Bright Academic Experts

Category: History

  • History Question

    Assignment Objectives:

  • Demonstrate the capacity to identify a research topic appropriate to the course material;
  • Undertake a succinct and accurate Research Essay appropriate to the assigned length of the essay;
  • Structure a successfully written discussion of a topic of the students choosing, relevant to the course;
  • Articulate a cohesive discussion of the topic within a well planned and organized essay;
  • Demonstrate writing skill, including the correct use of grammar, spelling, vocabulary, and punctuation;
  • Demonstrate a basic grasp of the topic at hand;
  • Locate/create and apply a STRUCTURED Teaching Activity appropriate to the topic, at the grade level of the

    • students choosing.

    Assignment:

  • This Research Essay puts Assignment #2 (Outline and Expanded Bibliography) into action. Apply the resources

    • and outline from Assignment #2 to writing this essay. Incorporate the feedback from Assignment #2 into your

    written essay.

  • Write a ~6 page (1500 – 1800 words) paper, including the following elements:

    • o A scholarly and informative discussion of the topic you chose for Assignment #2, including at least the 4

    additional scholarly theological resources on the topic that you identified in that assignment. You are

    welcome to include additional resources, beyond the 4 you identified in Part I of the Research Essay

    (Assignment #2);

    o Identification of at least 3 key points;

    o Ways you might address the topic in a teaching situation (grade level of your choosing – please

    indicate), including a STRUCTURED Teaching Activity (not an entire unit). Elements of a well

    structured teaching activity include:

  • Identification of the intended grade-level.
  • Statement of the Learning Objectives of the activity.
  • Statement of the broader context (e.g., unit or lesson plan) in which this activity occurs.
  • The materials required for the activity.
  • The activity itself.
  • Some means of assessing student learning following the activity.

    • o Describe the details of this Activity in an Appendix (not included in your word/page count), rather than

    take up space in your essay proper. For more regarding an Appendix:

    o logy_experimental_report_writing/tables_appendices_footnotes_and_endnotes.html

    o A short, personal theological reflection on why you chose the topic you did and what you have learned

    over the course of your research and writing.

    o Include a Cover Page (not included in the word/page count. Feel free to be creative with your cover

    page, but ensure that all relevant information (i.e., your name, the date, the course number/title, the

    assignment number, the title of your essay, the professors name, and the scholarly format) is included

    and you meet the requirements of academic integrity o You need not include the Expanded Bibliography or Outline from Assignment #2. A standard

    bibliography is expected (not included in the word/page count).

  • Apply the Chicago Style Format consistently and accurately throughout your written essay and in your

    • bibliography. For general information regarding citing and referencing, see:

    https://guides.library.ualberta.ca/citing.

  • Type (12 point font) and double-space your essay, with standard margins.
  • Demonstrate in your writing:

    • o Scholarly integrity and fair representation of your sources (i.e., provide a reference page with accurate

    and complete references to your resources, reference appropriately in the body of your paper, according

    to your scholarly format, and accurately represent the information you are referencing);

    o Organization, clarity, and readability;

    o Correct grammar and inclusive language, including spelling, punctuation, vocabulary, and sentence

    structure.

  • Re: Marking:

    • o See Assignment Marking Criteria (below) and Essay Writing Guidelines and Tips (in the Important

    Documents Section of Canvas) for more detailed instructions regarding your research essay.

  • Recommendations:

    • o Do not leave your writing to the last minute.

    o Proofread your work before submission.

    o Have someone else proofread your work before submission, e.g., The Academic Success Centre, Writing

    Services.

  • Submit your assignment, AS A WORD DOCUMENT to me via Canvas.
  • Format your file name as such: YOURLASTNAMECourseNumberDate (e.g., FAWCETT250September1). I will mark

    • your assignments using the Track Changes feature in Word and return them to you via Canvas.

    Assignment Marking Criteria:

    Your essay will be marked based on the following sets of criteria: Research and Content, Teaching Activity, Writing

    Skill, and Personal Reflection. Each set of criteria will receive a comment based upon how well the criteria are met.

