Discussion 5: American Imperialism

Overview

The purpose of this discussion is to think about the rationale for American imperialism in the late nineteenth century and how it affected people.

Instructions

For this discussion,  review your readings for Unit 5 and study the cartoon carefully. Feel free to do research outside the course if you'd like other points of view.

Prepare a discussion where you explain, based on your readings, what this cartoon is about and what values it expresses.  To do this, adopt the role of ONE of the following individuals and explain who that person was and how that person viewed the events behind this cartoon.

Choose ONE:

• Albert Beveridge (Historian and Republican Senator from Indiana)
• Carl Schurz (Former German revolutionary and Republican Senator from Missouri)
• A resident of one of America's new Caribbean or Pacific colonies

As with the previous assignments, try to put yourself in the shoes of someone in the past -- think about what their life was like, what their behavior and outlook might be. Try to justify your response by describing that life and outlook.

Please make sure you refer to the course rubric for the expectations for this assignment, found in the course resources module.  Participating in the course discussions is an important part of your final grade. In your discussions, you cannot simply reply to someone's posting with "ditto" or "I agree with you."   You must answer the question(s) asked in a minimum of two paragraphs and a maximum of three paragraphs. Your responses should also quote and cite the material you have read in the class so far; you may also do outside research.  Use the Purdue OWL Chicago Style guide  for help with the correct citation style for your quotes.

Then, respond to at least TWO classmates’ postings referring to at least one element of critical thinking.  Your response to your classmates should be a minimum of two sentences, to a maximum of four sentences (refer to your Introduction to Critical Thinking and to the How to Read History Sources modules for a review of how to read primary sources).

Module one Discussion 2 on Indian Assimilation

Overview
The purpose of this discussion is to help you imagine how it felt to be an Indian forced to undergo assimilation at a boarding school far from home and try to understand also the point of view of other people at the time.

Instructions
For this discussion, review your readings for Unit 2. Afterwards, you will analyze the photo of Tom Torlino embedded here. You might also look at Tom Torlino's school record at the Carlisle Indian School site. Feel free to do research outside the course if you'd like other points of view.

Then form groups that represent: a Navajo student, a white male Christian missionary, or an African American who has his or her own issues with assimilation. Each group will answer the following question: How would your character describe the impact of the transformation on Tom Torlino and others like him who attended the Carlisle Boarding School? How did this experience echo the expectations of other Americans for this type of school?

To form groups, students with last names beginning with A-H will take the role of a Navajo child sent to a boarding school. Students with names beginning with I-P will take the role of a white male Christian missionary. Everyone else will take the role of an African American. Be sure to put yourself in the shoes of the person you are speaking for -- try to imagine how that person felt, what their ideals were, what they thought was good or right or appropriate at the time, even if you personally do not feel that way. Remember, history is not about you; it is about what people knew and felt and believed in the past, based on different knowledge than you and other modern people have about what happened later.

Tom Torlino, a member of the Navajo Nation, entered the Carlisle Indian School, a Native American boarding school founded by the United States government in 1879, on October 21, 1882 and just before he departed on August 28, 1886. Torlino’s student file contained photographs from 1882 and 1885. Carlisle Indian School Digital Resource Center.

Before you complete your discussion, make sure you refer to the course rubric for the expectations for this assignment. Participating in the course discussions is an important part of your final grade. In your discussions, you cannot simply reply to someone's posting with "ditto" or "I agree with you". You must answer the question(s) asked in a minimum of two paragraphs and maximum of three paragraphs. Your responses should also quote and cite the material you have read in the class so far; you may also do outside research. Use the Purdue OWL Chicago Style guide for help with the correct citation style for your quotes.

Then, respond to at least TWO classmates’ postings referring to at least one element of critical thinking. Your response to your classmates should be a minimum of two sentences, and a maximum of four sentences (refer to your Introduction to Critical Thinking and to the How to Read History Sources modules for a review of how to read primary sources).
We help students write discussion questions. In case you need help with the whole course, or in writing part of your discussion assignments, then my course tutor experts are best at addressing your assignment writing needs. We provide Timely online writing services to students around the world.

