list of the different patterns of interaction between minority and majority groups. The table should have three columns:
a. One column for the models
b. One column providing three facts about each model
c. One column providing two different examples for each model
3. Develop a K-W-L table for each of the racial/ethnic groups in the United States. Create three columns for each table with the following categories: What I KNOW (K), what I WANT to know (W), and what I LEARNED (L).
Complete the “K” and “W” sections, listing at least three things you know and three things that you want to know about each of the racial/ethnic groups in the United States. Then, perform research on the different associated cultures, and list three things you learned about the different cultures, and fill them in the “L” section.
4. Create a timeline listing the different stages of family life. Make note of any events, significant milestones, or problems that may occur.
5. Argue both sides (supporting and rejecting) the following statement in one to two paragraphs: The religions in the world will never get along because they are too different.
Soc1010: Unit V Project
The third portfolio entry requires the construction of a document that reflects the information you have learned in Unit V. See the course syllabus for the assignment overview.
Important Note: This assignment is time consuming and a little complex. It is more manageable if you break it down into parts.
Please do not hesitate to ask me questions about this assignment. It is confusing and often students run into trouble with this one! Also, see below. I have reduced the requirements for the KWL table.
My Expectations & Clarification for this Assignment
This assignment is worth 100 points. There are 5 sections/questions for this assignment
IMPORTANT:You must answer all 5 questions for full credit. Below I will expla ...
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This document outlines the requirements for an extra credit assignment. Students can answer up to five questions for extra credit worth 5 points each, for a total of 25 extra credit points. Answers must be at least one page single-spaced in 12-point font and cite at least two sources. For pre-approved absences from quizzes, students will answer one question per missed exam following the same requirements. The document provides 10 sample questions that could be answered for extra credit.
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Individual Rights and the Obligations of Government
Prepare:
Prior to beginning work on this discussion, read chapters 8, 9, and 10 in
American Government
and watch the video,
Episode II - It’s a Free Country
.
Reflect:
Our political system is characterized by certain fundamental features to include a system of laws, rights, and liberties. The laws, created and supported by the Constitutional framework, are designed to protect and secure the rights and liberties of individuals and groups throughout the U.S. However, the government also has an obligation to provide for the security of its citizens from serious internal and external threats that could cause grave or severe damage to our country. The need for homeland and national security can create a dilemma where conflicts emerge between these security needs and the demands for civil rights and liberties.
Write:
In your initial post, explain what obligations the U.S. government has towards its citizens and how can these obligations impact individual and group rights? Provide real-world examples to support your explanation. Fully respond to all parts of the prompt and write your response in your own words. Your initial response must be 200 to 250 words. Support your position with APA citations to two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
Respond to Peers:
By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should be 75 to 100 words each. As your reply to your classmates, attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on target and try to analyze things in as much detail as you can. For instance, you might consider if your classmate’s arguments are well supported with valid sources and logically argued.
Week Four Reflection
Prepare:
Prior to beginning work on this discussion, read chapters 8, 9, and 10 in
American Government
, watch the video,
Episode II - It’s a Free Country
, and review your results from the Political Typology Quiz.
Reflect:
Political parties mobilize voters to win elections and implement policy goals. Parties use their stated policy goals (i.e., their platforms) as a way to mobilize voter support. Generally, in order to be successful in a two-party system, parties must have policy goals across a broad range of issue areas to appeal to a broad range of voters.
Write:
Identify oneissue area that you want investigate. Use the assigned resources required for this discussion to gather information about the goals and proposals, in that issue area, of
three
U.S. political parties – the Democratic and Republican parties and a third party. Summarize each of the three parties’ policy goals in your issue area. Evaluate each party's goals from
two
perspectives:
Accord.
Lesson 16 Peoples and Food
The document provides guidance for writing a comparative paragraph about two Amazonian tribes. It instructs students to choose two tribes to compare based on which tribe has the most modern society, unusual cultural activities, or has been most affected by the outside world. Students are told to use a point, evidence, and explanation structure in their comparative paragraphs. They are also assigned homework to research food products related to the rainforest.
Developing A Research Question
The document provides guidance on developing a strong research question for a social studies project. It explains that a good research question addresses an issue or problem that cannot be answered by a single fact or source. Students are instructed to consider a broad topic, narrow it to a specific aspect, and write 3-4 open-ended questions to help select the best research question. Examples of potential research topics related to the Progressive Era are given to help students generate their own questions.
Invention and OrganizationThis week’s assignment is intended t.docx
Invention and Organization
This week’s assignment is intended to help get you started on the persuasive essay we will be working on throughout the remainder of this course. Before getting started on this assignment, it might be beneficial for you to read the criteria for the Week Six Persuasive Essay.
