Vision & Strategies for Change

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Students will complete all four essays. Read each essay question careful and address all the sub-questions. I expect to read critically written essays, not just superficial content.  Reflect on what you read and learned this semester and write insightful responses/reactions. See the length requirement for each essay is below. Note: This paper should include: a cover page with your class number and name, headings for each Essay (i.e. Essay 1, 2, 3, 4, etc.) clearly labeled, and a reference page with references used in this assignment.

Essay 1 (write 1 page; double spaced)

In his essay entitled Courage, Cornel West argues that it takes courage to interrogate oneself and asks: “How did I become so well adjusted to injustice?” What did you learn from this essay? How does Harro’s Cycle of Socialization in the Conceptual Frameworks Chapter help you understand why we are so well trained not to see injustice? How does Harro’s Cycle of Liberation in this chapter help you identify steps you can take to muster the courage to think critically and take actions that promote social justice in your own spheres of influence?

Essay 2 (write 1 page; double spaced)

Read A. Ayvazian’s Women, Race and Racism: A Dialogue in Black and White in the Racism Chapter, and X. Zúñiga’s, G. Lopez and K. Ford, Intergroup dialogue as social justice pedagogy in this chapter. What are your personal hopes for dialogues across similar and different social identities? What steps could you take in your neighborhood community, place of worship, or college campus to participate or organize dialogues across differences?

(Note: Engaging in dialogues across differences can be both challenging and rewarding. Go to the Everyday Democracy website https://www.everyday-democracy.org/resources/handouts (Links to an external site.) and review the “A comparison of dialogue and debate” handout. Take note of the characteristics that distinguish dialogue from debate , as you consider what steps you would take to prepare yourself to engage in a sustained dialogue effort about a controversial issue impacting in your community, place of worship, or college campus, etc.)

Essay 3 (write 1 page; double spaced)

We all need allies to help sustain our work for social justice. What did you learn about the role of allies from reading G. Anzaldúa’s interview? What did you find helpful about her perspective and why? What did you find challenging about her perspective and why? What are some next steps for you to developing trusting ally relationships?

Essay 4 (write 2 pages; double spaced)

Write a reflection paper about your experiences in this class and what you learned. A reflection paper is your opportunity to add your thoughts and analysis to what you have read and experienced. This paper is meant to illustrate your understanding of the material and how it affects your ideas and possible practice/action in future. You may focus your reflections on anyone or more of the following areas:

  1. The oppressions we explored in this course (i.e., racism, colorism, classism, religious oppression, sexism, heterosexism, transgender, ableism, adultism, and/or linguicism, etc.).
  2. A specific concept: White Privilege, Heterosexual Privileges, Christian Privileges, or Able-bodies Privileges, etc.
  3. Young’s Five Faces of Oppression (i.e., Exploitation, Marginalization, Powerless, and Cultural Imperialism).
  4. Kirk and Okazawa-Rey’s social location (i.e., Macro, Micro, and Meso).
  5. Harro’s Cycle of Socialization.
  6. Harro’s Cycle of Liberation.

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The Framers of the U.S. Constitution

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 The delegates to the Constitutional Convention constituted an educational and economic elite—they were not the “common man.” Discuss whether an elite can be representative of people from other strata in society. Consider this question in terms of the modern U.S. Congress which is made up of a core group of elites from the upper crust of society.  Is it possible for members of Congress to be representative of constituents from other strata of society, lower economic status?

PLEASE SEE FILE

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US History – Expanding Rights

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  • Type of paperEssay (Any Type)
  • SubjectHistory
  • Number of pages2
  • Format of citationOther
  • Number of cited resources4
  • Type of serviceWriting

PROMPT : It is the year 2300. The United Global Government (UGG) now runs planet Earth. Though it pretends to be a democracy, in truth it’s run by a small group of incredibly wealthy and powerful people who keep the rest of the world in a state of poverty and oppression. You are a freedom fighter with the People’s Front (PF), a revolutionary group dedicated to equality and freedom. After years of setbacks, it’s now time for the People’s Front to rethink their strategy for achieving their goals. You will write a four paragraph speech (intro, two body, conclusion) explaining how people in the past worked to overcome similar struggles. – I need direct citations in the essay, coming exactly from the files provided. – 10th grade grammar/writing. – Need it by tonight.

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Basic Ballistics

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#1. Provide an overview of trajectory, wind drift, recoil, velocity, and accuracy: How does this knowledge affect firearms handling?

#2. Identify the components of a round of ammunition. Use illustrations for your identification.

#3. Describe how to build a projectile.

#4. Describe how to work up a load.

#5. Describe how to properly seat a primer.

#6. Describe safety precautions needed when working with ammunition.

MIN 250 words

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colonialism

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 What is meant by the term “juridical medicalized colonialism?” NB, that the discussion will close on the last day of classes which may give you less than the usual length of time to submit your discussion post.

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His Western Civilization

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Info about my final project hw is not the final project. Homework directions start on 3rd page.

