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External link to should congressional members be more ethical than schoolteachers, police officers, or college professors? should congressional members be more ethical than schoolteachers, police officers, or college professors? Show more
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should congressional members be more ethical than schoolteachers, police officers, or college professors? should congressional members be more ethical than schoolteachers, police officers, or college professors? Show more

should congressional members be more ethical than schoolteachers, police officers, or college professors?

External link to Only Chapter 25 is due tommrow Chapter 25 What was the concept of “Total War”? Discuss the idea and how it affected both civilians and soldiers. Chapter 27 There are many topics that could be discus Only Chapter 25 is due tommrow Chapter 25What was the concept of “Total War”?  Discuss the idea and how it affected both civilians and soldiers.Chapter 27There are many topics that could be discussed in this chapter covering World War II.  We are going to look at the rise of Adolf Hitler and Nationalism in Germany during this period. Here are your questions:1. What is Nationalism?  2. How did Hitler use it rise to power?3. What was the Holocaust and how does this fit with Hitler’s plan for minorities such as Jews and Gypsies?4. Do you think that something like this could ever happen again?Chapter 26What was the Great Depression?  What were the causes of the Great Depression?  Discuss at least 3 responses to the Depression from countries around the world.Chapter 28What was the Cold War?  Who were the main countries involved?  What were the competing ideas and who supported each?  How did the Berlin Wall fit into this battle? Show more
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Only Chapter 25 is due tommrow Chapter 25 What was the concept of “Total War”? Discuss the idea and how it affected both civilians and soldiers. Chapter 27 There are many topics that could be discus Only Chapter 25 is due tommrow Chapter 25What was the concept of “Total War”?  Discuss the idea and how it affected both civilians and soldiers.Chapter 27There are many topics that could be discussed in this chapter covering World War II.  We are going to look at the rise of Adolf Hitler and Nationalism in Germany during this period. Here are your questions:1. What is Nationalism?  2. How did Hitler use it rise to power?3. What was the Holocaust and how does this fit with Hitler’s plan for minorities such as Jews and Gypsies?4. Do you think that something like this could ever happen again?Chapter 26What was the Great Depression?  What were the causes of the Great Depression?  Discuss at least 3 responses to the Depression from countries around the world.Chapter 28What was the Cold War?  Who were the main countries involved?  What were the competing ideas and who supported each?  How did the Berlin Wall fit into this battle? Show more

Only Chapter 25 is due tommrow Chapter 25 What was the concept of “Total War“? Discuss the idea and how it affected both civilians and soldiers. Chapter 27 There are many topics that could be discus

External link to Based on The Professor and the Madman, please respond to the following: What was “the Professor” trying to accomplish by creating the first OED, and what were his biggest challenges? Was the goal of t Based on The Professor and the Madman, please respond to the following: What was “the Professor” trying to accomplish by creating the first OED, and what were his biggest challenges? Was the goal of this project achievable? Please respond to this in a 4-5 page paper, 12 point font, double spaced. Your paper should have a thesis that tells your reader what you are arguing. The thesis should come in the introduction. You must support your argument with a minimum of five examples/quotes from the text. Your analysis should explain how/why your examples support your argument. Please cite your quotes using parentheses. For example, “……” (4).  Show more
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Based on The Professor and the Madman, please respond to the following: What was “the Professor” trying to accomplish by creating the first OED, and what were his biggest challenges? Was the goal of t Based on The Professor and the Madman, please respond to the following: What was “the Professor” trying to accomplish by creating the first OED, and what were his biggest challenges? Was the goal of this project achievable? Please respond to this in a 4-5 page paper, 12 point font, double spaced. Your paper should have a thesis that tells your reader what you are arguing. The thesis should come in the introduction. You must support your argument with a minimum of five examples/quotes from the text. Your analysis should explain how/why your examples support your argument. Please cite your quotes using parentheses. For example, “……” (4).  Show more

Based on The Professor and the Madman, please respond to the following: What was “the Professor” trying to accomplish by creating the first OED, and what were his biggest challenges? Was the goal of t

