I am student my name is orvin and I love playing football and aslo I love to plant trees

Instructions

1. Identify the question(s) being asked. Each WTE assignment asks you to consider an overarching question and supporting questions. They are typically located under the Your Turn heading. Keep these questions in mind during Step 2. To access the WTE and sources online:
   1. Go to the module reading assignment. Click the assignment to open, and then load in a new tab. On the left hand side, click on “Table of Contents” and then click “Open full eBook.”
   2. Locate the correct chapter at left and click the right arrow to expand the chapter contents. Scroll to the bottom and click on “Weighing the Evidence” to begin reading the key context and provided sources.
2. Prepare and Assess: After reading the associated chapter and using the related lecture(s) for context, read the primary evidence provided in your textbook.
   • Use the questions listed after each document to guide your assessment of each individual document.
   • Decide how each document addresses the larger question.
   • No outside sources or research is necessary. All the necessary documents are provided for you.
3. Organize and Outline: Organize your analysis of each document by placing the documents into categories or groups based on how each one addresses the larger question(s). Outline your paper to organize your evidence. Your essay should include:
   • an introduction with a thesis statement,
   • evidence in support of your position,
   • acknowledgement of the alternative position, and
   • a conclusion which summarizes your position.
4. Write: Write a brief paper of no more than 750 words (about two pages). Your final paper must:
   • Have a clear thesis statement which communicates your response to the question(s) asked.
   • Include specific, cited evidence.
     • Evidence does NOT mean using only direct quotations. Summary is welcome and demonstrates a greater understanding of the document contents. Summarize the document information for your evidence when possible.
     • Any information from the provided sources should be cited immediately after use. You can cite the individual documents simply by identifying their evidence number and page number in parentheses. Example citation: (Document 13.2, 610)
   • Be well-organized and coherent. Your writing should be purposeful and succinct. Avoid tangents and unnecessary filler words.

• • Be original. Your paper should reflect your own analysis and conclusions. Using AI or online essay generators to complete this assignment violates the Code of Academic Integrity and can have serious consequences.

General Reminders

1. Read the Question Carefully: Ensure you understand what is being asked before writing your answer. If you are unsure or the question is unclear, ask for help!

1. Address All Parts of the Question: Many questions have multiple parts. You must address them all adequately.
2. Be Concise: Stick to the point and avoid unnecessary elaboration. Do not use excessive quotations from the documents. Summarize where possible.
3. Be Specific: Generalizations are not helpful. The more specific your answer and your evidence, the more convincing it will be.
4. Stay On Topic: Going off on a tangent can be easy. Always bring your answer back to what is directly relevant.
5. Check Your Grammar and Spelling: Small errors can significantly impact how your answer is received. Proofread your work carefully.
6. Review and Revise: If time allows, set your answers aside for a short period and then review them with fresh eyes for any errors or areas for improvement.

Assessment Criteria

Your submission will be assessed on the following:

1. Thesis (10 points): Your paper should include a clear and concise thesis statement which answers the question and previews the points of your paper.
2. Conceptual and Contextual Understanding (35 points): Your paper should reflect a clear and accurate understanding of the documents and the context of the period during which they were created.
3. Documentary Evidence (30 points): Your paper should utilize the provided sources as the basis for your argument.
4. Writing Quality (Organization and Coherence) (15 points): Your paper should be logically structured and easy to follow. It must include an introduction, body, and conclusion section.
5. Citations (10 points): Your paper should include properly formatted citations for both direct quotes and summaries.

Submission

1. Upload your completed paper as a Word document or pdf file to Canvas.
2. Submit by Sunday at 11:59 pm Central Time of the assigned week.

no chat gpt

complete each assignment on its own document

reach or watch the videos and complete the questions

thank you!!

Assesstment # 2

Complete the Historical Analysis Worksheet, working through a five-step critical thinking process for analyzing and synthesizing the evidence you collected related to your topic.

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Introduction

Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.

In the first assessment, you located and analyzed primary and secondary sources about a historical event, issue, or movement. This second assessment focuses on evaluating and synthesizing the information you have collected from your sources. During this process, you will apply your critical thinking skills, which is an essential part of problem solving.

Historians use problem solving to better understand the past, but they also use it to understand key historical figuresfrom the suffragettes to members of the #MeToo movement and from the Knights of Labor to today’s labor and business leaderscontinue to use it today to change the course of history. Using critical thinking to solve problems outside of this course could help you, for example, propose a solution to address nursing mothers’ rights at work, decide how to put a positive spin on an employment gap at a job interview, or even consider how skills you’ve learned in past Capella courses have impacted your current success. Understanding how to apply critical thinking to solve problems in any personal or professional situation you encounter will help you take control of your own life to achieve the future you want.

Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.

Overview

Now that you’ve evaluated the credibility of your sources (Assessment 1), you are ready to use innovative thinking and problem solving to analyze the content of your sources. For this assessment, you will complete the , using a critical thinking process to evaluate evidence as you explore the causes and long-term impacts related to your issue. Analyze how those in the past have successfully and unsuccessfully tackled the same issues while also considering how these same issues might now be addressed by your organization.

Preparation

Review the evidence you compiled and compared for Assessment 1, Evaluating Historical Sources. Then begin to formulate your explanation or main arguments about your chosen issue. Consider the historical context of the issue, its challenges, and the strategies and approaches people used to deal with those challenges.

Instructions

For this assessment, use the to complete the following steps. You will use this worksheet to further examine the sources youve collected for your topic (facing economic change or engaging civil rights).

Step 1: Identify questions that need to be answered to understand a historical event and its long-term impact.

Step 2: Describe information learned from historical sources that can be used to inform a current understanding of a historical issue.

Step 3: Explain similarities and differences in sources of historical information.

Step 4: Analyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about a historical issue.

Step 5: Use critical thinking to relate past challenges and strategies to a current organizational issue.

Step 6: Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Additional Requirements

Your submission should meet the following requirements:

• Written communication: Written communication should be free of errors that detract from the overall message.
• Citations: Include a complete citation for each source. When you refer to evidence (in Step 2 of the worksheet), be sure to include in-text references to your sources. Review for more information on how to cite your sources.
• Number of references: Your assessment should include a reference page with at least four sources cited: two primary and two secondary sources, with up to two sources selected from the .
• Font and font-size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 2: Determine the causes and long-term impacts of a historical event.
  • Identify questions that need to be answered to understand a historical event and its long-term impact.
  • Explain similarities and differences in sources of historical information.
• Competency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation.
  • Describe information learned from historical sources that can be used to inform a current understanding of a historical issue.
  • Analyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about a historical issue.
  • Use critical thinking to relate past challenges and strategies to a current organizational issue.
• Competency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences.
  • Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Complete the Evaluating Historical Sources Worksheet, identifying and evaluating the credibility of two primary sources and two secondary sources related to your topic.

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Introduction

Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented. In this assessment, you will be choosing a topic and identifying sources you can use for reference.

Before you can address any kind of challenge in your personal or professional life, gathering accurate information is a must. In a world of fake news, instant communication, and dubious online sources, the quest for reliable facts has become increasingly difficult. In our information-rich society (were creating 2.5 quintillion bytes of data each day), it is essential to identify and rely on trustworthy information.

What question are you really trying to answer? Are the sources of information you have relevant to your topic? What types of information do you need? As you take a look at some of the pivotal economic, political, and social challenges throughout American history, you’ll learn from historians about the kinds of information they gather as they answer important questions about our past. Youll also get to play historian yourself as you begin your own process of gathering and evaluating evidence, including both primary and secondary sources. In the first assessment, you will choose a historical event, issue, or movement related to one of two broad topics–civil rights or technological and economic change–and you’ll locate and analyze primary and secondary sources about your topic.

What are primary and secondary sources? Primary sources are firsthand accounts from people living in a particular time period, such as Frederick Douglass’s autobiography or Abraham Lincoln’s Emancipation Proclamation. Primary sources can also include statistical information about the era being studied (for example, census data from the 19th century).

Secondary sources, on the other hand, are analyses and interpretations of historical events or issues based on primary sources. For example, a secondary source might be a journal article in which a historian compares the experiences of slaves in North and South Carolina in the first half of the 19th century or a documentary about women’s suffrage.

Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented. Review the brief overview below to see how these three assessments progress.

• Assessment 1:
  • Choose your topic.
  • Identify primary and secondary resources related to your topic.
  • Research your topic using the Evaluating Historical Sources Worksheet.
• Assessment 2:
  • Use the evidence from Assessment 1 to formulate your explanation or main argument for your topic.
  • Use the Historical Analysis Worksheet to examine your sources.
• Assessment 3:
  • Use your research from Assessments 1 and 2 to create and record your presentation.

Overview

For this assessment, imagine you represent your company at a service organization dealing with one of these two issues:

1. Facing economic change.
2. Engaging civil rights.

Your supervisor has asked you to research information related to the history of your chosen issue for your organization to help new employees and volunteers better understand it. Your job is to put together a list of credible sources related to the issue of your choice and then use problem-solving and innovative thinking to evaluate them using the .

