Current Events: Bombers and Fighters Utilized in War

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For this activity, explore bombers and fighters utilized in World War II and in contemporary wars of the Middle East starting Operations Desert Shield and Operation Desert Storm. Use information from a credible source and use your new knowledge gained from your course textbook readings to compare and contrast bombers and fighters used during these past and present wars (WWII vs. Operations Desert Shield and Operation Desert Storm).

Read-it-Up

Using one of the news websites from the provided list, search for a current news story/event that demonstrates a chosen area of aviation over time for this assignment. Your current news selection must be within the last 180 days. Examine the news story or event, reflect, and consider all aspects and viewpoints the author provides.

Sum-it-Up / Relate-it-Up

In your initial post (must be 150 words), show a clear connection between the news story/event and the course materials. If there is no connection to course materials, you will lose 40 points. State the title of the news story and include the link so that others can access the story. You may apply any lens you wish to use when constructing this assignment: historic, scientific, technological, engineering, or math. Summarize the story and explain the cause and effect relationships for your chosen area (lens) of aviation for this assignment.

Be sure to use an in-text citation at the end of each sentence where you have linked to the course materials (textbook) and any other source you cite (your article and outside source). Include all source information for your article, outside source(s), and the textbook in a reference area following your work. For correct formatting of citations and references, please refer to the current APA manual or the APA Style website. (Links to an external site.)

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History paper

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Answer one of the following questions in 200-300 words.

 

1- Compare the degrees of integration in various regions of the Amreicas- South America (Chimu Empire), Mesoamerica (Toltecs), and North America (Cahokiaj).

2- Compare the trans-Saharan trade of the Mande-speaking peoples of West Africa and the later Mali Empire that developed there with the Indian Ocean trade of the Shona-speaking peoples of East Africa. What goods were traded and what was the impact of that trade on these two regions of Africa?

3- Analyze the role of philosophical and religious developments-both elite, like humanism, and popular movements, like the Red Turban Movement in China-in politics from 1300-1500 and explain how they provided both continuity and change in each society.

4- Explain how the Ottomans employed institutions such as Topkapi Palace and the devshirme system to consolidate their power?

 

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History Assignment

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Your Final Paper will address the following module and course outcomes:

  • Module Outcome: Conduct research, write, and organize a paper addressing the differing experiences of Americans from the colonial era through the Civil War (CO#6/Gen. Ed. Outcome 4.2, CO#7/History Program Outcome 1)
  • Course Outcome/History Program Outcome 1: Objectively evaluate a variety of historical sources (primary & secondary) for their credibility, position, and perspective.
  • Course Outcome/ General Education Outcome 4.2: Interpret and evaluate individual and group differences and similarities and explain how they may be influenced by factors such as race, gender, national origin sexual orientation, age, class, religion and/or disabilities.

In an essay of approximately 5–7 pages (1250–1750 words), excluding title page and references, address the following question:

Some Americans consider their nation’s history as the story of inevitable and ever-increasing freedom and opportunity. For the period from 1492–1867, was this true for all Americans, or only some? Make sure you address at least two different groups of colonists/Americans from the following list:

  • Enslaved Africans/African Americans
  • Native Americans
  • Women (you may break this group down further, i.e. native-born white women or African American women)
  • Immigrants (after the creation of the United States) (you may consider all immigrants or break this down by group as well, for example German immigrants or Irish immigrants)
  • Religious minorities (for example Catholics, Quakers, or Jews)

As far as possible, your paper should make use of the ideas, sources, and themes that you covered in this course. Your paper should have at least 4–6 sources, including any relevant ones from your module papers. At least two of your sources should be primary sources. Sources should be cited and referenced in either APA (Links to an external site.)Links to an external site. or Chicago/Turabian (Links to an external site.)Links to an external site. format.

For outside material, you can find scholarly secondary sources from the Excelsior College Library (Links to an external site.)Links to an external site. or a primary source from the Excelsior College Library (Links to an external site.)Links to an external site. or from this list of pre-approved primary source websites in US History (Links to an external site.)Links to an external site.. You should NOT use non-scholarly websites such as Wikipedia. If you have questions about appropriate sources, please contact your instructor.