Module one Discussion 2 on Indian Assimilation.docx

Overview

My course tutor writing experts Wish you the best as you reflect on your history course progress

The purpose of this discussion is to reflect on and share the things you have learned in this class.
Instructions

Think about your learning experiences over the entire class. Identify something that made you go "wow" in this class- what surprised or impressed or shocked you? Try not to repeat a "wow" you wrote about earlier.
Describe why this thing stood out to you.  Use quotes from your readings and research to support your observations. Make sure to use your primary sources!
Include an illustration from the period and make sure you caption the illustration.
Share two or three new words you've learned from this module 5, and the definitions.
Your Wow statement should be at least 100-150 words, not including the citations.
By Sunday, respond to the Wows of at least two other students with at least a couple of sentences.

In case you subscribed for our services, we hope My Course tutor writing experts have provided with invaluable tutoring services. We may help you write your final reflection about the history course, before we can wish you the best in your future endeavors.

Coursework Discussion assignment about the ERA

Overview
The purpose of this discussion is to evaluate the arguments in favor of and opposing the passage of the Equal Rights Amendment (ERA).
Instructions:

For this discussion, review your readings for Unit 15 and read the following scenario carefully. Feel free to do research outside the course if you'd like other points of view.
Scenario: It's 1982. Congress passed the Equal Rights Amendment (ERA) in 1972. The states have ten years to ratify the amendment. Thirty-five states have ratified the ERA. The state of Florida has yet to decide on its ratification. The Florida state legislature created a ratification commission which is charged with hosting a series of town-hall meetings throughout the state, gathering information from their constituents on the matter. The commission is scheduled to arrive in Miami at the University of Miami. Prepare a set of talking points for your testimony before the commission, taking on the role of ONE of the following individuals and explain:
• Whether or not they would support Florida's ratification of the ERA
• Why they choose that position
• What is the difference between the Equal Rights Amendment, the Civil Rights Act of 1964, and the 14th amendment
• What are the pros and cons of the ERA for women
Choose ONE of the following individuals:
• Carol Anderson, a white housewife living in Coral Gables and is a member of STOP ERA, founded by Phylis Schlafly
• Gwen Kennedy, a civil rights attorney and a member of the Feminist Party, founded by Flo Kennedy
• Ruth Meyers, a Miami librarian and a member of the National Organization for Women or NOW
• Anita Bryant, an American singer, spokeswoman for the Florida Citrus Commission, a conservative activist living in Miami
Before you complete your discussion, make sure you refer to the course rubric for the expectations for this assignment.

Participating in the course discussions is an important part of your final grade. In your discussions, you cannot simply reply to someone's posting with "ditto" or "I agree with you". You must answer the question(s) asked in a minimum of two paragraphs and a maximum of three paragraphs. Your responses should also quote and cite the material you have read in the class so far; you may also do outside research. Use the Purdue OWL Chicago Style guide for help with the correct citation style for your quotes.
Then, respond to at least TWO classmates’ postings referring to at least one element of critical thinking. Your response to your classmates should be a minimum of two sentences, and a maximum of four sentences (refer to your Introduction to Critical Thinking and to the How to Read History Sources modules for a review of how to read primary sources)

scenario discussion about the era.docx

M5 Discussion 13: Martin Luther King, Jr. and Malcolm X

History Discussion Writing Assignments

The purpose of this scenario discussion is to introduce students to some of the ideas and motivations of both Martin Luther King and Malcolm X Shabazz, and how their ideas were similar and how they may have differed.
Instructions:
For this discussion, review your readings and sources for unit 13 and read the following scenario.
Scenario: Sam, Pam, and Amy are students in Professor Green's American history course discussing the modern civil rights movement. Professor Green asks the students what they know about the ideas and motivations of Malcolm X Shabazz and Dr. Martin Luther King, Jr. Learn more about the scenario.

Participating in the course discussions is an important part of your final grade. In your discussions, you cannot simply reply to someone's posting with "ditto" or "I agree with you". You must answer the question(s) asked in a minimum of two paragraphs and a maximum of three paragraphs. Your responses should also quote and cite the material you have read in the class so far; you may also do outside research. Use the Purdue OWL Chicago Style guide for help with the correct citation style for your quotes.
Then, respond to at least TWO classmates' postings referring to at least one element of critical thinking. Your response to your classmates should be a minimum of two sentences, and a maximum of four sentences (refer to your Introduction to Critical Thinking and to the How to Read History Sourcesmodules for a review of how to read primary sources)
My course tutor writing experts are good at addressing all the requirements of any discussion post. You can contact us in case you might need any assistance with this assignment.

Martin Luther King and Malcom X discussion.docx