Gun control
Discuss the topic and detail how the topic applies to the student as an individual or to our state or nation as a whole. Discuss why the topic is newsworthy. Give your opinions and discuss why you have those opinions.
Category: History
What if the bottom falls out? How can you prepare and protect yourself for bad times based on lessons learned from the Great Recession of 2008 and the Great Depression?
Facing economic change
The pace of economic and workplace change is faster than ever. How have people been affected by such changes in the past and how have they adapted? What lessons can we learn for success in the modern workplace to deal with the changes that might occur down the road?
What if the bottom falls out? How can you prepare and protect yourself for bad times based on lessons learned from the Great Recession of 2008 and the Great Depression?
What happens when the workplace changes? How can people adjust when the workplace changes and what lessons can we learn from the U.S. Industrial Revolution and the Information Age?
What evidence provides the strongest support for your argument?
What evidence provides the weakest support for your argument, or even opposes your argument?
How will you use this evidence to make an argument about your issue?
What roles did men have in Huron society? What roles did women have?One historian has called Huron society a female dominated society. Do you agree, did the women have the power? Why or why not?
Answer the questions below. Your answers should make specific references to the assigned sources.
1) Who ruled Huron societies? How and why was that person chosen to be leader?
2) What roles did men have in Huron society? What roles did women have?
3) One historian has called Huron society a female dominated society. Do you agree, did the women have the power? Why or why not?
4) What could women do or not do in Western societies like the US?
5) How were women’s roles the same or different in the two societies?
Used included sources
Why did some states refuse to allow women the right to vote while other states did not?Discuss
The Women Suffrage Movement
Research Question:
Why did some states refuse to allow women the right to vote while other states did not?Discuss
How do these men justify slavery? Or what points do they make about the need to abolish slavery? Should the emancipated slaves remain “on-soil,” that is, in the United States?
Take a Stand on Slavery
Focus Questions:
1. What stereotypes do these documents promote about African-Americans?
2. How do these men justify slavery? Or what points do they make about the need to abolish slavery? Should the emancipated slaves remain “on-soil,” that is, in the United States?
3. How do these men envision civilized society and slavery’s place in it? What remarks do the abolitionists make about the conditions under which the slaves worked and lived? The pro-slavery writers?
4. What are your impressions about the attitudes these men had about slavery, whether they were slavery proponents or abolitionists?
5. In what ways are the arguments of these men reflective of racial prejudice?
Highlight and discuss at least three (3) concepts or episodes from Herland which link to real-world aspects of early 20th century Progressivism. Be sure to carefully cite examples from Herland and any outside sources used, using footnotes.
The Progressivism of Herland
Carefully read Herland by Charotte Perkins Gilman. Then, in a 3-5 page essay answer the following questions:
Charolotte Perkins Gilman’s Herland is one of many noteworthy utopian fiction works written during the Progressive Era of the early 20th century. As such, Herland portrays and builds upon several Progressive and feminist ideals from that era.
Highlight and discuss at least three (3) concepts or episodes from Herland which link to real-world aspects of early 20th century Progressivism. Be sure to carefully cite examples from Herland and any outside sources used, using footnotes.
Identify a couple/few of the main themes/motifs that characterize the period in general.
The Gilded Era
THE GILDED AGE (1865-1898)
theme/motif 1: political, social, and economic corruption
theme/motif 2: westward social expansion
DEFINE = Explain the meaning and origin of the name of the period; explain the significance of the beginning and ending (i.e., bookend) dates (years) of the period. (I’ve given specific dates above, but keep in mind that the bookend dates for a period are sometimes general or controversial.)
CHARACTERIZE = Identify a couple/few of the main themes/motifs that characterize the period in general.
EXEMPLIFY = Present numerous specific examples (i.e., events, people, etc.) that are representative of the main themes/motifs of the period. Briefly explain how each example is representative of a given theme/motif.
Identify, discuss, and critically analyze the silences and mis-interpreted “facts” that the historical narrative you presented in your Infographic is based on.
This Historical Background Essay assignment is the third section of your Independent Inquiry Project.
In other words, this essay (and the research that you will do to write it) will identify, discuss, and critically analyze the silences and mis-interpreted “facts” that the historical narrative you presented in your Infographic is based on.
Life and death In medieval Europe:Discuss?
Life and death In medieval Europe:Discuss?
How do these elites resort to “Gentlemen’s History” to discredit, undermine, or otherwise neutralize opposing arguments and interpretations?
Gentlemen's History
Examine the term “Gentlemen’s History”: How has “Gentlemen’s History” affected our understanding of the key events surrounding, and our conceptions of the career of Julius Caesar, and about his allies, and his adversaries? In this vein, examine Dr.Parenti’s own treatment of Cicero as an example illustrating all aspects of Gentlemen’s History he examines.
How does Dr. Parenti’s examination of “Gentlemen’s History” shed light on socio-political realities in our own day? Drawing upon your text, how has “Gentlemen’s History” been used by current ideological, economic and political elites to preserve unequal and exploitive socio-political and socio-economic arrangements through history, and how do they continue doing so today? How do these elites resort to “Gentlemen’s History” to discredit, undermine, or otherwise neutralize opposing arguments and interpretations?