Category: History

Can you please check if there is ai and if there is paraphrase it to zero. And additionally check if everything is good same as the rubric that Ive sent before.

1 join 5 short paragraphs of introduction into a single one.

2 in the introduction, remove phrases this essay does this, this essay will do that. Keeping the same meaning (this raises the question)

3 go over my April 14th email and see if the introduction lists all required elements. If there is too much background, try to reduce it so that the introduction is not too long narrative, but provides just the basic necessary context.

4 as we agreed, at the end of the introduction, the thesis should be: Although education is often presented as a neutral process of knowledge transmission, Cold War ideological rivalry significantly shaped the representation of the ideological enemy in East and West German textbooks through the selective use of evidence, strategic language and framing, and the promotion of competing political values.

This provides the paper structure:

Intro Thesis

BP1 – Selective evidence

BP2 – Language & framing

BP3 – Political values

BP4 – Comparison

Conclusion

5 to build this structure:

– replace the subtitle Education as an Ideological Tool with Selective Use of Evidence

– remove the subtitle Construction of the Ideological enemy

– keep the subtitle Language, Tone and Moral framing

– replace the subtitle Political Valuse in West German Textbooks with Political Values in Textboos (West vs East)

– remove the subtitle Political Valuse in East German Textbooks

– Keep the subtitle Comparative Analysis

6 – Below each of the subtitles paste the topic sentences of the corresponding Body Paragraphs as we agreed:

BP1 Selective Use of Evidence

Topic sentence: Cold War textbooks in East and West Germany used selective evidence to construct biased representations of the opposing system, emphasizing weaknesses while omitting complexity.

BP2 Language, Tone, and Framing

Topic sentence: The use of strategic language, tone, and narrative framing in textbooks shaped how students morally and emotionally interpreted political systems.

BP3 Political Values

Topic sentence: Textbooks in both East and West Germany promoted distinct political values that reinforced ideological identity and legitimized their respective systems.

BP4 Comparative analysis

Topic sentence: Despite their ideological differences, both East and West German textbook systems relied on similar strategies of simplification and moral polarization to construct the ideological enemy.

Keep all the topic sentences bold for now.

7 – Then go over your body paragraphs, look at each sentence (short segments of evidence with corresponding analysis), as well as the bridges and conclusions, and see if they fit into the above listed topic (subtitle). If not, move them under the appropriate topic sentence. So, you clearly separate the 4 topics, 4 specific Body Paragraphs.

8 MOST IMPORTANT DO HIGHLIGHT EXERCISE:

Now FIX , CLEAN UP each paragraph (restructure, shuffle a bit if necessary, add what is missing), while doing the HIGHLIGHTING EXERCISE:

-highlight in GREEN (using MS Word/Google doc highlight tool) each topic sentence (these sentences are already good).

– after each topic sentence you need to have a bridge (one or several sentences that give context, background, explain the situation, or introduce the evidence/author) these you highlight in BLUE. No interpretation, no analysis here.

– Next comes evidence from the external source direct quotation or paraphrase. No analysis or interpretation in these sentences. highlight them in YELLOW

– Each evidence sentence (or several connected sentences of a quote, paraphrase) MUST END WITH AN IN-TEXT CITATION. Always! Your existing citations are in APA style (Author, year). Fix them to MLA Style no comma, page no. (Author 24).

-Next is your analysis – highlight it in RED this is where you answer: What does this evidence show? Why does it matter? What does this show about ideology? How does this shape perception? discuss, analyse, interpret ONLY the previous evidence. No additional facts, no new evidence.

-next here come more couples of EVIDENCE-ANALYSIS (YELLOW-RED) as many as you need

– if you need it, you can add a short bridge sentence between these couples of evidence-analysis – again, highlight them BLUE.

-conclude with one or two sentences that summarize the paragraph and restate how paragraph proved what is stated in the topic sentence, or how it proves your general claim from the thesis.- highlight this in GREY

– IMPORTANT: When fixing/cleaning up paragraphs never mix Evidence (quote or fact) with Analysis (your explanation) otherwise you cannot highlight it.

– Your paragraphs are sometimes too descriptive. avoid long blocks of explanation without evidence

– Do not repeat the same ideas – each sentence must add something new.

9 – in the paragraph Values instead of discussing first West, then East, combine it into the format While West German textbooks emphasized freedom, East German textbooks framed capitalism as

10 strengthen analysis by adding deeper levels of explanation , for example instead of This shows capitalism was seen as unjust you can expand it into This framing transforms economic systems into moral categories, leading students to associate capitalism with injustice rather than complexity.