External link to Based on The Professor and the Madman, please respond to the following: What was “the Professor” trying to accomplish by creating the first OED, and what were his biggest challenges? Was the goal of t Based on The Professor and the Madman, please respond to the following: What was “the Professor” trying to accomplish by creating the first OED, and what were his biggest challenges? Was the goal of this project achievable? Please respond to this in a 4-5 page paper, 12 point font, double spaced. Your paper should have a thesis that tells your reader what you are arguing. The thesis should come in the introduction. You must support your argument with a minimum of five examples/quotes from the text. Your analysis should explain how/why your examples support your argument. Please cite your quotes using parentheses. For example, “……” (4).  Show more
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Based on The Professor and the Madman, please respond to the following: What was “the Professor” trying to accomplish by creating the first OED, and what were his biggest challenges? Was the goal of t Based on The Professor and the Madman, please respond to the following: What was “the Professor” trying to accomplish by creating the first OED, and what were his biggest challenges? Was the goal of this project achievable? Please respond to this in a 4-5 page paper, 12 point font, double spaced. Your paper should have a thesis that tells your reader what you are arguing. The thesis should come in the introduction. You must support your argument with a minimum of five examples/quotes from the text. Your analysis should explain how/why your examples support your argument. Please cite your quotes using parentheses. For example, “……” (4).  Show more

Based on The Professor and the Madman, please respond to the following: What was “the Professor” trying to accomplish by creating the first OED, and what were his biggest challenges? Was the goal of t

External link to Please follow the directions below: 1. Watch the following film: Many Rivers to Cross: Into the Fire 1861-1897 Click Here (https://fod-infobase-com.portalproxy.mccd.edu/p_ViewVideo.aspx?xtid=5875 Please follow the directions below:1. Watch the following film: Many Rivers to Cross: Into the Fire 1861-1897     Click Here (https://fod-infobase-com.portalproxy.mccd.edu/p_ViewVideo.aspx?xtid=58759) (login : romello.presley PW: Savage13!)2. Answer the following questions in the discussion box:     A. What in your opinion was the biggest obstacle African Americans faced after the Civil War?     B. How did Convict Leasing impact the Black Community?     C. How was the failure of Reconstruction an example of Institutional Racism?     D. What did you learn in the film that impacted you most? Show more
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Please follow the directions below: 1. Watch the following film: Many Rivers to Cross: Into the Fire 1861-1897 Click Here (https://fod-infobase-com.portalproxy.mccd.edu/p_ViewVideo.aspx?xtid=5875 Please follow the directions below:1. Watch the following film: Many Rivers to Cross: Into the Fire 1861-1897     Click Here (https://fod-infobase-com.portalproxy.mccd.edu/p_ViewVideo.aspx?xtid=58759) (login : romello.presley PW: Savage13!)2. Answer the following questions in the discussion box:     A. What in your opinion was the biggest obstacle African Americans faced after the Civil War?     B. How did Convict Leasing impact the Black Community?     C. How was the failure of Reconstruction an example of Institutional Racism?     D. What did you learn in the film that impacted you most? Show more

Please follow the directions below: 1. Watch the following film: Many Rivers to Cross: Into the Fire 1861-1897 Click Here (https://fod-infobase-com.portalproxy.mccd.edu/p_ViewVideo.aspx?xtid=5875