You should save your paper as a Word file and submit it through the Module 7 dropbox. Your paper is due at the end of Module 7.

Your Final Paper should include:

For help with writing, see the Excelsior College OWL (Links to an external site.)Links to an external site..

Compose your work in a .doc or .docx file type using a word processor (such as Microsoft Word, etc.) and save it frequently to your computer. For those assignments that are not written essays and require uploading images or PowerPoint slides, please follow uploading guidelines provided by your instructor.

Check your work and correct any spelling or grammatical errors. When you are ready to submit your work, click “Upload Submission.”  Enter the submission title and then click on “Select a file to upload.” Browse your computer, and select your file. Click “Open” and verify the correct file name has appeared next to Submission File. Click on “Continue.”  Confirm submission is correct and then click on “Accept Submission & Save.”

Turnitin

This course has Turnitin fully integrated into the course dropbox. This means that you should only submit your assignments to the dropbox below. Please do not submit your assignment directly to Turnitin.com.

Once submitted, your assignment will be evaluated by Turnitin® automatically.  You will be able to view an Originality Report within minutes of your first submission that will show how much of your work has been identified as similar to other sources such as websites, textbooks, or other student papers.  Use your Originality Report as a learning tool to identify areas of your assignment that you may not have cited appropriately.  You may resubmit your assignment through this dropbox as many times as you need to check to see if you have made improvements, until the due date of the assignment. However, once you have made your first submission, you will need to wait 24 hours after each subsequent submission to receive a new Originality Report.  Plan accordingly as you draft your assignment.  Once the due date has passed, your assignment submission will be considered final.

Evaluation

This assignment will be graded using the Writing Rubric located on the Course Rubrics page within the Start Here section of the course. Please review the rubric prior to beginning your work so that you ensure your submission meets the criteria in place for this assignment. This assignment is worth 25% of your final course grade.

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His 206 Final paper

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Final Project

For your Final Project, you may write a paper or create a PowerPoint presentation.

  • If you choose to write a paper, it must be four to five pages in length, plus a title page and reference list, formatted according to APA style.
  • If you choose to create a PowerPoint project, it must be 12 to 15 slides, plus a title slide and a reference slide, formatted according to APA style. Be sure to save your presentation as a PDF before submitting it to Waypoint.
    • Please note that whether you choose to write a paper or create a PowerPoint presentation, you must properly cite your sources according to APA style.

To complete this project

  • Choose from one of the topics below and analyze its history from 1877 to the present.
  • Select four specific events or developments that span the years covered by this course, based on their impact on the topic. Two of the events must be from before 1945 and two events must be from after 1945. You must assess how the events in relationship to the topic changed over time and explain how the changes occurred. Please refer back to your Week Three Assignment, consider your instructor’s comments and make any necessary revisions.
  • Write an introduction with a thesis. Your thesis should summarize the main conclusions that you discovered while researching your topic and that you will support with a logical argument based on evidence (sources). Please refer back to your Week Three Assignment, consider your instructor’s comments, and make any necessary revisions to your thesis statement.
  • Connect each of the events or developments you have chosen back to your main thesis. The information presented must be organized and in chronological order.
  • You must use at least four sourcesPreview the documentView in a new window in your paper other than the textbook, with at least two primary sourcesPreview the documentView in a new window and at least two secondary sourcesPreview the documentView in a new window. Please refer back to your Week Three Assignment, consider your instructor’s comments, and make any necessary revisions.

Choose one of the following topics:

  • Native Americans/American Indians
  • African Americans
  • Immigrants
  • Women

For example, a student writing a paper about the topic African Americans might choose the Harlem Renaissance and the Black Power Movement as two of their events. In that case, the paper would provide a description of the two movements. It would explain what each one revealed about the role of African Americans in broader American society in, respectively, the 1920s and the late 1960s, explain how and why the roles of African Americans in the 1920s differed from their roles in the late 1960s, and explain how events in the 1920s may have contributed to developments in the later decade.