11 remove the subtitles once you are done with the highlight exercise

12 unbold the topic sentences

13 Works Cited page is in APA style. Fix it to correct MLA style

April 14 email:

Your INTRODUCTION needs all of these:

Start with a Hook

Begin with a sentence that draws attention to the topic. This can be a relevant fact, observation, or general statement. Avoid overly broad or vague openings.

Context / Background

Provide the necessary background for understanding the topic. Briefly explain key concepts, historical context, or the broader field of discussion. Keep it focused and relevant.

Identify a Gap or Tension

Show that there is an issue, debate, or unresolved question within this context. This creates a reason for your research.

Research Question

Proceed to explaining that this tension/gap directly leads to a question. Formulate a clear question that your paper will answer.

Scholarly Context + Gap

Briefly refer to existing research or general academic positions. Then indicate what is missing, unclear, or insufficiently addressed.

Importance of the Research

Explain why answering this question matters. This can relate to the field, wider society, or contemporary relevance.

End with your Thesis Statement

1. I’d like 50-75 words on what you think about the attached reading by Michelle Alexander and what the implications are for today. This is a very influential book and a pretty enjoyable read, most students actually like this one!

2. I’d like ~50 words ( this is just your opinion) on one pro of legalizing drugs and one con of legalizing drugs (this can apply to all drugs, not just marijuana), and tell me if you think drugs should be legal in the US or not.

3. I want short answers to cover some of the last material to get from the late 70s to the 1990s on the attached reading from Howard Zinn’s A People’s History.Questions for Howards Zinns: A Peoples History of the United States

Chapter 21: Carter-Reagan-Bush: The Bipartisan Consensus

1. Describe one example of Carters domestic policy and one example of his foreign policy

2. Describe one example of Reagans domestic policy and one example of his foreign policy

3. Describe one example of Bushs domestic policy and one example of his foreign policy

Chapter 22: The Unreported Resistance

4. Describe two examples of Chicano/Latino activism from the 80s and 90s

Chapter 23: The Clinton Presidency and the Crisis of Democracy

5. Describe two examples of how Bill Clinton contributed to mass incarceration

I will send sources*******

1. I’d like 50-75 words on what you think about the attached reading by Michelle Alexander and what the implications are for today. This is a very influential book and a pretty enjoyable read, most students actually like this one!

2. I’d like ~50 words ( this is just your opinion) on one pro of legalizing drugs and one con of legalizing drugs (this can apply to all drugs, not just marijuana), and tell me if you think drugs should be legal in the US or not.

3. I want short answers to cover some of the last material to get from the late 70s to the 1990s on the attached reading from Howard Zinn’s A People’s History.Questions for Howards Zinns: A Peoples History of the United States

Chapter 21: Carter-Reagan-Bush: The Bipartisan Consensus

1. Describe one example of Carters domestic policy and one example of his foreign policy

2. Describe one example of Reagans domestic policy and one example of his foreign policy

3. Describe one example of Bushs domestic policy and one example of his foreign policy

Chapter 22: The Unreported Resistance

4. Describe two examples of Chicano/Latino activism from the 80s and 90s

Chapter 23: The Clinton Presidency and the Crisis of Democracy

5. Describe two examples of how Bill Clinton contributed to mass incarceration

The European Union is one of most ambitious experiments in human history. What is the European Union and what are its origins? Do you think the EU can succeed in creating a United States of Europe?

The purpose of this discussion is to

• Engage in substantive interaction with other students.
• Integrate information learned from the Unit 5 class materials into a discussion post on Germaine de Stal.

To achieve the objective(s)

• Watch the and take notes.
• Read and take notes on the .

Requirements for your initial post:

• Answer the following prompt: Based on the Unit 5 class materials, was Germaine de Stal:

• • A conformer: Did she choose or was she pressured by others into conforming to accepted gender norms? Why and how did she conform?
  • A rebel: Did she choose to reject accepted gender norms? Why and how did she rebel?
  • An adapter: Was she not much of a conformer or rebel, but shifted gender roles based on changing societal circumstances? Why and how did she adapt?

