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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

Overview
The purpose of this discussion is to understand the differing points of view regarding the flapper lifestyle during the Roaring Twenties.

Instructions
For this discussion, review your readings for Unit 8 and read the following instructions carefully. Feel free to do research outside the course if you'd like other points of view.

All have their own opinions regarding the flapper lifestyle. Each group will answer the following questions:
How would your character describe the flapper lifestyle?
Do their opinions represent that they advocate for progressive change or the preservation of traditional American values?

To form groups, students with last names beginning with A-F will take the role of the flapper. Students with last names beginning with G-L will take the role of her parents. Students with last names beginning with M-S will take the role of the male jazz artist. Students with the last names beginning with T-Z will take the role of the young male farmer.

Be sure to put yourself in the shoes of the person you are speaking for -- try to imagine how that person felt, what their ideals were, what they thought was good or right or appropriate at the time, even if you personally do not feel that way. Remember, history is not about you; it is about what people knew and felt and believed in the past, based on different knowledge than you and other modern people have about what happened later.

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, and refer to your Introduction to Critical Thinking and the How to Read History Sources modules for a review of how to view primary sources).

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 Thinking about History Module for a review of critical thinking).

module three discussion the flapper.docx

Overview
The purpose of this discussion is to express your understanding of the famous Supreme Court case Plessy v. Ferguson and how it affected the African American community.
Instructions

For this discussion, review your readings for Unit 4 and read the following scenario carefully. Feel free to do research outside the course if you'd like other points of view.
It's the year 1900, and you are a 40-year-old African American citizen born and raised in New Orleans, Louisiana. You purchase a first-class ticket for a railway ride to Baton Rouge. You find your seat in the first-class area as the train prepares to depart. A conductor asks you to produce your ticket. You hand him the ticket and wait. After reviewing your ticket, the conductor informs you that as an African American, you must sit in the second-class area only, based on the Railway Separation Act and Plessy v. Ferguson.

How would you respond to the conductor's actions? Try to put yourself in the shoes of someone in the past -- think about what their life was like, what their behavior and outlook might be. Try to justify your response by describing that life and outlook.
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 the How to Read History Sources modules for a review of how to read primary sources).

discussion on plessy vs ferguson.docx

M1 Assignment: Research Paper Topic Instructions
Overview
For this assignment, you will write a short paper about the topic you think you might like for your final paper. Your final paper will be a 6-8 page argumentative essay on a social justice theme in US History from 1865 to 2019 and will be due in Module 5 at the end of this semester.
Instructions

Review the How to Find a Research Paper Topic lesson for help in selecting a topic for your final project.
Review the Instructions for the final project to know what the end goal of the research paper will require. You should also read the Social Justice Handout.
When you settle on a topic, write a short essay to describe your project. Make sure you
    Give the proposed title of the paper.
    Describe the main era (dates) and people you want to examine.
    Discuss how you think you can find sources
    Describe any difficulties you are having with your project.

Your topic paper should be 300-500 words long, double-spaced, 12 pt. font size.
Please review the Topic Paper Rubric in the course resources module in the course content area.
Submit your topic paper to the M1 Unit 3 Assignment 1: Topic Paper Assignment Folder. See the Schedule and Course Rubrics in the Syllabus Module for due dates and grading information.
My course tutor writers are experts in writing all types of research papers.

research topic selection.docx