Writing the Final Project
The Final Project

  • Must include a separate title page with the following:
    • Title of project
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must begin with an introductory paragraph that has a succinct thesis statement.
  • Must address the topic of the paper with critical thought.
  • Must end with a conclusion that reaffirms your thesis.
  • Must use at least four scholarly resources other than the textbook, including a minimum of two primary sources. Your secondary sources must come from the Ashford University Library. For help locating primary sources refer to the HIS206: Primary Sources Research Guide
  • Must document all sources, including images, in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

If you choose to create a PowerPoint presentation: You should use visual elements to contribute to your explanation of the topic. PowerPoint presentations should avoid plagiarism and have proper APA citations for all source material either in the note section at the bottom of each slide, or on the last slide of the show indicating sources for each slide. The final slide must be a correctly formatted reference list containing all of your sources. You may use non-scholarly sources for your images, but not for the text of the presentation. Make sure to pay attention to color and style. You will need to save your PowerPoint presentation as a PDF before you submit it to Waypoint. Use the Converting a PowerPoint to PDF (Links to an external site.)Links to an external site. tutorial.

Before submitting your Final Project, you may want to view the Sample PaperPreview the documentView in a new window and/or the Sample PresentationPreview the documentView in a new window and/or visit the Ashford Writing Center for feedback.

Do you have questions? Check out the  FAQs on Assignments page.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

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Discussion Forum

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Jefferson wrote, “We believe all men are created equal that they are endowed by their Creator with certain unalienable rights; that among these are Life, Liberty, and the Pursuit of Happiness.” What drove Jefferson and the Second Continental Congress to pen such a statement?  Consider the following questions as you respond:

  • How did this break from past interpretations of government and its role?
  • How did under-represented groups, such as American Indians, slaves, and women, interpret these words?
  • In what ways did their interpretation of “all men” differ from how it was interpreted at different points in U.S. history (such as Jacksonian democracy, the experience of Native Americans, and the period of manifest destiny)?
  • In what ways did their interpretation of “all men” differ from how it is interpreted today?

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Lesson 3 Historical Challenge: Chicago Race Riots of 1919

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Lesson 3 Historical Challenge: Chicago Race Riots of 1919https://ctc.blackboard.com/bbcswebdav/pid-8319521-dt-content-rid-116933796_2/xid-116933796_2

 

Lesson 3 Historical Challenge Chicago Race Riots 1919

For this Historical Challenge you’re going to look more closely at the Chicago Race Riots of 1919 which occurred two-years after the end of World War I.  

INTRODUCTION

Starting in the early 20th century, African Americans left the South in large numbers and tried to find work and freedom in the North.  WWI provided tons of industrial work, and over 400,000 African Americans migrated from the South to Northern cities between 1916-1918 alone. The first Great Migration lasted until 1930, and resulted in a major shift in where African Americans lived in the United States.

The violence was triggered on July 27, 1919 by an incident on a South Side Chicago beach. On that sweltering Sunday afternoon, a small group of blacks entered the white section of the segregated 29th Street Beach. At the same time, Eugene Williams, a 17-year-old African American playing in Lake Michigan, floated across a non-existent, but acknowledged, color line separating whites from blacks in the swimming area. Whites hurled stones at both the group on the beach and Williams in the water. Williams slipped under the water and drowned.

Rumors quickly spread through the growing black crowd that whites had killed the boy. Black witnesses demanded the arrest of a man they accused of causing Williams’ death, but police refused. When a black man was arrested on a white man’s complaint, the volatile situation exploded.

The riot raged against a backdrop of post-WWI tension. African-American soldiers had returned home from Europe expecting to enjoy the fundamental freedoms they had fought to defend. Instead, they faced blatant discrimination and growing racial prejudice. Many whites resented the growing numbers of black Southern migrants and aggressively sought to protect their neighborhoods and factory jobs from the newcomers. Anger over political corruption, a sagging economy and a housing shortage fueled the racial maelstrom.

