The USA FREEDOM Act of 2015
The review paper will summarize the author’s main argument and explain some of the evidence the author uses to support that argument. Not only are you expected to show that you understand the author’s main points, but you are also expected to analyze those points and the evidence used to make them.
Reviews are difficult, in part, because they are short (2 pages) but need to provide a great deal of information. use the guide below to organize your review:
Requirements:
Reflect on the cultural values and universal lessons found in the myths selected for this unit. Choose one of the options below and write a short essay.
Do either Option A or Option B. Do not do both.
Option A: Short Essay Topics
Choose one of the topics below to write a short essay exploring one or more of the myths from Unit 5. Be sure to begin the essay with cultural background and include at least two significant direct quotes from the reading.
Topic 1
Myths illustrate how specific cultures viewed the purpose of humankind in relationship to their deities. Select a myth from Unit 5 that focuses on the creation or civilization of humans. Identify and describe the culture of this myth, keeping in mind that Native American cultures are not all alike. Summarize the myth briefly and then explain what it reveals about how its respective culture viewed this relationship between humans and the divine. For what reason was humankind created? What function was humankind supposed to serve? Finally, how does this myth elucidate how we view the relationship between humankind and the divine today?
Topic 2
Myths of the Americas frequently depict the dependence of humankind on the animal world. Select a myth from Unit 5 that features human-animal relations. Identify the cultural origins of this myth, keeping in mind that Native American cultures are not all alike. Tell where the people were generally located, how they lived, and what they valued. Next, briefly summarize the myth explain how it depicts this symbiotic relationship. How do humans need animals to not only survive, but thrive? What does this myth teach us about our dependence on animals in the modern world? What lessons could we – should we – learn from this myth?
Topic 3
Myths reveal the geographical surroundings and environmental challenges of their respective cultures. Select a myth from Unit 5 and explain what it illustrates about the everyday realities of its people. Identify and describe the culture and location. What obstacles did they encounter? What needs were their most pressing priorities? Summarize the myth and interpret how it attempts to account for and explain these concerns. Finally, consider how we use stories to account for natural phenomena today. Provide an example or two from modern life.
Option B: Selected Quotes
Instead of writing an essay about a single myth and selecting quotes from the reading, you will write about two (2) of the quotes below.
For each, identify the origins of the myth, including the location and culture of the people who believed it. Briefly summarize the myth from which the quotation has been taken. Then introduce the quotation by describing the scene and identifying the speaker(s) if dialogue is quoted. Tell what led up to this moment and explain why it is important. Be sure to include parenthetical documentation; you may use the citations that are provided. Finally, address the questions thoughtfully and in complete sentences.
Remember, you need to choose two of the following:
An underlying principle of the United States Constitution is the protection of people’s natural rights. Explain the concept of natural rights. Choose two Amendments and explain how they help protect people’s natural rights.
Your essay will describe the system of American democracy compared to other forms of government. Your essay should include at least four paragraphs. In the first paragraph, describe why the United States created a democracy with a federal type of government. In the remaining paragraphs explain one of the basic tenets of American democracy and why it is necessary for American democracy.
No works cited- all original work.
1. Consider & Discuss: Need to address the below to some degree In what ways have Native American peoples and communities been perceived/viewed as and dealt with as “problems” for U.S. society?
In what ways have Native Americans adapted and responded to as well as actively resisted discriminatory, oppressive and/or marginalizing historical policies, practices and (mis)representations?
What are some major contemporary issues/conditions Native Americans are currently facing in the U.S.?
Expected Components: Your Graphic Essay or Newsletter should include the following: An introduction slide or heading with your name, course name, and original title
A clearly articulated and understandable response to the “Overarching Question” Relevant images, photos, or artworks Relevant and significant “Power” quotes from course materials, somewhere throughout your slides or newsletter (at least 4 readings and 3 documentaries/videos for each – 7 course material-citations total)
Timeline of key historical eras presented in the course on the history of Native Americans in the U.S.
2 Songs that you see as relevant to a particular historical event, theme, experience or topic within the Native American experience and history. (you need to embed or include the link to access the songs somewhere in your assignment – can’t use any songs presented in class)
At least one clear representation of the American Indian/Red Power Movement (can be via image, photo, video, song, quote, etc)
At least one clear representation of “The Indian Problem” (can be via image, photo, video, song, quote, etc) in the 19th, 20th, and 21st centuries.
3 iterations/versions minimum
At least one slide/segment that addresses what you see are the current conditions and experiences of Native Americans?