• A thesis that is based on ONE of the above classifications (conformer, rebel, adapter).
• A thorough and clear answer to the prompt.
• A response based only on the class materials. If you use other materials, plagiarize, or use AI, you will receive a 0 on the assignment without an opportunity to redo it.
• A thorough and clear answer to the prompt.
• Citations of class materials at the bottom of your post. If you cite a primary source document, you must also cite either the book excerpt or a lecture video to show where you found the specific historical facts in your argument. Use the format explained at 0.6 in Unit 0 in the modules for your citation.
• Analysis of specific historical facts from class materials on the accepted gender roles of Germaine de Stal society in the early during the Enlightenment and the French Revolution..
• Analysis of specific historical facts from class materials on the ways Germaine de Stal accepted, rejected, or adapted to the gender roles of Germaine de Stal society during the Enlightenment and the French Revolution.

primary source documents

Introduction:

Mary Wollstonecraft from England was one of the rare female Enlightened philosophers. She wrote A Vindication of the Rights of Woman in 1798 in response to Charles Maurice de Talleyrand-Prigord’s 1791 report to the French National Assembly which stated that women should only receive a domestic education. You will find an excerpt from that book below.

A Vindication of the Rights of Woman, 1798:

To M. Talleyrand-Prigord . . .
Contending for the rights of women, my main argument is built on this simple principle, that if she be not prepared by education to become the companion of man, she will stop the progress of knowledge, for truth must be common to all, or it will be inefficacious with respect to its influence on general practice. And how can woman be expected to co-operate, unless she know why she ought to be virtuous? Unless freedom strengthen her reason till she comprehend her duty, and see in what manner it is connected with her real good? If children are to be educated to understand the true principle of patriotism, their mother must be a patriot; and the love of mankind, from which an orderly train of virtues spring, can only be produced by considering the moral and civil interest of mankind; but the education and situation of woman, at present, shuts her out from such investigations. . . .

Consider, . . . whether, when men contend for their freedom, and to be allowed to judge for themselves, respecting their own happiness, it be not inconsistent and unjust to subjugate women, even though you firmly believe that you are acting in the manner best calculated to promote their happiness? Who made man the exclusive judge, if woman partake with him the gift of reason?

In this style, argue tyrants of every denomination from the weak king to the weak father of a family; they are all eager to crush reason; . . . Do you not act a similar part, when you FORCE all women, by denying them civil and political rights, to remain immured in their families groping in the dark? . . . the more understanding women acquire, the more they will be attached to their duty, comprehending it, for unless they comprehend it, unless their morals be fixed on the same immutable principles as those of man, no authority can make them discharge it in a virtuous manner. They may be convenient slaves, but slavery will have its constant effect, degrading the master and the abject dependent. . . .

Besides, whilst they are only made to acquire personal accomplishments, men will seek for pleasure in variety, and faithless husbands will make faithless wives; . . . now that more equitable laws are forming your citizens, marriage may become more sacred; . . .

The father of a family will not then weaken his constitution and debase his sentiments, by visiting the harlot, nor forget, in obeying the call of appetite, the purpose for which it was implanted; and the mother will not neglect her children to practice the arts of coquetry, when sense and modesty secure her the friendship of her husband.

But, till men become attentive to the duty of a father, it is vain to expect women to spend that time in their nursery which they, wise in their generation, choose to spend at their glass; for this exertion of cunning is only an instinct of nature to enable them to obtain indirectly a little of that power of which they are unjustly denied a share; for, if women are not permitted to enjoy legitimate rights, they will render both men and themselves vicious, to obtain illicit privileges. . . .

Introduction . . .
I have sighed when obliged to confess, that either nature has made a great difference between man and man, or that the civilization, which has hitherto taken place in the world, has been very partial. . . . The conduct and manners of women, in fact, evidently prove, that their minds are not in a healthy state; for, like the flowers that are planted in too rich a soil, strength and usefulness are sacrificed to beauty; and the flaunting leaves, after having pleased a fastidious eye, fade, disregarded on the stalk, long before the season when they ought to have arrived at maturity. One cause of this barren blooming I attribute to a false system of education, gathered from the books written on this subject by men, who, considering females rather as women than human creatures, have been more anxious to make them alluring mistresses than rational wives; and the understanding of the sex has been so bubbled by this specious homage, that the civilized women of the present century, with a few exceptions, are only anxious to inspire love, when they ought to cherish a nobler ambition, and by their abilities and virtues exact respect. . . .

In the government of the physical world, it is observable that the female, in general, is inferior to the male. The male pursues, the female yields this is the law of nature; and it does not appear to be suspended or abrogated in favour of woman. This physical superiority cannot be denied and it is a noble prerogative! But not content with this natural pre-eminence, men endeavour to sink us still lower, merely to render us alluring objects for a moment; and women, intoxicated by the adoration which men, under the influence of their senses, pay them, do not seek to obtain a durable interest in their hearts, or to become the friends of the fellow creatures who find amusement in their society. . . .