The riot also exposed the rampant racism in the ranks of the Chicago police. According to a report by Chicago’s Commission on Race Relations, twice as many blacks as whites were arrested during the riot and little protection was offered to African-American neighborhoods. All-white “Athletic Clubs” provided leadership for gangs of heavily armed hoodlums who roamed the streets hunting for blacks to abuse, maim, or kill with little fear of retribution. Blacks in turn, responded with force making a clear statement that African Americans would no longer be passive victims.

When the riot finally ended on August 3 with the assistance of the state militia, 38 people had been killed, more than 500 had been injured, 1,000 people were left homeless, and $250,000 worth of property had been destroyed.

“From Riots to Renaissance: 1919 Race Riot.” 1919 Chicago Race Riot | Riots to Renaissance | DuSable to Obama: Chicago’s Black Metropolis – WTTW. WTTW Chicago, 25 May 2016. Web. 01 Aug. 2017.

INSTRUCTIONS

  • Download the materials below.
  • Respond to all of the questions within the ‘Chicago Race Riots 1919 Graphic Organizer’ document. Be sure to save your document and upload the file when you are ready to submit your Historical Challenge for grading.
    • Do not submit your answers in the Comment section of the assignment area.
  • Your grade of 32.5 points will be based on your complete responses to each of the questions.
  • Do not simply copy/paste from the Internet. Read over the information and formulate your own thoughts.
  • Use correct spelling, grammar, and punctuation.
  • Questions? Please let me know.

MATERIALS:

•  Up South movie trailer ( http://ashp.cuny.edu/ashp-documentaries/up-south/ )

•  Chicago Race Riots Original Documents Chicago Race Riots ORIGINAL DOCUMENTS(1).doc

•  Chicago Race Riots Lesson 3 Chicago Race Riots Graphic Organizer(1).docx

 

WATCH: http://ashp.cuny.edu/ashp-documentaries/up-south/

THINK ABOUT and REFLECT. . .

•  Why did many African Americans leave the South and move North?

•  What was it like in the North for African Americans?

•  Why did racial tensions rise right after WWI?

  DOWNLOAD and READ the Chicago Race Riots ORIGINAL DOCUMENTS.doc  document file.

  LISTEN (optional) to the Original Documents RaceRiots_GiveMeLiberty_Chapter19_Page756.mp3

ASSIGNMENT – Download, save, and complete the Chicago Race Riots 1919 Graphic Organizer and SUBMIT.

  • Your responses must be typed up in this Answer Sheet and submitted via the assignment link.

Submission Instructions

Complete your assignment as instructed.

  • Complete your assignment using word-processing software such as MS Word, Open Office (download free software at http://www.openoffice.org), or other per course requirements.
    • Save your file as an .rtf (rich text format).
    • Select the Browse My Computer button to navigate to the file.
    • Locate and select your file.
    • Select Submit.

This Assignment is Due Today!!!!

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Class history 1302.

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Dear Students,

For this assignment, you will read “The White Man’s Burden” (which we will discuss in class), by Rudyard Kipling,

http://ux1.eiu.edu/nekey/syllabi/british/kipling1899.pdf (Links to an external site.)Links to an external site.

Something very important to remember about Rudyard Kipling is that he was NOT racist.  He grew up in Lahore, Pakistan, and was a Freemason.  He had men from every race, religion and color in the Lodge with him, and loved and respected them all.  We will discuss what he is really saying in his poem in class.

Image result for The White Man's Burden kipling

and “To the Person Sitting in Darkness”, by Mark Twain.

http://xroads.virginia.edu/~drbr/sitting.html (Links to an external site.)Links to an external site.

Something else to remember as you read Twain’s satirical essay on American Imperialism, is that if the US didn’t take the Philippines, Hawaii, and the other unclaimed islands, how long do you think they would have remained free?  And who would have conquered them instead of us?  You’re right.  Autocratic nations such as Japan, Germany, and possibly even Russia.  From our perspective, it would be much better, since their independence would be lost anyhow, for us to take them over, keep as many local customs and traditions as possible, and then, like Rome, introduce them to the benefits of civilization whether or not they wanted them!!!