For this week, we will be practicing topic selection and outlining. Because this is preparation for next week’s persuasive essay, you will need to start by picking a topic that is persuasive. This topic must meet the following criteria:
· Arguable (are there at least two logical, yet opposite ways to look at the issue? Are there at least two sides?)
· Solvable (i.e. avoid religious, moral, or politically charged topics)
· Manageable (keep your topic focused and specific)
Think of a specific problem or issue that you are interested in researching and writing an essay about. This issue should be argumentative in nature, so the topic that you choose should have an equally valid opposing viewpoint.
An example of an appropriate topic would be this:
A specific community is debating an ordinance banning the ownership of pit bulls. Some residents agree that pit bulls should be banned, while others disagree with this position (there is plenty of research to back up either side of the argument).
Your job from there will be to explore the issue, look at both sides of the argument as completely as you can, and take a side. Your essay will be an attempt to convince others to join you in your decision.
Directions
1 Look up and read the following article in the EBSCOhost Database:
2 Step-by-step through the writing process. (2007). Writing, 30. 1-8.
3 (Note: You do not need to answer any of the questions from the reading in your assignment).
4 Read and respond to EACH of the following questions and submit them and your outline in a single document (both parts must be completed).
Part One: Topic Search
For the first part of this assignment, consider the following three questions:
1 What issue or problem would you like to write about? Illegal Immigration
2 Choose a side. What is your view on the issue? What is the opposing view? I oppose having a direct pathway for illegal immigrants to US citizenship
3 What specific change might fix this issue? Enforce current policies and laws that are in place
Then, freewrite for 10-15 minutes about the topic you have chosen. Share all of the reasons you can think of for why your problem needs to be fixed. Do not worry about grammar, spelling, or format. Do not edit. Write what comes to mind. Do not research yet. If you are stumped and cannot write what you know for 10-15 minutes, go back to #1 and start with a new topic.
Part Two: The Outline
Draft an informal outline for your upcoming persuasive paper. Do not include quotations or paraphrased material. Your outline should be built from your current knowledge of the topic. You can refine this later when you conduct your research.
Basic Outline for a Five Paragrap.
Ielts writing
The document provides guidance on IELTS writing tasks 1 and 2. It discusses the different types of topics that may appear, including argument, persuasion, and narrative. It emphasizes the importance of structure, with introductions, body paragraphs, and conclusions. It also highlights differences in how to approach and structure responses for argument versus persuasion topics. Key points include presenting both sides of an issue for arguments and stating your opinion upfront for persuasions. The document concludes by offering samples of topic questions and outlines for responding to them appropriately.
Definition Essay
This document provides guidelines and instructions for two definition essay assignments in an ENG 101 college course. It outlines the structure and format of definition essays, including providing a thesis, examples, and analysis to define a term. It presents two potential topics for Assignment 1 - defining family in the context of a political or social issue, or defining education and discussing issues of access and quality. Guidelines are given for the essay length, formatting, and submission. Drafts are optional and due before the final papers, which must follow MLA format and are due by specified dates in February.
Project Thesis
This document provides guidance on developing a statement of purpose and thesis statement for a research project. It explains that a statement of purpose outlines what the researcher wants to learn about their topic in detail. Developing one helps focus the research and leads to a thesis statement, which is a claim that can be proven with evidence. The document provides examples of effective statements of purpose and thesis statements. It also offers tips for brainstorming research questions to guide information gathering without getting overwhelmed or off-track during the research process.
Argumentative writing
The document describes an in-class activity where students will engage in argumentation. The class will be divided into groups to discuss topics presented by the teacher. Students will write whether they agree, disagree, or are unsure about each topic. They will then move to stations based on their responses. One student at a time will speak to defend their chosen side, and students may change sides after hearing arguments.
Answer each of the following questions in 2-3 paragraphs. Your answe.docx
Answer each of the following questions in 2-3 paragraphs. Your answer is partially opinion-based but you should use your sources to support your answers.
Answer each question using the following guidelines:
Each answers should be 2-3 paragraphs.
Use details and examples to complete your answer.
Use proper grammar.
Use at least two sources.
Essay Question 1
Identify what you think has been the most important aspect of the Black experience (from slavery to the present). For example, if you think that social movements or a growth in economic equality have been the most important of the experience. Provide a detailed explanation of the aspect you chose and why you think it is important. Discuss one example of the aspect in detail.