    The comments (and their rough percentage ranges) are: Excellent (86-100); Very Good (74-85); Good (66-73);

    Satisfactory (58-65); Poor (50-57); Unsatisfactory (0-49). The final percentage mark is a qualitative assessment of

    your work based on all four sets of criteria. I will also provide comments and feedback throughout your paper.

    o Research and Content: Sufficient use of appropriate scholarly theological (and other, where applicable)

    resources; relevant information presented accurately, fairly, and with scholarly integrity; research

    appropriate to essay length; cogent and well-organized discussion, demonstrating insight, judgement,

    and understanding; balanced presentation.

    o Teaching Activity: Articulates a grade-appropriate STRUCTURED Teaching Activity – grade level

    indicated (see Elements outline above); adequate documentation and description of Teaching Activity in

    Appendix.

    o Writing Skill: Clear, well structured, flows well, interesting, consistent style; correct spelling, grammar,

    punctuation, and vocabulary; inclusive language; consistent and accurate format, bibliography/reference

    page, and referencing; appropriate length.

    o Personal Insights/Reflection: Relevant to topic and sources; depth of thought; reach sound conclusions

    with coherent reasoning; present a reflection on the projects personal and theological/spiritual impact;

    demonstrate thoughtful analysis, understanding, and application of the material. Please note: use I

    statements in your reflection; this is about why you have chosen this particular topic and how it

  • History Question

    Your final assignment in this course will be a term paper seven (7) pages in length, double-spaced, and written in 12-point Times New Roman font. The paper will require citation of two (2) primary sources (one of the main texts Ive assigned during the quarter) and two (2) secondary sources (scholarly articles or books related to the topic of the paper). The student must include a bibliography for cited sources at the end of the paper (note: the bibliography will not count toward your required 7 pages of writing). NO AI CAN BE USED IN THIS ESSAY. I am attaching the rubric for this essay.

  • History Question

    Prompt 3 is: What, in Machiavelli’s eyes, are the most important features of a free state if it is to succeed in creating and securing liberty for its citizens? With citations and a bibliography in Chicago style.

    This is worth 60% of my grade- I chose the sources so it will be easier for you. Please make it as connected to the sources and show an understanding of class material. Put the question at the top of the page.

  • Anti Blackness in Latin America

    In at least 350 words, think through the following and remember to reference specific text or video segments:

    1. Reflect on the ways youve seen (or not seen) Afro-Latinx identities represented in your own community, media, or education. How does the history of erasure discussed in the video shape these silences, and how might this connect to the exclusions described in The X in Latinx is a Wound, Not a Trend?
    2. Think about the role of language in shaping belonging. How have terms like Latino, Latina, Latinx, Latine included or excluded people in your own circles? What does this tell us about the relationship between naming, power, and anti-Blackness within Latinx communities?
    3. Consider your own position (whether inside or outside of Latinx communities). What concrete practices can you imagine that challenge anti-Blackness and uplift Afro-Latinx voices? How might these practices also resist other forms of erasure tied to gender, sexuality, or Indigeneity?

  • Anti blackness in Latin America

    In at least 350 words, think through the following and remember to reference specific text or video segments:

    1. Reflect on the ways youve seen (or not seen) Afro-Latinx identities represented in your own community, media, or education. How does the history of erasure discussed in the video shape these silences, and how might this connect to the exclusions described in The X in Latinx is a Wound, Not a Trend?
    2. Think about the role of language in shaping belonging. How have terms like Latino, Latina, Latinx, Latine included or excluded people in your own circles? What does this tell us about the relationship between naming, power, and anti-Blackness within Latinx communities?
    3. Consider your own position (whether inside or outside of Latinx communities). What concrete practices can you imagine that challenge anti-Blackness and uplift Afro-Latinx voices? How might these practices also resist other forms of erasure tied to gender, sexuality, or Indigeneity?

  • Reading Question

    First: what is government? What are the goals of government? Second: The authors of our textbook define politics as “the process of who gets what and how.” What do they mean by this? What is politics, and how is it connected to government?

  • american history

    Intermediate Writing Assignment

    Purpose

    This assignment asks you to demonstrate the course competencies 1-3 by examining how two pieces of scholarly work relate to a common topic and to each other. You will analyze two secondary sources to distill different interpretations of the past and evaluate historical arguments. This is a fundamental component of a historian’s job, but the skills of evaluating arguments and the use of evidence is necessary for being able to function as an informed citizen. This assignment provides you with another opportunity to practice critical reading, summarization and paraphrasing skills. The ability to appreciate, critique, and reconstruct an argument is critical for successful communication in many careers today.

