5-1 Discussion

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Thus far, you have learned how historical contexts, perspectives, and biases influence the interpretation and “telling” of historical narratives. For this discussion, reflect on what you have learned about your research question and the historical event and current event you chose. To ensure an interesting discussion, you are encouraged to think creatively about your initial posts and extend the points made by your peers. It is also important to review the module resources and read the prompts in their entirety before participating in the discussion. You should include examples and other supporting evidence from the module resources in your posts.

Discussing challenges that face our world often means investigating opinions and ideas different from your own. Remember to remain thoughtful and respectful towards your peers and instructor in your discussion post and replies.

Create one initial post and follow up with at least two response posts.

For your initial post, address the following:

  1. Discuss the brainstorming process you used to identify bias in your primary and secondary sources. How did you do it? Describe the strategies that were successful for you.
  2. Consider the challenges you encountered identifying the narratives about your historical event. What methods did you use to identify the absent voices in the historical narratives?
  3. What perspectives do you think are missing from the narrative about your historical event?

Be sure to cite evidence from your sources to justify your points.

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High School History – WW I

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HW about WW I……pleases answer based upon the textbook pages, disregard where it says simulation…(f you missed the simulation, please just answer the prompt in a response format based upon the text pages 578-586….answer the questions exactly per the powerpoint file attached

 

please see attached power point and related textbook pages

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history

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Reading Questions for Townsend 85-154

 

Instructions

Read Camilla Townsend’s Fifth Sun: A New History of the Aztecs (through p. 154) then complete these reading questions as a word document and submit it to blackboard. This assignment may be turned in at any time during Section I, but should be turned in by the end of Section I (2/28)

 

Guidelines

In a reading questions assignment, you read and respond to a specific prompt or prompts on assigned reading material. Responses are expected to articulate clear arguments that are supported with specific evidence from the material you have read. A vague response or a thesis that restates the prompt is not effective, avoid this. Be bold, take a stand. All responses should be approximately 2 typed, double-spaced pages. In your responses, you may also use the textbook and notes from lecture where relevant (all readings should be cited). All quotations must be cited.

 

Remember, all work that is not your own must be cited. All quotations must be cited. Whether from the documents or from somebody else, be sure to follow an approved citation method (parenthetical or footnotes). For exact citation formatting, see the Chicago Manual of Style or Kate L. Turabian, ed. A Manual for Writers of Term Papers, Theses, and Dissertations. Unacceptable documentation of sources means that the essay will not be graded. No outside sources are permitted on these assignments without instructor approval.  Obviously, any essay must be spell checked and proofread. Form, style and content as well as logic and reasoning will all contribute to the assessment of the essay.  PLEASE DO NOT COPY/PASTE THESE GUIDELINES INTO YOUR PAPER.

 

Questions

 

1. Describe a few of the myths that Townsend seeks to disprove about contact and conquest. How did these myths develop? What is the truth behind these myths (i.e. what does Townsend argue to disprove the myths)?

 

2. How would you describe the first years of post-Aztec empire rule? What were they like? What elements of crisis/change faced native villages in the immediate post-war period (1530s)?

 

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History homework help

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You will write four essays (double spaced, 12 point Times New Roman), 750–1000 words each, responding to the following four sets of Old Testament questions. While additional research is encouraged, you should rely upon your Bible and the Essence of the Old Testament textbook as primary sources. Standard citation requirements do apply.

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Playlist Project Template

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Playlist Project Template

Middle Ages/ Renaissance

1. Name of Middle Ages piece – Composer name – link or where you found recording

Paragraph re: why you chose this piece & how this piece fit the characteristics of this style period of music.

2. Name of Middle Ages piece – Composer name – link or where you found recording

Paragraph re: why you chose this piece & how this piece fit the characteristics of this style period of music.

3. Name of Renaissance piece – Composer name – link or where you found recording

Paragraph re: why you chose this piece & how this piece fit the characteristics of this style period of music.

4. Name of Renaissance piece – Composer name – link or where you found recording

Paragraph re: why you chose this piece & how this piece fit the characteristics of this style period of music.

References:

Cite your references in MLA format. All playlists can use the textbook at least as a reference. Youtube links are given credit in the grade for the work and do not count as a reference.

 

Follow this template for all future playlist projects, but use the following #’s of songs per each period/genre.

Baroque – 4

 

 

Classical – 4

Romantic – 4 – at least 1 but at most 2 works need to be American

20th Century – 4 – 2 serious music & 2 Beyond the Concert Hall

 

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WRITTEN EXERCISE

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Grading Rubric

Exemplary Accomplished Developing Beginning (Capstone) (Milestone) (Milestone) (Benchmark)

10 8 5 3

Determine the Extent of Information Needed

Diversity of Communities and Cultures

Analysis of Knowledge

Ethical Self- Awareness

Ethical Issue Recognition

Score (0-10)

Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others’ engagement with

Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and

Has awareness that own attitudes and beliefs are different from those of other cultures and communities. Exhibits little curiosity about what can be learned from diversity of communities and cultures.

Expresses attitudes and beliefs as an individual, from a one-sided view. Is indifferent or resistant to what can be learned from diversity of communities and cultures.

Connects and extends knowledge (facts, theories, etc.) from one’s own academic study/field/discipline to civic engagement and to one’s own participation in civic life, politics, and

Analyzes knowledge (facts, theories, etc.) from one’s own academic study/field/discipline making relevant connections to civic engagement and to one’s own participation in civic life, politics, and government.

Begins to connect knowledge (facts, theories, etc.) from one’s own academic study/field/discipline to civic engagement and to tone’s own participation in civic life, politics, and government.