Essay Question 2
Go back and look at your answer to the question “What does it mean to be Black in America?” from the beginning of the semester. Think about how your answer to that question has changed. Explain what you think it means to be Black in America now and how that has changed from what you originally believed. Explain the differences in your original assessment based on your current ideas. Use details and examples to make your point.
Here is my 1st answer to question #2 from the beginning of the semester
Black is related to something or anything that is dark and unwanted. It is the color of depression and disappointment. Being black in America translates to having the black color, being uneducated and always causing troubles. Being black means not enjoying all the human rights as well as not being heard for social justice
(Messner 1970).
It translates to having no voice to one’s freedoms and rights; your rights can be violated by any white, so long as you are of the black race.
Americans will have to complain about social injustice, but then a black complaining of how injustice is for the police to brutality kill unarmed black men is senseless
(Touré 2011)
. Being Black is being judged even before opening your mouth; it is knowing people around you already know you even when you haven’t introduced yourself.
In America, blacks are viewed as slaves. They are expected to work hard, produce much but sleep for fewer hours since their color and body is well positioned to working as compared to that of Americans. Most of the companies would employ black people in contracts just not because they cannot perform but to limit the competition for promotions and wage increase requests. It hurts when a black person has to work four times harder than the white in order to prove how intelligent and capable they are just like the whites. Thomas Jefferson in 1990 argued that the difference between the blacks and whites was that blacks required less sleep after a day of hard work and had a low capacity for reasoning, unlike the whites.
.
Essay about - Racism - InstructionsEssay – Argumentative Essay.docx
Essay about - Racism - Instructions
Essay –> Argumentative Essay –
Imagine you are a new attorney with a prestigious law firm working in Washington, D.C., and you must write a three-page essay on the topic of race in America that will be submitted to the Supreme Court. You will argue whether racism is or is no longer a significant issue for most Americans. After all, the Civil Rights Act of 1964 was passed over 50 years ago and Barack Obama was elected president in 2008 and re-elected in 2012. Because you have been hired to do this work, you personally may or may not agree with the perspective you will argue. In fact, you have no choice which side to argue because this will be randomly assigned to you.
____ Racism is no longer a significant issue for most Americans.
__X_ Racism continues to be a significant issue for most Americans.
Essay requirements:
The length of the essay should be approximately three pages, double-spaced, approximately 750 - 880 words. Please limit the essay to no more than four and one-half pages, or 1,250 words maximum.
Your essay should include an introduction, at least three body paragraphs, and a conclusion. Your body paragraphs should follow the enhanced PIE structure we are learning in this class. (See Lab 2 for the 7-step process to building a perfect body paragraph below.)
Use at least three trustworthy sources to support your thesis / claim. You may use the sources posted in the Essay 1 – Racism folder in Canvas. (The term source means an article, a study, a book, a video, an essay, or other similar writings that offer ideas and research related to a topic.) Feel free to conduct additional research as well.
Avoid the first person use of “I” or “me” in the essay. This keeps the focus on the issue and not on you. Avoid “I believe” and “I think” and other similar terms since your claim should be based on facts and evidence rather than your opinion. (See Lab 3 below for more on this.)
Avoid writing “you” when speaking to the reader. It’s best to speak collectively, such as “We can all learn from this example” or “We as a nation must take steps….”
Use formal style, tone, and diction. Avoid slang, casual language, broad generalizations, and contractions in most cases. (See Lab 3 below for an overview of academic language.)
Include at least three direct quotations from the sources and paraphrase other statements. (Direct quotations are when you place quotation marks around sentences that are word-for-word by a source. Paraphrasing means writing a source’s ideas in your own words.) Be careful not to quote a source for too long in the essay. Intersperse quotations with paraphrases of what the source has to say. (See Lab 4 below for a lesson in how to integrate quotations into your essay.)
Please include a Works Cited to list all sources cited in the essay. List the sources in Works Cited in alphabetical order. If you have an author name, list it at the start of the entry by last name, followed by first name. (See .
week 5 discussion 1POL 201Your initial discussion thread is due .docx
week 5 discussion 1POL 201
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
Voting and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 9 and 10 in American Government and the following articles: “How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor,” “Fraught with Fraud,” and “Proof at the Polls.”
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? Draw your own conclusion about the debate over voter ID laws. Justify your conclusions with facts and persuasive reasoning.
Fully respond to all parts of the question and write your response in your own words. Your initial post must be 200 to 250 words. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should be 75 to 100 words each. They must demonstrate critical thinking. For example, compare your post to a classmate’s post that takes a contrary position. If you are arguing voter fraud is a major problem then contrast your argument to a classmate that argues voter ID laws are designed to suppress voting, or vice versa.