    Instructions

    Since its passing, the New Deal has remained a topic of substantial controversy and debate among historians and the general public alike. For this assignment, you will read two different perspectives on the New Deal by major U.S. historians David M. Kennedy and Burton Folsom. Using both articles, the textbook, and any other readings, discussions, or lecture materials in the course, explain which view of President F.D.R. and the New Deal you find more compelling.

    Assume that you are writing this paper for an undergraduate conference on the New Deal. Assume that your audience has NOT read this assignment and will attend your talk because you hooked them with an interesting title. Your paper should be approximately 1,250 words. This is approximately 5 double-spaced pages.

    Which argument do you find more compelling and why? The answer to this question will provide you with a thesis statement on which to build out your analysis and argument. You will have space in this paper to write a proper introduction paragraph. Start broadly by introducing the topic and the problem at hand. Then narrow down your focus to the crux of each author’s viewpoint. End your introduction with your thesis statement. Each body paragraph should contain a topic sentence and examples from the article. Avoid quoting at length and make sure to engage in proper paraphrasing when necessary – do not simply change words around. End with a conclusion paragraph that succinctly restates your thesis and main points.

    While you will be presenting your own argument on this topic, you will nonetheless want to practice speaking in an authoritative tone that allows your written arguments to do the job of persuading your readers. This means that you should avoid writing in first person. Do not use “I think” or “I believe” statements, as these tend to weaken your case by making it sound opinionated and subjective.

    The link to the two articles is below:

    New Deal Articles (https://fiu.instructure.com/courses/244036/files/40322183?wrap=1)

    Criteria

    Submit your paper to this assignment box.

    Include a proper cover sheet with a catchy title.

    These papers will be evaluated based on the attached rubric.

    Important(!): This is not a research paper; it is an analysis of secondary sources already collected for you. You are not allowed to use any other source material other than those found in this course for this assignment. Cite all your sources.

    See attached rubric for precise assessment scoring guidelines.

  • History Question

    Assignment Objectives:

  • Demonstrate the capacity to identify a research topic appropriate to the course material;
  • Undertake a succinct and accurate Research Essay appropriate to the assigned length of the essay;
  • Structure a successfully written discussion of a topic of the students choosing, relevant to the course;
  • Articulate a cohesive discussion of the topic within a well planned and organized essay;
  • Demonstrate writing skill, including the correct use of grammar, spelling, vocabulary, and punctuation;
  • Demonstrate a basic grasp of the topic at hand;
  • Locate/create and apply a STRUCTURED Teaching Activity appropriate to the topic, at the grade level of the

    • students choosing.

    Assignment:

  • This Research Essay puts Assignment #2 (Outline and Expanded Bibliography) into action. Apply the resources

    • and outline from Assignment #2 to writing this essay. Incorporate the feedback from Assignment #2 into your

    written essay.

  • Write a ~6 page (1500 – 1800 words) paper, including the following elements:

    • o A scholarly and informative discussion of the topic you chose for Assignment #2, including at least the 4

    additional scholarly theological resources on the topic that you identified in that assignment. You are

    welcome to include additional resources, beyond the 4 you identified in Part I of the Research Essay

    (Assignment #2);

    o Identification of at least 3 key points;

    o Ways you might address the topic in a teaching situation (grade level of your choosing – please

    indicate), including a STRUCTURED Teaching Activity (not an entire unit). Elements of a well

    structured teaching activity include:

  • Identification of the intended grade-level.
  • Statement of the Learning Objectives of the activity.
  • Statement of the broader context (e.g., unit or lesson plan) in which this activity occurs.
  • The materials required for the activity.
  • The activity itself.
  • Some means of assessing student learning following the activity.

    • o Describe the details of this Activity in an Appendix (not included in your word/page count), rather than

    take up space in your essay proper. For more regarding an Appendix:

    o logy_experimental_report_writing/tables_appendices_footnotes_and_endnotes.html

    o A short, personal theological reflection on why you chose the topic you did and what you have learned

    over the course of your research and writing.

    o Include a Cover Page (not included in the word/page count. Feel free to be creative with your cover

    page, but ensure that all relevant information (i.e., your name, the date, the course number/title, the

    assignment number, the title of your essay, the professors name, and the scholarly format) is included

    and you meet the requirements of academic integrity o You need not include the Expanded Bibliography or Outline from Assignment #2. A standard

    bibliography is expected (not included in the word/page count).