External link to Session 1 Activity and PresentationHypothesis Generation and Testing An important step in the scientific method is forming a hypothesis. The hypothesis is formed by examining the observations carefull Session 1 Activity and PresentationHypothesis Generation and TestingAn important step in the scientific method is forming a hypothesis. The hypothesis is formed by examining the observations carefully and making an educated guess as to what the outcome might be. That hypothesis will then be tested through experimentation. This activity today illustrates the basic steps of hypothesis formation and testing.Materials NeededOne coinOnline Students:You are going to flip a coin several times and note how many heads or tails you get. You already have some idea (I bet) of what the outcome will be. Before you get started, think about the outcome you expect. Review the following steps in order to complete this activity.Use the  Session 1 Activity and Presentation Session 1 Activity and Presentation – Alternative Formats document to complete this exercise.Write down your prediction of what you think will happen if you flip a coin 30 times (i.e., how many heads versus tails will you get). You are developing a hypothesis by writing down your predictions.Now, flip your coin 30 times. Record your results as tally marks in the first row of the table.Did you get a 50:50 ratio between heads and tails? Did you get what you expected? Likely, you did not get exactly a 50:50 ratio. Was your prediction wrong? If not, revise your hypothesis and describe the issue in the “Prediction” column of the second row in the table.Flip your coin another 30 times and record your results along with your previous 30 flips. Now, what do your probabilities look like?Complete one last round of flipping your coin 30 times. How does it improve your results? What would you do to get results that are even closer to 50/50?Then create a 7-8 slide PowerPoint presentation that includes the following slides:An introduction to the activity, explaining its purpose.Your hypothesis about the outcome of the activityProcedure: How you tested and potentially revised your hypothesis (i.e., brief instructions about how the activity was performed)Provide enough information in case someone else wanted to reproduce your experiment.Your results (include your table and a brief comparison of the probabilities)If you need help creating a table in PowerPoint refer to this tutorial                                           Your conclusion (which should include discussion on the following questions)How well did your hypothesis correspond to what you actually found when you experimented?Why your results may not totally match your expectations?What variables might influence your results?How does this simple experiment apply to how experimenters in science get the best results?Note: Do not use the “notes” section at the bottom of your PowerPoint slides as this section will not be visible in Blackboard for instructors to view while grading the assignment. Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria.In-Seat Students:This activity will be completed in class. After completing the in-class activity, create a 7-8 slide PowerPoint presentation summarizing your learning in this activity. Your power point must include the following slides:An introduction to the activity, explaining its purpose and how the activity is done.Your hypothesis about the outcome of the activityHow you tested and revised your hypothesisYour results (include your table and a brief comparison of the probabilities)Your conclusion (which should include discussion on the following questions)How well did your hypothesis correspond to what you actually found when you experimented?Why your results may not totally match your expectationsHow does this simple experiment apply to how experimenters in science get the best results?Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria.Session 1 Activity and PresentationHypothesis Generation and TestingAn important step in the scientific method is forming a hypothesis. The hypothesis is formed by examining the observations carefully and making an educated guess as to what the outcome might be. That hypothesis will then be tested through experimentation. This activity today illustrates the basic steps of hypothesis formation and testing.Materials NeededOne coinOnline Students:You are going to flip a coin several times and note how many heads or tails you get. You already have some idea (I bet) of what the outcome will be. Before you get started, think about the outcome you expect. Review the following steps in order to complete this activity.Use the  Session 1 Activity and Presentation Session 1 Activity and Presentation – Alternative Formats document to complete this exercise.Write down your prediction of what you think will happen if you flip a coin 30 times (i.e., how many heads versus tails will you get). You are developing a hypothesis by writing down your predictions.Now, flip your coin 30 times. Record your results as tally marks in the first row of the table.Did you get a 50:50 ratio between heads and tails? Did you get what you expected? Likely, you did not get exactly a 50:50 ratio. Was your prediction wrong? If not, revise your hypothesis and describe the issue in the “Prediction” column of the second row in the table.Flip your coin another 30 times and record your results along with your previous 30 flips. Now, what do your probabilities look like?Complete one last round of flipping your coin 30 times. How does it improve your results? What would you do to get results that are even closer to 50/50?Then create a 7-8 slide PowerPoint presentation that includes the following slides:An introduction to the activity, explaining its purpose.Your hypothesis about the outcome of the activityProcedure: How you tested and potentially revised your hypothesis (i.e., brief instructions about how the activity was performed)Provide enough information in case someone else wanted to reproduce your experiment.Your results (include your table and a brief comparison of the probabilities)If you need help creating a table in PowerPoint refer to this tutorial                                           Your conclusion (which should include discussion on the following questions)How well did your hypothesis correspond to what you actually found when you experimented?Why your results may not totally match your expectations?What variables might influence your results?How does this simple experiment apply to how experimenters in science get the best results?Note: Do not use the “notes” section at the bottom of your PowerPoint slides as this section will not be visible in Blackboard for instructors to view while grading the assignment. Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria.In-Seat Students:This activity will be completed in class. After completing the in-class activity, create a 7-8 slide PowerPoint presentation summarizing your learning in this activity. Your power point must include the following slides:An introduction to the activity, explaining its purpose and how the activity is done.Your hypothesis about the outcome of the activityHow you tested and revised your hypothesisYour results (include your table and a brief comparison of the probabilities)Your conclusion (which should include discussion on the following questions)How well did your hypothesis correspond to what you actually found when you experimented?Why your results may not totally match your expectationsHow does this simple experiment apply to how experimenters in science get the best results?Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria.Session 1 Activity and PresentationHypothesis Generation and TestingAn important step in the scientific method is forming a hypothesis. The hypothesis is formed by examining the observations carefully and making an educated guess as to what the outcome might be. That hypothesis will then be tested through experimentation. This activity today illustrates the basic steps of hypothesis formation and testing.Materials NeededOne coinOnline Students:You are going to flip a coin several times and note how many heads or tails you get. You already have some idea (I bet) of what the outcome will be. Before you get started, think about the outcome you expect. Review the following steps in order to complete this activity.Use the  Session 1 Activity and Presentation Session 1 Activity and Presentation – Alternative Formats document to complete this exercise.Write down your prediction of what you think will happen if you flip a coin 30 times (i.e., how many heads versus tails will you get). You are developing a hypothesis by writing down your predictions.Now, flip your coin 30 times. Record your results as tally marks in the first row of the table.Did you get a 50:50 ratio between heads and tails? Did you get what you expected? Likely, you did not get exactly a 50:50 ratio. Was your prediction wrong? If not, revise your hypothesis and describe the issue in the “Prediction” column of the second row in the table.Flip your coin another 30 times and record your results along with your previous 30 flips. Now, what do your probabilities look like?Complete one last round of flipping your coin 30 times. How does it improve your results? What would you do to get results that are even closer to 50/50?Then create a 7-8 slide PowerPoint presentation that includes the following slides:An introduction to the activity, explaining its purpose.Your hypothesis about the outcome of the activityProcedure: How you tested and potentially revised your hypothesis (i.e., brief instructions about how the activity was performed)Provide enough information in case someone else wanted to reproduce your experiment.Your results (include your table and a brief comparison of the probabilities)If you need help creating a table in PowerPoint refer to this tutorial                                           Your conclusion (which should include discussion on the following questions)How well did your hypothesis corresponds to what you actually found when you experimented?Why your results may not totally match your expectations?What variables might influence your results?How does this simple experiment apply to how experimenters in science get the best results?Note: Do not use the “notes” section at the bottom of your PowerPoint slides as this section will not be visible in Blackboard for instructors to view while grading the assignment. Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria.In-Seat Students:This activity will be completed in class. After completing the in-class activity, create a 7-8 slide PowerPoint presentation summarizing your learning in this activity. Your powerpoint must include the following slides:An introduction to the activity, explaining its purpose and how the activity is done.Your hypothesis about the outcome of the activityHow you tested and revised your hypothesisYour results (include your table and a brief comparison of the probabilities)Your conclusion (which should include discussion on the following questions)How well did your hypothesis corresponds to what you actually found when you experimented?Why your results may not totally match your expectationsHow does this simple experiment apply to how experimenters in science get the best results?Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria. Show more
