What information did you find that the video left out? How did the video enhance your understanding of those aspects?

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Watch the entire video on Benito Mussolini (noted in the Required Resources). Identify and describe 3 aspects of the video you found most interesting that align with each of the following:

Foreign policy.

Violent and/or non-violent movements for social, economic, and political change

Governmental authority/loss of personal liberties

Conduct additional research to provide an analysis of those 3 aspects. What information did you find that the video left out? How did the video enhance your understanding of those aspects?

Stevenson, M. (Director), & Cameron, P. (Producer). (2018). Benito Mussolini [Video]. Public Broadcasting Service. Academic Video Online.

Why do you think the American government interned a majority of Japanese-Americans and very few German Americans during World War II?

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Why do you think the American government interned a majority of Japanese-Americans and very few German Americans during World War II?

As you think about this question reflect on how the following might have made it easier to target the Japanese American population:

Identify the colonial holdings of different European powers on the North American continent.

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In this learning module, students will explore and compare the colonial and national histories of the three countries that emerge in North America.

Learning Objectives

After completing this learning unit, each course participant should be able to:

Identify the colonial holdings of different European powers on the North American continent.

Compare and contrast the features of emerging North American nations in the nineteenth century.

Discuss the role of different commercial, labor, and property regimes in North America in the colonial period and nineteenth century.

Apply comparative critical analysis reading skills to peer-reviewed articles and textbooks.

What parallels can you draw between the reception of survivors in such wide-ranging geographic contexts, if any?

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Jewish life in post-war Europe and beyond

This week, for your post I’d like you to consider the Week 5 readings in their entirety and reflect on the experiences of surviving Jews once they managed to reach different countries– from Eastern Europe to the US, to Australia. As our readings demonstrate, and to put it too overly simply, the experiences were often very negative – and in many cases, Jewish immigrants faced extreme hardship and even continued physical violence, abuse, and antisemitism, particularly in Eastern Europe.

Were any of the revelations in the readings about the reception of survivors in different countries particularly surprising, new or noteworthy? What parallels can you draw between the reception of survivors in such wide-ranging geographic contexts, if any?

Finally, what kinds of possibilities did Jews have to respond to such treatment once they faced these experiences? What choices did they have?

 

How does this influence the perspective expressed by the document? What does the document reveal about the author?

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Primary sources are the raw materials historians use to understand and interpret the past. The primary sources we will examine in this course and in this assignment are texts and images (letters, newspaper articles, journal entries, political cartoons, advertisements, etc.) produced by people in the past. These afford us unique evidence of and perspectives on the past.

Use the document provided. Examine it carefully, and write a short paper (typed, double-spaced) analyzing the content of the document. When you read (or look at) the document consider the following:

1. Who is the author? How does this influence the perspective expressed by the document? What does the document reveal about the author?

2. When was the document created? Does this help to explain any aspects of the document? Does the document reveal anything about women and/or women’s activism in the period?

3. What was the original purpose of the document? Do you feel that the producer of the document accomplished his/her purpose? Why or why not?

4. What does the document reveal about attitudes toward women at the time it was written? Try to explain the reasons for those attitudes.

What were the challenges faced by the ‘new men’ in the Roman senate and how did they meet these challenges?

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What were the challenges faced by the ‘new men’ in the Roman senate and how did they meet these challenges?

How could creative and innovative education serve as a bridge between approaching “tough topics” and silence and/or traditional methods?

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What is creative and innovative education?
Read the Fostering a Creativity Mindset for Teaching (and Learning) by Mia O’Brien (pdf attached).

List at least 3 key points worth remembering and/or sharing with others.

Describe in details why those two key points are important to you.

How could creative and innovative education serve as a bridge between approaching “tough topics” and silence and/or traditional methods?

What challenges do you foresee? How could we overcome these challenges?

How are issues of gender and sexuality addressed in contemporary Asian art? Discuss with reference to specific examples in art and/or exhibitions.

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How are issues of gender and sexuality addressed in contemporary Asian art? Discuss with reference to specific examples in art and/or exhibitions.