Category: American Studies

This week you will examine the history of the American Civil War as well as the ways in which the war has been interpreted and remembered. In addition to reading Chapter 15 in the textbook, you will view a lecture by historian Gary Gallagher as you prepare to contribute to this forum. I am leaving things pretty open this week, with the hope that you will be able to creatively and productively explore the ways in which the Civil War has been characterized. Please share your thoughts with others in the class regarding the importance of considering how Americans have thought about the war. While you may choose to take the discussion in a direction of your choosing, some topics we might probe include: The idea of the “Lost Cause,” differences between the North and South in understandings of the war, the impact of historical understandings on society, and the ongoing challenges of achieving a common understanding of the past.
The Civil War in American Memory
Submit your original response to this forum by the deadline. You must also read and respond to the postings submitted by at least two other students by this same deadline.

OVERVIEW OF LESSON
Having read the assigned selections, students will compose and edit draft of Mini Research essay.
STUDENTS’ LEARNING OUTCOMES
• Write a five-page mini research essay (1250+ words double-spaced), excluding the Works Cited page; must use MLA format (Refer to the Sample Paper in Purdue Owl as a model.)
• Demonstrate ability to analyze and synthesize primary and secondary sources effectively.
• Use in-text citations effectively; must use citations from the primary and secondary sources throughout the entire paper, but only one (1) long quote.
• Demonstrate an awareness of plagiarism by not exceeding over 10% of plagiarism being detected; this does not include quotes.
SPECIFIC ACTIVITY OF LESSON
1) Compose research essay. Review previous lessons for guidelines and peer reviewed articles.
ASSESSMENT
Students will be evaluated based upon the reading of the play. Note: The youtube video is designed to provide another medium for understanding aspects of the play. It does NOT substitute for reading. All quizzes, responses, and writings must be support from actual reading of the play. The play is REQUIRED READING!

Instructions
This essay is similar in format to the first essay on the colonial period. You will again utilize primary documents to center your analysis, but in this case, for a different time period (roughly 1800-1850). Please do not forget that you must include discussion of specific primary documents in your essay as well as citations for the documents in your works cited. For each primary document, provide the specific name of the document and author as well as the link to the website you used.

Use the provided Template Outline
Define media bias and explain at least two types of bias or bias strategies, using the How to Spot 16 Types of Media Bias by AllSides.com as a guide.
Compare and contrast two current event news articles covering the same political topic, personality, or event in American politics, explaining how these articles are or are not examples of media bias, including the identified types of bias.
Include hyperlinks to the chosen articles or media.
Ensure both articles or news media examples were produced within the 6-month time frame (count backward from the due date 6 months).
Discuss the impact of media bias on public opinion using recent polling data results from sources such as the Gallup polls in the lesson module.
Include at least one in-text citation from your text to avoid plagiarism.
Avoid using “Op-ed” articles or news for this assignment, as they are biased commentary rather than objective news reporting. Example of media bias: https://www.allsides.com/media-bias/how-to-spot-ty…

a bat and ball cost $1.10. the bat costs one dollar more then the ball. how much does the ball cost

Global terrorism is a perplexing and diverse danger that has developed fundamentally since the 1980s. While it may not be completely erased, it tends to be moderated and overseen through a blend of systems, including knowledge sharing, tact, and worldwide participation (Mossalanejad, 2020). Destruction is quite challenging because of the different inspirations and troops included; however, a particular headway can be made by tending to underlying drivers, countering fanatic philosophies, and focusing on unambiguous terrorist associations.
The U.S., as a worldwide superpower, bears a specific obligation to add to worldwide security. Notwithstanding, being the world’s “policeman” is a tricky and frequently impractical job. It can prompt hatred and reactions from different countries and is exorbitant regarding assets and lives. Besides, the U.S. should focus on working cooperatively with its partners, worldwide associations, and territorial accomplices to address worldwide security concerns. A multilateral methodology is more viable in tending to the complicated and interconnected difficulties brought by global terrorism.
Stability and peace in the Middle East are unquestionably essential to the U.S. economy and public safety. The area is considered a significant oil producer, and the detection of any problem in the energy resources can lead to high financial differences in periodical sales. Furthermore, the Middle East is known to be prone to terrorism, and instability can lead to radical belief aspects and the rise of new dangers. The U.S. is interested in increasing security in the area to shield the monetary standards and prevent the diversification of terrorism.
Global terrorism might never be halted entirely; however, it tends to be overseen through international collaboration. The U.S. ought to go about as a mindful accomplice in this work, as opposed to a sole “policeman.” Stability and peace in the Middle East are fundamental for U.S. monetary and public safety interests, highlighting the requirement for diplomatic and helpful techniques in the locale.

Define probable cause and beyond a reasonable doubt using class readings as a source or other source(s) you may have identified.
What role do each of these concepts play in the judicial system? Use examples to support your discussion of their role in the judicial system.
For example, after defining probable cause, explain what types of processes rely on that level of proof to move an investigation forward. What happens if an investigator cannot reach the threshold of probable cause, what steps can the investigator no longer take during their investigation? If an investigator is able to articulate probable cause, how does that help their investigation move forward?

The purpose of this is to get you to think about denialism and how it can exist (and grow) when the archival evidence and survivor testimonies overwhelmingly prove what scholars and survivors argue about the schools.
In your first paragraph, identify Carleton’s thesis and key arguments. In your second paragraph, identify which survivor testimony you watched, which residential school(s) the Survivor attended, and identify 2-3 key points from the survivor testimony that stand out to you.
In your third paragraph, offer your assessment of what you take away from considering Carleton’s arguments and evidence, and the Survivor’s experience (aka arguments) together.
DOCUMENTS WILL BE PROVIDED

For this discussion, you will examine the course of the American Revolutionary War. Your task is to take a position concerning the strengths or advantages of one side (either the British or the American colonies). To complicate the notion that British defeat was inevitable, we will have persons in the discussion forum arguing in support of both sides. If your last name begins with a letter in the range A-M, you must support the claim that the British had significant strengths or advantages. If your last name begins with a letter in the range N-Z, you will argue for the American colonists. Please provide specific information to support your position, including key campaigns, battles, resources, etc. You will pull information from Chapter 7 in American Promise on the American Revolution.
Submit your original response to this forum. You must also read and respond to the postings submitted by at least two other students by the deadline.
I know my last name is Fields, but I will be in the range of N-Z so I will argue in favor of the American Colonists.

For this discussion, you will examine the course of the American Revolutionary War. Your task is to take a position concerning the strengths or advantages of one side (either the British or the American colonies). To complicate the notion that British defeat was inevitable, we will have persons in the discussion forum arguing in support of both sides. If your last name begins with a letter in the range A-M, you must support the claim that the British had significant strengths or advantages. If your last name begins with a letter in the range N-Z, you will argue for the American colonists. Please provide specific information to support your position, including key campaigns, battles, resources, etc. You will pull information from Chapter 7 in American Promise on the American Revolution.
Submit your original response to this forum. You must also read and respond to the postings submitted by at least two other students by the deadline.
I know my last name is Fields, but I will be in the range of N-Z so I will argue in favor of the American Colonists.