Category: History

According to the Western genre (and Kelly’s Point of View), the hero is usually a lawman-esque type of figure who is a  solitary ‘outsider’ with a strong penchant for all things moral and honourable.   
Is Captain Jean-Luc Picard a cowboy hero?  If yes, why?  If no, why not?  Please provide specific examples from the film Star Trek: Insurrection to support your position.   
Your answer should be submitted as a word document and be approximately 500 words.

Instructions are attached. 
Please use the attached textbook (The Elusive Eden)  as a source for citations. 
Your essay should have an introduction with a clear argument, a well-developed body with ample supporting evidence, a conclusion that provides some final analysis, and be about seven paragraphs in length (paragraphs should be at least five sentences in length but often longer). Your argument is your brief answer to the question while the body of the essay is used to provide detailed historical examples to support your argument. Although analysis of the material should be woven into the body of your essay, the conclusion is where you will be able to show that you have thought about the material in a critical and analytical way (rather than simply regurgitating information). Also, remember that any information included in your essay should be pertinent to answering the question asked of you.

For this assignment, you will conduct research on one of the universalizing religions discussed in chapter five. You will select 5 scholarly sources using the Essex Library, online-archives, or other research outlets and create an annotated bibliography. The first source in your annotated bibliography should be the textbook.
Remember, scholarly sources are vetted materials. Do not include Brittanica, Wiki, or other similar sites. For each source, you will provide the full citation in MLA style, the shortened citation for in-text, and a 150 word summary on EACH of your sources. 
The purpose for this exercise is for you to critically evaluate source material. If you choose three resources that all tell you the same information, then you do not have three good sources. Make sure each source you use provides value independent of the other sources. 
I will be grading on the quality of your sources and your knowledge of them – I do not recommend waiting until last minute. This assignment is due Friday by 11:59pm.
You can visit the following links for additional information/assistance: 
https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/annotated_bibliography_samples.html
https://www.easybib.com/guides/citation-guides/mla-format/annotated-bibliography-format-mla/

For this assignment, you will choose a historical “game-changer” individual related to the scope of our course on African American history from the 16th century to the present. I will write a paper on Fred Hampton, leader of the Black Panther Party.
Game changers are individuals who:
stepped outside or surpassed clearly defined roles or societal expectations
bravely or fiercely defied the odds
left a significant and lasting impact on history, for better or worse. 
Students will develop an outline to help plan critical sections of the paper. Although your paper may change directions slightly as you write, this activity will allow you to get feedback from your instructor on each section of the paper, including the thesis statement, overall plan, and logistical framework. Also, you will gain practice using APA format, which is the style in which you will draft your paper.  
Draft a single-sentence thesis statement that makes a clear and unique argument about your game-changer individual. The thesis should not be purely descriptive of their life but should make a central claim about the larger historical context, impact, or one piece of their life that you want to focus on.
Once you have considered how you will organize your ideas and align research, fill out the Outline Template (ATTACHED). All ideas must be written in your own words. 
Attached, along with the outline, are the sources I will use for my paper. 
This YouTube link is a source as well. 
www.youtube.com/watch?v=Ft3wOPEd28k&t=38s (FRED HAMPTON INTERVIEW OCTOBER 9TH 1969)