 

My Final Project

My topic is a travel log about the renaissance.

 

My format will be travel diaries.

 

Final Project: Travel Log

Purpose

Learners will create a travel journal or log about an imaginary trip they take back in time to a period, region, and culture studied during this course to assess students’ ability to describe the significance of cultural achievements of Western Civilizations.

Description

Students will create a travel journal about their travels back to one of the cultures or societies studied in the course and write about the sites and events that they visited. The journal can be presented in a digital format such as a website, blog, social media posting series, or storyboard.

Important: Travel Logs created using Word or PowerPoint will not be accepted for grading. See media options below.

Details

1. Students must choose a minimum of 5 sites or events from a single culture or society.

A. Examples of site: monuments, temples, churches, castles, famous marketplaces, battlefields, statues, painters’ workshops, taverns, etc.

B. Example of events: gladiator fights, dinner parties, sermons, receptions, parades, religious festivals or ceremonies, marriage ceremonies, etc.

2. Students will use at least 10 sources (5 primary, 5 secondary) to research how the sites were constructed and used by the societies, what events took place at these locations, and the significance of these events and monuments for the culture visited.

A. Pay attention to descriptions and images of the monument or site

B. Be sure to understand the society that site, or event was relevant to

C. Consider who might visit such a site. What types of people might the traveler encounter?

D. Imagine what sounds, smells, conversations the traveler might overhear.

Acceptable Primary and Secondary Sources include but are not limited to:

· Primary sources (court records, memoirs/autobiographies, letters, artifacts, etc.)

· Print secondary sources

· Scholarly journals

· Newspaper and other media and video archives

· Appropriate history-related websites and databases (not Wikipedia)

· Historical documentaries

· History textbooks

Please contact a NOVA librarian or your instructor if you have questions on locating sources.

3. Students will submit an annotated bibliography in Module 5

4. Descriptions of the 5 sites or events should be at least 300-500 words for each site or event presented. The descriptions should accurately demonstrate the cultural achievements and significance of the society studied and presented.

A. Consider utilizing photos of the site or an event that may have been similar to help illustrate your narrative

5. The student will present their travel narrative and descriptions of location, along with any accompanying images (properly label and cited) on a digital platform of their choice. Here are some options:

A. Google sites

B. Blogger

C. Wix

D. Weebly

E. WordPress

F. Tumblr

G. TravelDiaries

Important: If you choose to create a website, make sure that you make your website publicly accessible or the instructor won’t be able to access it for purposes of grading. Do not make it private or require a password for access. Some website creation sites, such as Wix, require you to “publish” your site before other can view it. (In the case of Wix and likely the others, you need to remember to “publish” after all of your edits, no matter how minor.)

 

 

Homework Annotated Bibliography in

Module 5 Directions

 

Introduction

The Annotated Bibliography is part of your final project.  Students are to provide annotations for five primary sources and five secondary sources that will then be used in the final project.  Sources should be directly related to the final project’s topic.  Annotations should be a paragraph (about 100 words).

For secondary sources, students should use high-quality scholarly sources, especially scholarly monographs or articles published in peer-reviewed academic journals. Students should avoid using the textbook, encyclopedia articles, or anonymously authored websites. ALL secondary sources, regardless of format (video, websites, articles, etc.) should be credible and authored by experts and professionals in their field of study geared towards an academic or higher education audience.

The bibliography should NOT include encyclopedias, textbooks, or websites and videos geared towards K-12 or authored (created and published) by unvetted, non-credible sources. For questions on this please watch the video by Dr. Campbell or ask your instructor.

For primary sources, students should be looking for documents that were originally written during the time period they are trying to study. While architectural or archaeological remains certainly do qualify as primary sources which can be used by scholars to reconstruct the past, they are problematic for an assignment like this. Written documents from the past should be your focus!

What is an Annotated Bibliography?

An annotated bibliography is an organized list of sources (like a reference list). It differs from a straightforward bibliography in that each reference is followed by a paragraph length annotation, about 100 words in length.

What is the purpose of an Annotated Bibliography?

· Provide a literature review on a particular subject

· Help to formulate a thesis on a subject

· Demonstrate the research you have performed on a particular subject

· Provide examples of major sources of information available on a topic

· Describe items that other researchers may find of interest on a topic

What am I required to include in my Annotated Bibliography?

For Primary Sources:

· Bibliographic information according to Chicago style.

· The name and background of the author, if known.

· The date the document was originally written, if known.

· The author’s purpose in writing the document and its historical context.

· Any bias displayed by the author.

· The significance of the document (i.e., why should anybody in the present care?).

For Secondary Sources:

· Bibliographic information according to Chicago style.

· The name and scholarly background of the author (education, publications, university appointments, etc.)

· The author’s main argument (note, this is not the same thing as a simple description of the subject matter– what is the author trying to say about this subject?).

· The specific types of evidence used to support the author’s main argument (are they primary sources? Scholarly secondary works?)

· How successful/convincing is the author’s argument?