Preparation

Complete the following:

Step 1: Choose Your Topic

Choose a topic and narrow its focus. Think about who you want to focus on and what event or challenge you want to focus on. For example, your topic could compare the challenges faced by farmers during the Great Depression with the challenges they faced during the 2008 recession.

Economic Change:

1. What if the bottom falls out?
   • How can you prepare for and protect yourself from bad times based on lessons learned from the Great Recession of 2008 or the Great Depression?
2. What happens when the workplace changes?
   • How can people adjust when the workplace changes? What lessons can we learn from Americas Industrial Revolution, the new economy of the 1950s, or the Information Age?

Civil Rights:

1. Women.
   • What strategies were used and what lessons can we learn from the struggles women faced in the late 1800searly 1900s or the 1960s and 1970s for engaging and understanding current and future womens rights issues?
2. African Americans.
   • Considering past struggles such as Reconstruction and the Jim Crow era or the civil rights movement of the 1950s and 1960s for African American civil rights, what lessons can we learn about the best strategies for protecting civil rights now and in the future?
3. Native Americans.
   • How can lessons learned from events or policies such as the Trail of Tears, the Indian Removal Act, or the Dawes Act be used to address the challenges Native Americans face today?
4. Immigrant Groups.
   • Based on lessons learned from immigration policies in the late 1800s and early 1900s, how can present-day immigration issues be addressed?

Step 2: Identify Resources

Review the . Choose two sources from the list that correspond to your topic. Some of the items in the resource list are collections, so youll have to dig a little deeper to find a specific source that matches your topic.

Step 3: Research

Conduct your own research to locate two additional sources relevant to your topic. The additional sources should be resources from the Capella library or credible websites. For help finding sources on the Internet and in the Capella library, review the resource . To ensure you are finding quality sources, refer to the Capella library’s and resource pages. The can be helpful in learning the library and other general research skills.

Instructions

Use the to complete the following steps. Be sure to answer each question in the worksheet for each source.

Step 1: Identify quality primary and secondary sources related to a historical topic.

Step 2: Identify key elements of each source, including the author, date, and main idea.

Step 3: Describe the biases and perspectives of the authors of each source.

Step 4: Explain why each source is or is not credible.

Step 5: Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Additional Requirements

Your assessment should meet the following requirements:

• Written communication: Written communication should be free of errors that detract from the overall message.
• Citations: Include a complete citation for each source. Review for more information on how to cite your sources.
• Number of references: Your assessment should include at least four properly cited sources, two primary and two secondary.
• Font and font-size: Times New Roman, 12-point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze historical records to determine credibility and validity.
  • Identify quality primary and secondary sources related to a historical topic.
  • Identify key elements of each source, including the author, date, and main idea.
  • Describe the biases and perspectives of the authors of each source.
  • Describe key facts presented in each source.
  • Explain why each source is or is not credible.
• Competency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences.
  • Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Explain in brief the two methods of indigo cultivation

Berikut jawaban singkat berdasarkan biografi I Gusti Ngurah Rai:

1. Apa saja yang diceritakan dalam biografi tersebut? Jelaskan!

Biografi tersebut menceritakan tentang kehidupan I Gusti Ngurah Rai, mulai dari kelahirannya di Bali, pendidikan militernya, perjuangannya melawan Belanda, hingga peristiwa Puputan Margarana dan jasa-jasanya bagi Indonesia.

2. Menurut kalian, apa manfaat dan tujuan ditulisnya biografi tersebut?

Manfaatnya untuk menambah pengetahuan tentang tokoh pahlawan dan perjuangannya. Tujuannya agar pembaca dapat meneladani semangat perjuangan dan cinta tanah air.

3. Isi biografi tersebut ditulis berdasarkan fakta ataukah imajinasi? Jelaskan alasannya!

Biografi tersebut ditulis berdasarkan fakta, karena berisi peristiwa nyata seperti tanggal lahir, pendidikan, jabatan militer, dan peristiwa sejarah yang benar-benar terjadi.

4. Menurut kalian, apakah isi biografi untuk tokoh tersebut sudah tepat dan lengkap? Jelaskan alasannya!

Menurut saya sudah cukup tepat dan lengkap karena memuat riwayat hidup, pendidikan, perjuangan, serta jasa-jasa I Gusti Ngurah Rai dalam mempertahankan kemerdekaan Indonesia.