Respond
.
Answer each question with short answer (answers for every set of q.docx
Answer each question with short answer (answers for every set of question located in the link)
Alexander Chapter 6
https://peacelawandjustice.files.wordpress.com/2013/12/newjimcrow-ch-1.pdf
· Describe the experience of the Jena 6: who, what, when, where. How was the case eventually adjudicated?
· By and large, what has been the attitude of the civil rights community on the War on Drugs?
· What one area of criminal justice has most been the focus of civil rights lawyers?
· Why was Rosa Parks chosen to be the symbol of courage by not giving up her seat on the bus?
· Who were Claudette Colvin and Mary Louise Smith? Why were they not chosen to represent the bus boycotters?
· Why does Alexander include these examples (Parks, Colvin, Smith) in her discussion of criminal advocacy?
· Do poverty and unemployment statistics include people behind bars?
· On what basis does Bruce Western argue that it is “pure fiction” that the Clinton years were good for African Americans?
· What is the Corrections Corporation of America?
· Besides for-profit prisons, name at least three “prison profiteers.”
· Does mass incarceration contribute substantially to lower crime rates?
· What did California’s Proposition 36 mandate?
· What is colorblindness and why is it problematic as an approach to the War on Drugs?
· What is California’s Proposition 54 (endnote #34). Did it pass or fail?
· Why does the author consider affirmative action as a “racial bribe”?
· What are the four threats to the declining circumstances of white men in the U.S.? Hint: one is NOT affirmative action.
· Does the presence of people of color as workers in the criminal justice make a difference in light of all the problems discussed in the book? Why or why not?
· Has President Obama’s administration made things worse or better? How does Alexander support this answer?
· Who said, “Look, you know, when I was a kid, I inhaled. Frequently. That was the point”?
· Which writer said to his nephew, “this is your home…do not be driven from it. …we can make America what it must become”?
Letter from a Birmingham Jail
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html
· Who is the author
· To whom was the letter directed?
· What did St. Augustine say about an unjust law?
· Who was Albert Boutwell? Bull Connor?
· Which U.S. Constitutional Amendment guarantees peaceful assembly?
Antiracist Activism
https://en.wikibooks.org/wiki/Antiracist_Activism_for_Teachers_and_Students/White_Activists/Activists
· What is the name of Beverly Tatum’s 1997 book?
· What is Tatum’s definition of “antiracist activism” using the metaphor of the conveyor belt?
· Is there such a thing as passive antiracism? Why or why not?
· Describe who each of these antiracist activists are and what they did to end racism.
· Margaret Burnham
· Terry Davis
· Dr. Martin Nathan
· Dr. James Cameron
· Dr. Beverly Tatum
· Timothy Jacob Wise
Writing Assignment Guidelines: Love, life, and family. The prompt for the third w.
Gender Exercises Final project 100 points.1. Start by sele.docx
Gender Exercises: Final project: 100 points.
1. Start by selecting one of the topics below and answer the questions or complete the exercises required.
2. You will need to have a few things integrated into your findings based on your research. 1) Find at least TWO concepts from the text as to how they relate to your findings. These should be CITED from the text. 2) Find TWO outside research articles that relate to your findings/topic, as well. These should be research articles from peer-reviewed journals, if possible.
3. So, the structure of your paper should be the following:
· An introduction of your topic
· Your findings/analysis
· How your findings relate to TWO concepts from the text
· How your findings relate to TWO research journals
4. Make sure you use proper citation format in your paper – APA, ASA preferred. By now, for an upper division course, you should be able to cite correctly, RIGHT?
5. Due date: Check the syllabus. These papers can be submitted online, we can discuss that.
6. FINALLY, ENJOY DOING THIS. TRY NOT TO SEE IT AS A BURDEN OR JUST ONE MORE THING YOU HAVE TO DO.
7. FINALLY, Finally, please proofread!
8. Paper length: 4 to 5 pages maximum
Possible topics:
Topic: Gender and our Bodies: Investigate the gender of current products designed to help people alter their bodies in some way. You might begin by making a list of all the products that fall into this category (if you are creative, this could be a fairly long list). Then think about which of these products seem to be aimed primarily at men, which at men, and which at both sexes. Look at the advertisements for these products in magazines, television ads, or on the internet. What gender messages are begin sent in these advertisements? What does your investigation suggest about men’s and women’s feelings about their bodies? (as an alternative, you can do research on how we manipulate our body to meet the gender binary goal e.g. cosmetic surgery)
Topic: Culture and Menstruation Taboos: Many cultures have menstruation taboos, dictating behaviors women can and cannot engage in when they are menstruating. Use online resources and your library to do some research on how different cultures think about menstruation and the norms they have regarding this biological process. How do these practices compare with those in your own culture?