Image result for to the person sitting in darkness twain

Ack!!  What a manky situation!  To imperialize or not to imperialize, that was the question.  And that is, actually, your question.  Do you agree with Kipling or Twain, or both?  remember the points made above.  There was a world-wide race for power going on, and if we didn’t play, we’d lose big time.  Does that justify what we did, though?  Think about it, and write me your very best arguments in a 5 paragraph essay!

Dr. L.

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History homework help

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What German composer of 19th century “rescued” J.S. Bach’s music from near oblivion?

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History Essay

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Instructions: Answer one question from section one and then one of the questions in section two. Each answer will be worth 50 points and should be 650-900 words. These are essay questions. You should write an essay that answers the question (s) asked completely, and support your answer with evidence from the textbook, the sourcebook reader, the various power point presentations, the films, and the discussion forum. You should not need to use any sources other than these for this exam.

Your answers should be essay arguments with an introduction, body of evidence and explanation, and conclusion. Proofread your writing carefully! None of your answers should contain more than 100 words of quoted material. Your answers should be substantially in your own words. If you do quote, you must cite the source of your quote in either an in-text note or a footnote.

Section I: Answer one question below:

1. Discuss the new ideas that emerged from the Great Schools of the Axial Age. Compare and contrast the ideas of China’s sages with the ideas emerging in the same period in India and Greece. Why do we tend to divide the new philosophies between “natural philosophy” and “moral” or “political” philosophy? Give an example of each. Why do we tend to call the teachings of Chinese and Greek scholars “philosophy” whereas we tend to think of the teachings emerging in India as “religious”? (Hint: To answer this question, you will have to read the Armesto chapter posted on the website AS WELL AS the textbook chapters.)

2. Define a “territorial state.” How did territorial states differ from city-states? Compare and contrast the ways in which territorial states formed across Afro-Eurasia and how they interacted with each other (Map 3.2 will be helpful here). Why does your textbook contend that these territorial states pioneered “international diplomacy.”

3. From 3500-2000 BCE, as civilizations developed in the river basins of Mesopotamia, Egypt, South Asia and East Asia, more intensive cultivation brought agricultural surpluses that ushered in a wide range of impacts. Explain with examples from at least two of the river-basin civilizations how food surpluses led to the rise of complex societies and states. (To answer this question, you must define “complex society” and discuss the types of states developed in the societies you are discussing.)

650-900 words – 50% of your grade.

Section II: Answer one of the questions below:

1. Discuss the evidence for technological innovation in the ancient world and the impact of these innovations on ancient societies, including its uses in peace or in war. Why did ancient peoples innovate, and how did these innovations spread and undergo processes of adaption as other societies adopted new technologies? Discuss at least two DIFFERENT societies and two DIFFERENT technologies to support your answer.

2. Discuss the impact of climate change at the end of the 3rd millennium BCE on world history. How did climate change cause the collapse of many established states, force technological innovations, and lead to population shifts? Discuss at least two specific societies/regions of the world as evidence to support your answer.

3. How did empires differ from territorial states? Compare and contrast two different early empires discussed in Chapter Four. How and why did the societies that built early empires employ different strategies to create and maintain their empires? What role did art, religion, and language/writing play in helping societies integrate their empires?

 

650-900 words: 50% of your grade.

 

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Modern World

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Answer following 4 questions. Use following book as reference:

Strayer, R. W. (2013). Ways of the world: A brief global history with sources (2nd ed., Vol. 2). Boston, MA: Bedford/St. Martin’s.

1) How did the era of New Imperialism (1750–1950) differ in motive, method, and philosophy from the first imperial age (1400–1715)?

2) In light of their relationships with European powers, what ways were the histories of China and the Ottoman Empire similar during the nineteenth century? How did they differ?

3) Complete both parts of this discussion board for full credit.

Part 1: What is your opinion of this course? Did it meet your expectations? What suggestions can you offer for improvement of this course for future students?

Part 2: Consider the Visual Sources between pages 1025 and 1033 in the Strayer textbook. What messages are sent in these images about war and peace? Can these posters and paintings be compared to such materials regarding war and peace in our own time?

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