My own sex, I hope, will excuse me, if I treat them like rational creatures, instead of flattering their FASCINATING graces, and viewing them as if they were in a state of perpetual childhood, unable to stand alone. I earnestly wish to point out in what true dignity and human happiness consists I wish to persuade women to endeavor to acquire strength, both of mind and body, and to convince them, that the soft phrases, susceptibility of heart, delicacy of sentiment, and refinement of taste, are almost synonymous with epithets of weakness, and that those beings who are only the objects of pity and that kind of love, which has been termed its sister, will soon become objects of contempt. . . .

I wish to show that elegance is inferior to virtue, that the first object of laudable ambition is to obtain a character as a human being, regardless of the distinction of sex; and that secondary views should be brought to this simple touchstone. . . .

The education of women has, of late, been more attended to than formerly; yet they are still reckoned a frivolous sex, . . . It is acknowledged that they spend many of the first years of their lives in acquiring a smattering of accomplishments: meanwhile, strength of body and mind are sacrificed to libertine notions of beauty, to the desire of establishing themselves, the only way women can rise in the world by marriage. And this desire making mere animals of them, when they marry, they act as such children may be expected to act . . . Surely these weak beings are only fit for the seraglio! Can they govern a family, or take care of the poor babes whom they bring into the world?

Nepolian -:

He was a famous French military leader and political figure who lived from 1769 to 1821.

Napoleon rose to power during the chaos of the French Revolution and eventually became Emperor of France in 1804. He is known for:

Military brilliance: Won many battles and expanded French influence across Europe

Reforms: Created the Napoleonic Code, a system of laws still influential today

Ambition: Tried to dominate Europe, leading to major wars

Checklist for Draft Paper:

• 2 full pages or more; 1 minimum. Treat this as brainstorming, try to get some ideas out; write multiple versions if needed.
• Start your draft paper as if you are having a conversation with your friend, talk about life, and talk about your thoughts on the subject you are writing about.
• Do not include MLA heading, (my name, your name, class); only page numbers and title, please.
• Works cited should be at the very end.
• Your paper should include one in-class source and one source from your own research. So, one of the texts from class and the other is from your research from the library or a valid scholarly source. If you are unsure, ask me. NO WIKI.
• Expand on your submitted topic. This is an activity to help you lay the base for your final paper.
• “How art and architecture reflect cultural identity in America, from early history to modern cities”

this is my topic

The Book Review On The New Jim Crow

I chose the book “Alexander, M. (2020). The New Jim Crow. Mass Incarceration in the Age of Colorblindness. The New Press: New York.” in the file belgjvow are the directions, thank you.

Use the sources I gave plus the 2 youtube videos to write this. Whatever you do, DO NOT use AI. The professor checks for AI and she will see if it is used.

Sources represent both primary sources (made at the time) and secondary sources (people looking back on the time period).

The goal of these responses are to assess your ability to think critically about the sources, the people, and the time in which they were created.

Responses:
Will be 500-750 words in length
Will pose a how or why question, then answer the question.
Will include all five readings for each unit.
Will link in relevant concepts from lecture to each of the readings.
Will NOT be summaries of the readings. (Your professor has already read them.)

Example introduction:

In lecture, we learned that during the Great Depression, people looked to media to escape from their daily lives, but how do each of the sources show this? In the oral history from “Hard Times,” we learn …

Rubric

/5 points – Introductory statement (how/why)
/5 points – source #1 + lecture material link(s)
/5 points – source #2 + lecture material link(s)
/5 points – source #3 + lecture material link(s)
/5 points – source #4 + lecture material link(s)
/5 points – source #5 + lecture material link(s)

Points will be assessed on how well the student connects the source to their how/why question and to lecture materials.

Use the Sources I gave plus the 2 youtube videos to write this.

Sources represent both primary sources (made at the time) and secondary sources (people looking back on the time period).

The goal of these responses are to assess your ability to think critically about the sources, the people, and the time in which they were created.

Responses:
Will be 500-750 words in length
Will pose a how or why question, then answer the question.
Will include all five readings for each unit.
Will link in relevant concepts from lecture to each of the readings.
Will NOT be summaries of the readings. (Your professor has already read them.)

Example introduction:

In lecture, we learned that during the Great Depression, people looked to media to escape from their daily lives, but how do each of the sources show this? In the oral history from “Hard Times,” we learn …

Rubric

/5 points – Introductory statement (how/why)
/5 points – source #1 + lecture material link(s)
/5 points – source #2 + lecture material link(s)
/5 points – source #3 + lecture material link(s)
/5 points – source #4 + lecture material link(s)
/5 points – source #5 + lecture material link(s)

Points will be assessed on how well the student connects the source to their how/why question and to lecture materials.