This IS MLA PLEASE USE THAT FORMAT – SEE ATTACHED DOCUMENTS. Outline of Final Project Due THIS IS THE OUTLINE OF WHAT YOU WILL FOLLOW TO WRITE THE PAPER. WITH ALL THE INFORMATION BELOW REGARDING THE 911 MATERIAL PROVIDED I am not sure what you did but it is not correct. The outline should be on all the information provided below. I provided links the proposal of the paper. The outline is for what is in this paper and the attachments provided. Feedback from the teacher: What is the Information? What is the thesis?
Why bold and in italics?
Follow MLA rules
Submit a 1 to 2 page outline of your final oral history project. This should NOT be a breakdown of each paragraph or page, but simply an overall structure of the topics, flow and ideas of the project. Use it as the basic scaffolding or skeletal structure of the essay/project.
Begin with the thesis, and end with the conclusion.
Topic
Proposal
Our Family’s 9/11 Journey: Targeting Memories, the impact on family members, and our Different Perspectives within Different Generations within my household. This will be a personal account of my family’s journey remembering 911.These are very intimate experiences and thoughts surrounding my family’s memories directly touched by the events of 9/11. Each family member has a unique story and experience to share. I will focus on my grandmother, mother, brother, and grandfather, each at different stages of life during that unforgettable day. Through emotional conversations, I will try to uncover the emotions, memories, and reflections that have changed their lives in the aftermath of September 11, 2001.
Analytics:
Emotional Conversations and Strategies for coping with the aftermath: I will analyze the emotional responses of each family member and their experiences from that day, with focus on the high emotions, of fear, shock and confusion. I will seek to understand how they learned to heal from the events. Different Generations and Perspectives: Using direct and honest conversations, I plan to understand how all family members during different stages of their lives perceived and understood the events, focusing on age, cultural, and personal beliefs.
Younger Generations: My focus will extend to exploring the effects of 9/11 on my older brother, who was a student in elementary school at the time. I plan to discuss lockdowns and terrorism in schools. I want to understand how these experiences shaped his worldview.
Grandfather’s View and the trip to the Museum: This area will focus on my grandfather’s memories from the family visit to the museum, particularly as he viewed artifacts from the historic day providing a personal insight into his views and how it shed light on his life and memories regarding this event.
Resources:
Primary resources will be interviews with my grandmother, mother, brother, and grandfather. Their firsthand accounts will offer genuine and personal insights into the emotions, memories, and reflections that shaped their lives during this event.
Overall, this research will blend personal narratives with pictures and documentary evidence from the event, sharing an account of our family’s memories, the impact on individual family members, and the diverse perspectives within different generations within our household.
Outline of Final Project Due
Submit a 1 to 2 page outline of your final oral history project. This should NOT be a breakdown of each paragraph or page, but simply an overall structure of the topics, flow and ideas of the project. Use it as the basic scaffolding or skeletal structure of the essay/project.
Begin with the thesis, and end with the conclusion.
WHAT YOU PROVIDED IS THE STEPS TO DOING AN OUTLINE THIS IS WRONG THIS DOESN’T FOCUSON THE PAPER AT ALL. Student’s Name
Professor
Course
Date An Outline of Final Oral History Project
I. Introduction A. Present the oral history project’s background information.
i. Provide background information about the project and rationale (Sommer and Quinlan).
ii. Discuss the historical or cultural context.
B. Discuss the importance of oral history as a research tool.
i. Explain what it entails to maintain personal accounts.
ii. Emphasize its value in providing alternative viewpoints (Cole).
C. Summarize the thesis statement introducing the central topic of the project.
i. Convey the main point.
ii. Recap the project’s core issues or goal.
II. Methodology
A. Present a general idea of oral history as a research method.
i. Describe the concept and function of oral history (Cole).
ii. Indicate its techniques and applications.
B. Explicate how oral history helps in this project. i. Rationalize the applicability of oral history (Hajek and Davis).
ii. Explain its benefits towards the aims of the project.
C. Highlight the steps and methods applied in the interview
i. Provide instructions on how to conduct interviews (Janesick).
ii. Describe the methods used to gather oral narratives.
III. Participant Selection
A. Describe the criteria for choosing interviewees.
i. Outline distinct criteria for participant eligibility (Janesick).
ii. List specific features connected with research.
B. Address diversity and representation issues among participants.
i. Inform about the need for inclusiveness.
ii. Identify a mechanism for engaging diverse groups.
C. Discuss the issues learned in participant recruitment and selection.
i. Identify challenges in recruiting participants (Janesick).
ii. Propose solutions to hinder recruiting.
IV. Interview Preparation
A. Preparation and scheduling of interviews
i. Designate timing and delegate logistics for interviews (Janesick).
ii. Provide clear communication for the participants.
B. Ensuring the provision of informed consent from participants.
i. Brief the overall aim and methodology of the interview.
ii. Educate the participants to know their rights and respective roles.
C. Execution of interviews set up (place, appliances).
i. Plan appropriate interview venues.
ii. Arrange the recording facilities and the required apparatus.
V. Themes and Topic Covered
A. Identification of significant issues.
i. Find the occurrence of repetitive themes or areas.
ii. Highlight the threads common to participants’ narratives (Cole).
B. Overview of the main themes discussed by attendants.
i. Give a general descriiption of the main themes discussed.
ii. Defining the significant problems.
C. Examine the role of the identified themes.
i. Consider the relevance of the themes identified to the project objectives. ii. Elaborate how these themes foster a profound insight into the message.
VI. Data Analysis
A. Outline the tools used for the interview analysis.
i. Highlight data coding and categorization methods.
ii. Summarize the qualitative analysis approaches used.
B. Interpret numbers and note any patterns or trends.
i. Breakdown interview responses in terms of similarities.
ii. Get specific answers from the data.
C. Present obstacles and constraints came up in the course of my analysis.
i. Consider problems like data accuracy and authenticity (Hajek and Davis).
ii. Consider limitations, for instance, time and money.
VII. Presentation of Findings
A. Explore how to present the oral history project.
i. Formulate the way to make project outcomes public.
ii. Choose the medium
B. Consider the audience participation accessibility and presentation.
i. Adjust the presentation for the chosen audience to make an impact (Janesick).
ii. Keep in mind all types of people with their particular preferences.
C. Incorporate interviews and quotes that represent the findings.
i. Using quotes from interviews directly to help support the findings.
ii. Use excerpts to provide primary accounts and enrich the narration.
VIII. Reflection and Conclusion
i. Highlight the main findings and the learning outcomes.
ii. Prepare a summary of the main findings and discussions.
iii. Assess the effectiveness of the methodology.
iv. Consider challenges faced and strategies employed.
v. Explore broader implications beyond the project scope.
vi. Suggest avenues for future action.
Works Cited
Cole, Stephanie, et al. “Oral History and the Historical Process.” How History is Made: A Student’s Guide to Reading, Writing, and Thinking in the Discipline, uta.pressbooks.pub/historicalresearch/chapter/oral-history/. Accessed 20 Apr. 2024.
Hajek, Andrea, and Angela Davis. “Oral History.” International Encyclopedia of the Social & Behavioral Sciences, 2nd ed., ScienceDirect, 2015, pp. 284-290, www.sciencedirect.com/science/article/abs/pii/B978008097086862161X?via%3Dihub. Accessed 20 Apr. 2024.
Janesick, Valerie J. “Oral History Interviewing with Purpose and Critical Awareness.” The Oxford Handbook of Qualitative Research, 2020, pp. 457-479.
Sommer, Barbara W., and Mary K. Quinlan. Introduction to Oral History. Rowman & Littlefield, 2018.