  • Apply the Chicago Style Format consistently and accurately throughout your written essay and in your

    • bibliography. For general information regarding citing and referencing, see:

    https://guides.library.ualberta.ca/citing.

  • Type (12 point font) and double-space your essay, with standard margins.
  • Demonstrate in your writing:

    • o Scholarly integrity and fair representation of your sources (i.e., provide a reference page with accurate

    and complete references to your resources, reference appropriately in the body of your paper, according

    to your scholarly format, and accurately represent the information you are referencing);

    o Organization, clarity, and readability;

    o Correct grammar and inclusive language, including spelling, punctuation, vocabulary, and sentence

    structure.

  • Re: Marking:

    • o See Assignment Marking Criteria (below) and Essay Writing Guidelines and Tips (in the Important

    Documents Section of Canvas) for more detailed instructions regarding your research essay.

  • Recommendations:

    • o Do not leave your writing to the last minute.

    o Proofread your work before submission.

    o Have someone else proofread your work before submission, e.g., The Academic Success Centre, Writing

    Services.

  • Submit your assignment, AS A WORD DOCUMENT to me via Canvas.
  • Format your file name as such: YOURLASTNAMECourseNumberDate (e.g., FAWCETT250September1). I will mark

    • your assignments using the Track Changes feature in Word and return them to you via Canvas.

    Assignment Marking Criteria:

    Your essay will be marked based on the following sets of criteria: Research and Content, Teaching Activity, Writing

    Skill, and Personal Reflection. Each set of criteria will receive a comment based upon how well the criteria are met.

    The comments (and their rough percentage ranges) are: Excellent (86-100); Very Good (74-85); Good (66-73);

    Satisfactory (58-65); Poor (50-57); Unsatisfactory (0-49). The final percentage mark is a qualitative assessment of

    your work based on all four sets of criteria. I will also provide comments and feedback throughout your paper.

    o Research and Content: Sufficient use of appropriate scholarly theological (and other, where applicable)

    resources; relevant information presented accurately, fairly, and with scholarly integrity; research

    appropriate to essay length; cogent and well-organized discussion, demonstrating insight, judgement,

    and understanding; balanced presentation.

    o Teaching Activity: Articulates a grade-appropriate STRUCTURED Teaching Activity – grade level

    indicated (see Elements outline above); adequate documentation and description of Teaching Activity in

    Appendix.

    o Writing Skill: Clear, well structured, flows well, interesting, consistent style; correct spelling, grammar,

    punctuation, and vocabulary; inclusive language; consistent and accurate format, bibliography/reference

    page, and referencing; appropriate length.

    o Personal Insights/Reflection: Relevant to topic and sources; depth of thought; reach sound conclusions

    with coherent reasoning; present a reflection on the projects personal and theological/spiritual impact;

    demonstrate thoughtful analysis, understanding, and application of the material. Please note: use I

    statements in your reflection; this is about why you have chosen this particular topic and how it

  • HIST 1302 :History Lab: WWII & Propaganda Dr. Seuss Pol…

    Assignment Instructions

    Purpose

    To analyze how visual culture functioned as political persuasion during World War II and to evaluate how Dr. Seusss wartime ideology reappeared in his postwar childrens literature. Students will apply historical thinking skills by interpreting primary sources, identifying propaganda techniques, and constructing an evidence based argument that connects past to present.

    Learning Outcomes

    Students will:

  • Analyze a WWII era primary source using historical context
  • Identify propaganda techniques and rhetorical strategies
  • Compare wartime political messaging to postwar childrens literature
  • Connect historical themes to contemporary issues using evidence
  • Communicate analysis through multimedia storytelling

    • BACKGROUND

    Dr. Seuss is the beloved author of more than 50 childrens books. But many students do not know that he drew over 400 political cartoons during WWII. These cartoons tackled such subjects as racism and discrimination, the dangers of isolationism, fascism, and other political issues, and the vital work of the

    war effort at home.

    Students will analyze WWII-era Dr. Seuss cartoons, gaining a greater understanding of the use of symbolism, caricature, stereotyping, analogy, juxtaposition, irony, and humor, as well as a deeper appreciation and perspective of issues confronting the U.S. Home Front. You will only pick one cartoon to submit.

    Students can visit and see the full collection of over 400 cartoons written for the PM Newspaper.

  • Importance of History in Present Society

    I want to understand how studying history helps people understand present day society. Please explain why history is important and give examples of how past events influence modern life.