Assignment 3: PowerPoint Presentation Assignment

Title: Curriculum Policy changes post-1994

Create a PowerPoint that presents the curriculum changes that took place in South Africa post-1994 up until the current Curriculum and Assessment PolicyStatement (CAPS).
Your PowerPoint must include notes which discuss in more detail the reforms that took place.
Finally conclude your comparison with a discussion on which curriculum you think is better suited and why.

Marking Guide Rubric
Structure and conventions of PowerPoint presentations 2 points
Content and knowledge of curriculum changes 6 points
Discussion (notes) of curriculum changes/ 6 points
Discussion on which curriculum is better and why. 4 points
Referencing and Honour Pledge 1 points

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

M3 Discussion 7: World War I and the Philadelphia Race Riot

Overview
The purpose of this discussion is to evaluate the African American experience during the World War I era.
Instructions

For this discussion, review your readings for Unit 7 and read the following scenario carefully. Feel free to do research outside the course if you'd like other points of view.

Scenario: John Smith was an African American veteran of World War I. He was a member of the 369th Infantry Regiment, also known as the Harlem Hellfighters. After receiving recognition in France for bravery in battle and fighting to preserve democracy in Europe, Smith returned to his home in Philadelphia, PA. On the morning of May 10, 1919, Smith attended a local NAACP meeting, hoping to continue his fight for democracy in the United States. One attendee stated that black veterans like Smith were new men and world men, awakened by their experience abroad and whose power to invoke change was limitless. He emerged from the meeting with a sense of pride and a new sense of purpose. As he rounded the corner onto Pine Street, Smith found himself in the middle of an anti-black race riot. White mobs attempted to tear his uniform from his body, accusing him of Bolsevism for being a member of the NAACP, and demanding that he and other blacks in the neighborhood immediately leave the city. He overheard a black neighbor yell, "If you are attacked defend yourself like American citizens. When they tread upon your rights fight them to the bitter end."

Prepare a discussion where you take the role of ONE of the following individuals and explain who that person was and how they would have responded to the riot. Why did the riot happen? How should the blacks being attacked respond, according to your individual's point of view?
Choose ONE:
• John Smith, the African American World War I veteran
• The white anti-black, anti-socialist, member of the mob
• A member of the NAACP
• The black neighbor under attack
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, maximum of four sentences(refer to your Introduction to Critical Thinking and the How to Read History Sources modules for a review of how to read primary sources).

source: Kenneth Finkel, "100 Years ago, South Philadelphia saw Violent Race Riots" Philadelphia Inquirer, July 27, 2018. https://www.inquirer.com/philly/opinion/commentary/race-riots-of-yore-20180727.html

module 3 discussion seven Philadelphia riot.docx

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History discussion on World War II

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Overview
The purpose of this discussion is to analyze and evaluate World War II recruitment posters.
Instructions
For this discussion, review your readings for Unit 10 (pdf American Yawp: World War II Chapter 24) and study the images carefully. Feel free to do research outside the course if you'd like other points of view.

Choose ONE of the images. Prepare a discussion where you explain, based on your readings, the answers to each of the following questions:

1. Who is the audience, the target market, for the image?
2. What ethical or moral values does the poster use to communicate its message? Are there relevant values that are not considered in the message?
3. What is the poster's purpose? What is the message that this poster communicates?
4. Why is it important for this message to be delivered to this audience at this moment in time?
5. How does the document communicate its message? Think about its use of language, color, space, and symbols.

This pair of U.S. military recruiting posters demonstrates the way that two branches of the military—the Marines and the Women’s Army Corps—borrowed techniques from professional advertisers to “sell” a romantic vision of war to Americans. One shows Marines at war in a lush jungle, reminding viewers that the war was taking place in exotic lands; the other depicted women taking on new jobs as a patriotic duty.
Bradshaw Crandall, Are You a Girl with a Star-Spangled Heart? Recruiting Publicity Bureau, U.S. Women’s Army Corps Recruiting Poster (1943); Unknown, Let’s Go Get ’Em. Beck Engraving Co. (1942). Library of Congress. [Public domain via American Yawp]

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).
My course tutor experts have attached the file containing the relevant images for you to view, and address the discussion as required. You can also message us in case you need any assistance in writing this discussion assignment.
history discussion on world war II.docx