Topic: Division of Labor in your Household: Write an essay in which you describe what the division of household labor was like in your own house growing up. Who did what, and how did everyone seem to feel about it? Were there tensions over who did what tasks? What would be your ideal division of household labor if you were to form your own household?
Topic: Couples and Household Labor: Interview some couple about their division of household labor. You might interview both together or each separately. Come up with an extensive list of all the tasks that are involved in maintaining a household, and ask your ...
Hooking Students Into History
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Dean R Berry The Challenges of Freedom
This document provides a lesson on American democracy that is designed to be completed in one to three class periods. It introduces common core standards around reading informational texts, engaging in discussions, and writing explanatory and argumentative essays. The lesson covers the three branches of the US government and the system of checks and balances. It also discusses political parties, civil liberties, and ways democracy could be improved. Students are instructed to take notes, participate in discussions, and write a five-paragraph essay on the key characteristics of American democracy and potential improvements.
D11-EWRT 1A
This document outlines the agenda for a class that covers several topics: a parable quiz, discussion of chapters in Parable of the Sower, checking participation grades, reviewing the requirements for Paper 3, learning about paragraph structure, and planning a game for a global issues conference. Students will split into teams to design different components of an interactive game about disaster preparedness and survival in community for the conference. The document provides frameworks and guidelines for the game and assigns students to roles on various teams to collaborate on the project.
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Week one agenda presentation revision one
- 3. Week One - Journal Entry – ‘Domain of the Three Nations’ by John Buxton
- 6. Discussion Question Each of the Three Nations believed in their right to the land. Who do you believe were the rightful owners of the land? You are free to be contrarian here if you so choose. (200-250 words) Review two other student answers and give them feedback on their threads. (30-75 words) Reply to at least two of the students who have replied to you. (30-75 words)
- 7. Main Assignment Design a Graphic for T-shirt for your ‘Team’. Explain your design choices and reasons for those choices in a five paragraph paper and include T-shirt graphic Write a five-paragraph paper taking a different side from your choice in the discussion question and justifying your reasons for wanting the land of the Ohio Country. Social Protest is as old as our country – Example: The Boston Tea Party. You want to protest against the nations striving to take control of your country and take to the streets of your town to express your views. Design 3-5 protest posters and write five paragraphs explaining the philosophy behind the sign. You have the option of contacting me if you have another idea which you would like to propose as an assignment. Please be able to justify your request.
- 8. Vocabulary Terms Please follow the link on the main page to access the vocabulary terms. Or Go to Quizlet.com Search for the flashcard set: ‘Beginnings of the French Indian War’ by EDUCCapstone. These are the terms for this course.
- 9. Extra Credit You have the option of extra credit. You can choose another of the main assignments (one which you did not complete) and do it for extra credit. This extra credit can be worth up to 25 points.
- 10. Why we use the term “Indians” and not “Native Americans” We use the term “Indians” in class because according to a 1995 US Census Bureau set of home interviews, most of the respondents with an expressed preference refer to themselves as American Indians or Indians.
- 11. Ready to Go! Jump on in – there’s no time like the present to get started!
Editor's Notes
- Hello Everyone and welcome to 9th grade History. This semester we will be studying the French Indian war. The overall lesson plan for the next four weeks is based on the beginnings of the French Indian war, specifically covering the area known to George Washington as the Ohio Country. Western Pennsylvania was a large part of the Ohio Country and we will be studying just how the three nations came together here and initiated a war which has been referred to as the first real world war.
- The Ohio country was claimed by three nations, the britishamericans, the frenchcanadians and of course, the American Indians known as the Iroquios nation.
- Week One - Journal Entry – This picture by John Buxton is entitled "Domain of the Three Nations'. For this assignment, you are to examine the painting and tell me in 100 – 200 words what you see in this picture. Example - Who is represented in this painting and who are they represetned? This writing is not being judged for grammar.
- This week, you will be viewing several chapters of the video, ‘The War That Made America’. I believe that you will enjoy this video and the accompanying book.
- You will be reading Chapters One two and three from your textbook.
- Discussion questions – please remember that I am not looking for grammar here but I am requiring an initial posting of 200 – 250 words. If you answer the question first on your word processing application, you may have access to a word count function which will help you to keep track of your progress. Please refer to the rubric for more information.
- Please choose one of the following for your main assignment. Please note that there is a five paragraph (200-250 word) requirement listed for each assignment.