5. Menurut kalian, apakah bahasa yang digunakan dalam biografi tersebut sudah tepat? Jelaskan alasannya!

Bahasa yang digunakan sudah tepat karena menggunakan bahasa yang jelas, formal, dan mudah dipahami sehingga pembaca dapat mengerti isi biografi dengan

The history of Dutch colonialism in Indonesia spans more than three centuries and played a major role in shaping the countrys political, economic, and social structures. Heres a clear and structured overview:

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Early Contact and Trade (16th17th Century)

• European interest in Indonesia began with the spice trade (especially cloves, nutmeg, and pepper).
• The Dutch arrived in the late 1500s, competing with the Portuguese.
• In 1602, the Dutch East India Company (VOC) was established.
  • It was a powerful trading company with military and political authority.
  • Its goal: control the spice trade in the Indonesian archipelago.

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VOC Rule (16021799)

• The VOC established its headquarters in Batavia (now Jakarta).
• It used alliances, warfare, and monopolies to dominate trade.
• Local kingdoms (like Mataram and Banten) were weakened or controlled.
• The VOC became extremely wealthy but eventually went bankrupt due to corruption and mismanagement.

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Dutch Colonial Government (18001942)

After the VOC collapsed in 1799:

• The Dutch government took direct control of Indonesia (called the Dutch East Indies).

Key Policies:

1. Cultivation System (1830s1870s)
   • Known as Cultuurstelsel.
   • Farmers were forced to grow export crops (coffee, sugar, indigo) instead of food.
   • This led to famine and suffering among Indonesians but enriched the Netherlands.
2. Economic Expansion
   • Plantations, mining, and infrastructure (roads, railways) expanded.
   • Indonesia became a major exporter of raw materials.
3. Social Structure
   • Society was divided: Europeans at the top, then foreign Asians, then native Indonesians.

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Rise of Nationalism (Early 20th Century)

• Western education led to the emergence of Indonesian intellectuals.
• Nationalist organizations formed:
  • Budi Utomo (1908)
  • Sarekat Islam (1912)
• Leaders like Soekarno began advocating independence.

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Japanese Occupation (19421945)

• During World War II, Japan defeated the Dutch and occupied Indonesia.
• Dutch colonial rule temporarily ended.
• This period weakened Dutch control and strengthened Indonesian nationalism.

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Independence and End of Dutch Rule (19451949)

• On August 17, 1945, Soekarno and Mohammad Hatta declared independence.
• The Dutch attempted to re-colonize Indonesia, leading to conflict.
• After international pressure and armed struggle, the Netherlands officially recognized Indonesias independence in 1949.

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Summary

• Dutch colonialism lasted roughly 1600s1949.
• It began with trade (VOC), evolved into full political control, and ended after a long struggle for independence.
• Its legacy includes:
  • Economic systems based on exports
  • Infrastructure development
  • Social inequalities
  • The rise of Indonesian nationalism

I uploaded the final prompt with other file that has the slides for Decolonization please follow all the instructions

Decolonization

We have discussed settler colonialism and other ways that U.S. institutions active oppress people of color. Now we’re going to talk about decolonization.

Typically we know decolonization to be separation and recovery from colonialism, especially about a country or territory. I am asking you to consider decolonization as a reclaiming, as a recovery, from colonial trauma and hegemonic (mainstream, dominant) standards of living. Decolonization can be decolonizing from beauty standards (whiteness seen as most beautiful, for example), from Disney shows and media in general (what do we see in the media thats harmful in terms of race and/or ethnicity?) and hip hop music (what in hop hop can be seen as harmful? Or needs to change?). Im asking you to think outside of the box about decolonization. That includes how we might not see ourselves as academically capable as described above. Who has ever told us that were not smart enough, that we cant go to college, that something is too hard for us to learn? Lets decolonize from that!

Watch this video on decolonization! It will prepare you for your final unit project.

Discussion Board #1:

Discussion Board 3: Black Americans and Asian Americans:

Read both of these. Choose 3 things that resonate with the and 3 things that resonate with the Asian American chapter.

Discussion Board #2:

. Choose 3 things that resonate with either this chapter on Arab/Middle Eastern/West Asian Americans (I uploaded the file for this)

IN ORDER TO GET CREDIT for your extra credit (graded on complete/incomplete), you must:

1. ONLY USE the materials I ask you to use. PLEASE do not use other materials, you will not get credit for this.
2. Cite appropriately.
   1. (authors, year, page number if there is one)(subheading/section within the text).
   2. Sometimes you use sources WITHIN the text so then it should be (authors last name cited in text author, year)(subheading/section within the text).
3. When you talk about what resonates, please be thoughtful about it. If its obvious that youre not really thinking about the materials and reflecting on it, please dont do it at all.