What are some examples of an Annotated Bibliography?

Here are some helpful resources that include examples of an Annotated Bibliography:

· Purdue University OWL: Annotated Bibliography Examples (Links to an external site.)

· Chicago Style Annotations (Links to an external site.)

· What is an Annotated Bibliography?  (Links to an external site.)

· How to Write an Annotated Bibliography in Turabian/Chicago Style  (Links to an external site.)

Useful websites for finding primary sources online:

· World History Sources (Links to an external site.)

· Perseus Digital Library (Links to an external site.)

· Ancient History Sourcebook (Links to an external site.)

· Medieval History Sourcebook (Links to an external site.)

· Women’s History Sourcebook (Links to an external site.)

· Diotima (Links to an external site.)  (Women’s History Sources)

· The Avalon Project (Links to an external site.)

· World Digital Library

 

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Essay paper on Dreamers book

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Answer the four questions below in essay format. Each answer to each of the questions must be between 1- 2 pages, so you must submit a final between 6-8  pages total. Your answers must be based on your reading of the book: The DREAMers: How the Undocumented Youth Movement Transformed the Immigrant Rights Debate. By, Walter J. Nichols. This final is not a research paper so you must not use any outside sources. If you use outside sources, you will get a zero (0) score for that particular question where the outside source is used. 

Based on the Story of the DREAMers as told in the book, explain and analyze the most important aspects of the struggle for a legal status that led to the creation of this movement.

  1. Identify and discuss messages created by the immigrant rights organizations in 2001 for the DREAMers and what were the positive and negative aspects of these messages intended to transform them into “exceptional immigrants”?
  2. What disagreements over strategy emerged between the DREAMers and some of the immigrant rights organizations that led to the DREAMers breaking away?
  3. “Undocumented, Unafraid and Unapologetic” became the new message crafted by the DREAMers, discuss why this new representation became a “coming out” moment for the undocumented youth?
  4. As part of their “multifront war” of trying to achieve victories,  identify and discuss the laws  that were passed at the state level in California and the policy enacted by the Obama administration, that would provide for Dreamers a “de-facto legality.”

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Discussion

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The material from Week 4 asks you to think about how people experienced Jim Crow.  Your responses here should show direct engagement with the assigned readings.  In other words, I want to be able to tell from your responses that you are thinking critically about the material from Week 4. 

1. The Higginbotham chapter and the reading from Remembering Jim Crow details the many ways that life for Black Americans was limited, circumscribed, and controlled.  Which example/s from these readings were most striking to you and why did it stand out?  Your response should be 2-3 sentences. 3 points.

2. Higginbotham frames his discussion of Jim Crow policies and practicing actively contributing to the “prevention of Black excellence.”  What do you think Higginbotham means by “prevention of Black excellence” and what is the case in support of that argument?  Why was the prevention of black excellence so important to white people?   Your response should be 3-4 sentences long. 3 points. 

3. What were some of the acts of violence commonly experienced by the Black population during the Jim Crow era?  Why do you think such extreme violence was committed to uphold segregation?  Do you think it is important for people today to learn about the incredible brutality that characterized the Jim Crow era?  Why or why not?  Your response should be 4-5 sentences long. 4 points. 

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The Elizabethan stage essay

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Write a 250-word (minimum) essay one of the following topics. There are two topics for this Module because there is no Discussion Assignment because of the Final Exam.

What are the main characteristics of the Elizabethan stage (or theater)? Identify the ways in which Shakespeare can be compared to a contemporary “Movie Star” or “Rock Star.” Cite examples supporting your answers to both questions. (or theater)? Identify the ways in which Shakespeare can be compared to a contemporary “Movie Star” or “Rock Star.” Cite examples supporting your answers to both questions.

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discussion post

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What is an ethical belief that you feel strongly about, but you know is not shared by some people of other cultures?  This can be a belief that certain things are right or good, or that certain things are wrong or bad.  (Be sure to differentiate between cultures and societies – a society like that of the U.S. contains many different cultures.)

1. Reflect on yourself:

What are the reasons for your belief?  Try to explain as succinctly as possible the main reason(s) why you have the belief that this is right/wrong or good/bad.

Do you consider this to be something you were merely conditioned to believe, or do you think these beliefs represent your own independent thought and reflection?  Explain.

2. Reflect on the other:

If you were to try to explain and defend the contrary beliefs of some from another culture, how would you do that? (I.e., do your best to speak from their point of view about why they hold certain beliefs on this issue.)

If you had to identify an assumption, background conviction, or way of thinking that best explains why someone from another culture would have a different belief, what would that be?

3. Engage with the text:

Considering what the textbook says about moral relativism, would you consider your belief to be objective or relative?  That is, do you think your belief is true (or at least stronger) in comparison to the other culture’s, or do you think it’s merely relative to your own culture?

If you think it’s true (or stronger), explain why.  If you think it’s merely relative, choose one of the objections to relativism raised in the text, briefly explain it, and defend your position against that objection.

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