Begins to identify knowledge (facts, theories, etc.) from one’s own academic study/field/discipline that is relevant to civic engagement and to one’s own participation in civic life, politics, and government.

Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross- relationships among the issues.

Student can recognize ethical issues when issues are presented in a complex, multilayered (gray) context OR can grasp cross- relationships among the issues.

Student can recognize basic and obvious ethical issues and grasp (incompletely) the complexities or interrelationships among the issues.

Student can recognize basic and obvious ethical issues but fails to grasp complexity or interrelationships.

Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs and discussion has greater depth and clarity.

Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs.

Student states both core beliefs and the origins of the core beliefs.

Student states either their core beliefs or articulates the origins of the core beliefs but not both.

 

Has difficulty defining the scope of the research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected do not relate to concepts or answer research question.

Defines the scope of the research question or thesis incompletely. Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question.

Defines the scope of the research question or thesis completely. Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question.

Effectively defines the scope of the research question or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question.

 

Grading Rubric Exemplary Accomplished Developing Beginning (Capstone) (Milestone) (Milestone) (Benchmark)

10 8 5 3

Sources and Evidence

Content Development

Influence of Context and Assumptions

Student’s Position (perspective, thesis/hypothesis )

Conclusions and Related Outcomes (implications and consequences)

TOTAL:

Score (0-10)

Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of writing.

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.

Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

Demonstrates an attempt to use sources to support ideas in the writing.

Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work.

Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.

Uses appropriate and relevant content to develop and explore ideas through most of the work.

Uses appropriate and relevant content to develop simple ideas in some parts of the work.

Specific position is imaginative, taking into account the complexities of an issue. Limits of position are acknowledged. Others’ points of view are

Specific position takes into account the complexities of an issue. Others’ points of view are acknowledged within position.

Specific position acknowledges different sides of an issue.

Specific position is stated, but is simplistic and obvious.

Conclusions and related outcomes are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes are identified clearly.

Conclusion is logically tied to information; some related outcomes are identified clearly.

Conclusion is inconsistently tied to some of the informatioon discussed; related outcomes are oversimplified.

Thoroughly analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position.

Identifies own and others’ assumptions and several relevant contexts when presenting a position.

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s

Shows an emerging awareness of present assumptions. Begins to identify some contexts when presenting a position.

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Hist Blog

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For this week’s blog assignment, please answer the following questions in at least 350 words minimum:

1) According to the “California Native Perspectives” video, how does the way California Missions are typically taught differ from California Native perspectives? What solution is provided? Please provide specific quotes and examples from the video to support your response.

2) Describe the story of what’s happening in the “Lying to Children about the California Missions and the Indians” article.  What does the author ultimately argue?

3) Describe the story of what’s happening in the “The San Diego Mission and Kumeyaay Revolt.” What does the author ultimately argue? How was the author’s daughter’s mission report “decolonizing”?

4) Reflect on your prior experiences learning about the California Missions. Were you taught about the California Missions previously? If so, where did you learn about them and how was the subject taught? Discuss your overall thoughts/reactions based on this week’s California Mission materials.

5) According to the Preface and Introduction in our textbook, how was the textbook for our class created? Why might this be significant?

6) Why is our textbook be written in three languages? Why might this be significant?

7) According to the Preface, what does the term “rhetorical sovereignty” mean? Also, how does this key term connect to our textbook?

After you’ve submitted your initial post, don’t forget to also respond to a peer’s post in at least 150 words minimum!

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History homework help

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The Romantic period was all about emotion and individual expression. How are the popular, social and political trends of that time similar to the trends of today?

Due Saturday 09/26/2020

USA Pacific time

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essay

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https://www.youtube.com/watch?v=qgv8VoyJ3wA&t=14s

 

Assignment I would like you to view ONE of the following films pertaining to World War Two (see the list below) and submit a MINIMUM length response of ONE FULL PAGE that addresses the following:

1) Based upon your knowledge of World War Two, is the film you selected accurate regarding its portrayal of the conflict? Why or why not?

2) Do you agree with historian Keith Lowe from the linked TEDTalk that we commemorate World War Two not to actually memorialize the history of the conflict but rather reimagine/reinterpret this historical event to make us feel better about ourselves today? Why or why not? What evidence from the film you selected might support or challenge his arguments?

Please remember to provide specific details (scenes from the movie) to support your arguments.

.

Possible Movie Choices:

The Great Escape (1963)

The Dirty Dozen (1967)

Patton (1970)

Saving Private Ryan (1998)

The Thin Red Line (1998)

Flags of Our Fathers (2006)

Letters From Iwo Jima (2006)

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ESSAY #2

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explain in a 500 word well written academic style paragraph, free of grammatical errors, an answer for the following question (answer all questions within):

Who is Dock Ellis?  After reading about the effects of different drugs including LSD and uppers like the methamphetamines that Dock Ellis took, how was Mr. Ellis able to throw a No Hitter?  (Note:  there is a great documentary on Dock Ellis called ,”No No: A Dockumentary” you should check it out).  Dock Ellis when he first entered baseball was in many ways an angry young black man.  He threw balls at players on purpose (he is why they made current targeting rules in baseball).  He took every drug he could get his hands on, challenged Muhammad Ali (until backing away quickly), and was one of the first to challenge the race issues in baseball at the time.  Why was Dock angry?  What racial, social, and military issues of his time caused him to be so callous as a young man?  Did Dock Ellis lead a just or unjust life? 500 WORDS!! DUE TONIGHT BY 11:59

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