A brief annotation of each slide that briefly explains your choices and what you are articulating with each slide. (can be on the presentation itself or an attachment) “Works Cited” slide or page (for newsletter)
Overview
This is a comparison assignment that will take you through the primary British constitutional documents from the McClellan text (Magna Carta in 1215, Petition of Right in 1628, and the English Bill of Rights in 1689) and compares them to what is found in early state charters and constitutions. The goal is to acquaint you with the fundamental rights and liberties that British North Americans insisted on having transferred to and improved in the New World and fought to preserve during the Revolution.
Instructions
For this assignment, you will use the Sources of Liberty Template that is provided. You must locate at least 6 English rights and liberties to compare against 6 colonial rights and liberties. Of the 6, 2 must be the same, and 2 must be similar, but an extension rather than a direct copy. The final 2 must be the inverse (or opposite) of the English tradition.
Explanation and Example
Using the tabular format in the template, you will first transcribe the British Right, as presented in the selected document, within quotation marks. The name of the document will follow this entry, and it will be unlined. Then follow that with the date of the document in parentheses. After the British Right, you will follow the same format for the Colonial Right that you have selected to compare.
Once the two rights for comparison have been filled in, you will provide a significance. The significance is the comparison presented as an annotation. Each annotation must start with the right’s categorization (I.e., same, similar, inverse). This should be followed by 2–3 complete sentences explaining the meaning and implication of each right. There is no need to provide a bibliography or footnotes for this assignment because the title and date of each document used are provided.
British Rights Documents
The British Rights can be found in the following documents: Magna Carta (1215), Petition of Right (1628), and the English Bill of Rights (1689). You must use each of these at least once. These documents are located at the end of Part 1 “The Constitution’s Deep Roots” in the McClellan textbook, Liberty, Order, and Justice. They are Appendix A, B, and C, respectively.
Colonial Rights Documents
For Colonial Rights, there are many early state charters and constitutions available to use. One resource is The Avalon Project, and their “17th Century Documents: 1600-1699” and “18th Century Documents: 1700-1799.” Remember that you want to locate early state charters and constitutions. Not every document on those pages are early state charters and constitutions. You do not have to review or use every document, but you must use at least three different documents in your assignment. DO NOT USE the U.S. CONSTITUTION, DECLARATION of INDEPENDENCE, ARTICLES of CONFEDERATION, or the U.S. BILL of RIGHTS. These are national documents and not early state charters or constitutions.
Throughout this course, we will frequently talk about how history can be good, bad, ugly, and awesome. Furthermore, because history does not happen in a vacuum, we will continuously look for the connections between historical events and contemporary experiences. For your first Critical Thinking Essay, consider this general concept and select one event in history (American History or World History) that was good, bad, ugly, OR awesome.
For your Critical Thinking Essay #1, use the following format:
Paragraph 1: Introduction (with clear thesis statement embedded into the end of the introduction)
Paragraph 2: Provide a brief overview of the event.
Paragraph 3: Explain why it is important that we study this event.
Paragraph 4: Discuss how this event is connected to society/events of today.
Paragraph 5: Conclusion (highlight and reinforce main ideas discussed)
Essay Requirements:
Paper length: 500 words (minimum)
Think about effective word economy. Concise, critical analysis of content.
Required resources: One resource from the PSC Database Collection
No general encyclopedias (Britannica, Wikipedia, World Book, etc. permitted.)
Required format: APA, MLA, or Turabian/Chicago Style (Your choice…whatever you are most comfortable with)
Title page, Body/Content, Citations, Bibliography/Reference List required
First person verbiage is permitted for this essay. Remember, when offering your opinion in an academic writing, make sure that you absolutely back it up with facts and evidence from experts…not just more opinion.
Follow all directions they are very specific and the teacher is very strict.
No formatting needed at all. just a paragraph is fine.
Discussion on Industrialization in Light of the Following Articles
Read the following readings contained in the attached documents
The Industrial Revolution: Toil and Technology in Britain and America attached document “article one discussion 3”
What’s Wrong with a Little Social Darwinism (In our Historiography)? attached document “article two discussion 3”
The second article’s title is a bit sarcastic as it is not really a defense of Social Darwinism. Read the first article on the Industrial Revolution. Then read or skim the first four pages of the second article on Social Darwinism.
In your post, I would like you to present a 3 sentence minimum response on how you think Social Darwinism might have supported industrial progress in America in the late 1800s. Also in your post, I would like you to present 3 more sentences- minimum- response which presents an opposing view from you on this, one in which you explore how Social Darwinism actually might have weakened industrial progress at some level.
Based upon Module 3 readings, articulate the meaning of public administration as an academic discipline and practice in regards to providing public services. Additionally, discuss and analyze the academic development and practice of American public administration.
Your initial response to this discussion should be at least 500 words in length. Be careful to cite sources appropriately.
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