The oral final exam will be based on your ability to respond to the “focus questions” at the beginning of two (2) chapters of Worlds Together, Worlds Apart of your choice. In advance, I advise you to prepare answers to the focus questions in the chapters that most interest you: you should have specific examples that you can use to answer the questions.  Thus, for instance, if you were to answer a question about the “ways the Mongol Empire influenced peoples and places in Eurasia” in Chapter 10, be prepared to thoroughly explain examples like the Mongols in China or the Mongols in the Abbasid Baghdad.

Write a speech about the Fukushima incident PROJECT, write the content of slides 6 and 7, and at the end, it is best to summarize the content in simple words that can correspond to the production of slides
Slide 6: International Reactions and Lessons Learned
-Analyzes the global response to the Fukushima accident, including changes in nuclear energy policy. 
-Presents key lessons learned from the Fukushima accident and recommendations for the future of nuclear safety. 
Slide 7:Current Status and Future Outlook 
-Update the current status and future plans for the Fukushima nuclear power plant. 
↓● Discuss the role and challenges of nuclear energy in the global energy mix.
resource link：https://www.youtube.com/watch?v=cdwGshdfBOU

https://worldatwar.abc-clio.com/Search/Display/757390?terms=gettysburg+address&sTypeId=2
https://worldatwar.abc-clio.com/Search/Display/757390?terms=gettysburg+address&sTypeId=2

Evaluate the extent to which Asion migrant laborers adapted to the cultures of the regions they migrated to during the period 1850-1930 using the following documents:

In your assigned reading for this week was a series of Primary Source Documents. For your first short paper assignment, write a two page, properly formatted paper (MLA format, 12 point, double spaced, etc…) about the Sharecropping Agreement (the document is in the module right below the assignment)
sharecroppingagreement.png
Describe what type of relationship that this agreement creates between the sharecropper and the landlord. Consider the following aspects of this relationship: Who is subordinate and why?
What responsibilities does each party have?
What penalties are there for non performance for each party?
What does each party to the contract want out this agreement?
How does sharecropping fit into the larger process of Reconstruction?
Please use the source when writing this paper, it is much better to SHOW me what the source says then by quoting it then to TELL me what the source says by describing it.
You may not use Chat GPT or any other AI tool to produce the text of this paper (it will also not do you any good as the paper requires analysis).
Please submit your paper by the due date.