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Session 1 Activity and PresentationHypothesis Generation and Testing An important step in the scientific method is forming a hypothesis. The hypothesis is formed by examining the observations carefull Session 1 Activity and PresentationHypothesis Generation and TestingAn important step in the scientific method is forming a hypothesis. The hypothesis is formed by examining the observations carefully and making an educated guess as to what the outcome might be. That hypothesis will then be tested through experimentation. This activity today illustrates the basic steps of hypothesis formation and testing.Materials NeededOne coinOnline Students:You are going to flip a coin several times and note how many heads or tails you get. You already have some idea (I bet) of what the outcome will be. Before you get started, think about the outcome you expect. Review the following steps in order to complete this activity.Use the  Session 1 Activity and Presentation Session 1 Activity and Presentation – Alternative Formats document to complete this exercise.Write down your prediction of what you think will happen if you flip a coin 30 times (i.e., how many heads versus tails will you get). You are developing a hypothesis by writing down your predictions.Now, flip your coin 30 times. Record your results as tally marks in the first row of the table.Did you get a 50:50 ratio between heads and tails? Did you get what you expected? Likely, you did not get exactly a 50:50 ratio. Was your prediction wrong? If not, revise your hypothesis and describe the issue in the “Prediction” column of the second row in the table.Flip your coin another 30 times and record your results along with your previous 30 flips. Now, what do your probabilities look like?Complete one last round of flipping your coin 30 times. How does it improve your results? What would you do to get results that are even closer to 50/50?Then create a 7-8 slide PowerPoint presentation that includes the following slides:An introduction to the activity, explaining its purpose.Your hypothesis about the outcome of the activityProcedure: How you tested and potentially revised your hypothesis (i.e., brief instructions about how the activity was performed)Provide enough information in case someone else wanted to reproduce your experiment.Your results (include your table and a brief comparison of the probabilities)If you need help creating a table in PowerPoint refer to this tutorial                                           Your conclusion (which should include discussion on the following questions)How well did your hypothesis correspond to what you actually found when you experimented?Why your results may not totally match your expectations?What variables might influence your results?How does this simple experiment apply to how experimenters in science get the best results?Note: Do not use the “notes” section at the bottom of your PowerPoint slides as this section will not be visible in Blackboard for instructors to view while grading the assignment. Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria.In-Seat Students:This activity will be completed in class. After completing the in-class activity, create a 7-8 slide PowerPoint presentation summarizing your learning in this activity. Your power point must include the following slides:An introduction to the activity, explaining its purpose and how the activity is done.Your hypothesis about the outcome of the activityHow you tested and revised your hypothesisYour results (include your table and a brief comparison of the probabilities)Your conclusion (which should include discussion on the following questions)How well did your hypothesis correspond to what you actually found when you experimented?Why your results may not totally match your expectationsHow does this simple experiment apply to how experimenters in science get the best results?Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria.Session 1 Activity and PresentationHypothesis Generation and TestingAn important step in the scientific method is forming a hypothesis. The hypothesis is formed by examining the observations carefully and making an educated guess as to what the outcome might be. That hypothesis will then be tested through experimentation. This activity today illustrates the basic steps of hypothesis formation and testing.Materials NeededOne coinOnline Students:You are going to flip a coin several times and note how many heads or tails you get. You already have some idea (I bet) of what the outcome will be. Before you get started, think about the outcome you expect. Review the following steps in order to complete this activity.Use the  Session 1 Activity and Presentation Session 1 Activity and Presentation – Alternative Formats document to complete this exercise.Write down your prediction of what you think will happen if you flip a coin 30 times (i.e., how many heads versus tails will you get). You are developing a hypothesis by writing down your predictions.Now, flip your coin 30 times. Record your results as tally marks in the first row of the table.Did you get a 50:50 ratio between heads and tails? Did you get what you expected? Likely, you did not get exactly a 50:50 ratio. Was your prediction wrong? If not, revise your hypothesis and describe the issue in the “Prediction” column of the second row in the table.Flip your coin another 30 times and record your results along with your previous 30 flips. Now, what do your probabilities look like?Complete one last round of flipping your coin 30 times. How does it improve your results? What would you do to get results that are even closer to 50/50?Then create a 7-8 slide PowerPoint presentation that includes the following slides:An introduction to the activity, explaining its purpose.Your hypothesis about the outcome of the activityProcedure: How you tested and potentially revised your hypothesis (i.e., brief instructions about how the activity was performed)Provide enough information in case someone else wanted to reproduce your experiment.Your results (include your table and a brief comparison of the probabilities)If you need help creating a table in PowerPoint refer to this tutorial                                           Your conclusion (which should include discussion on the following questions)How well did your hypothesis correspond to what you actually found when you experimented?Why your results may not totally match your expectations?What variables might influence your results?How does this simple experiment apply to how experimenters in science get the best results?Note: Do not use the “notes” section at the bottom of your PowerPoint slides as this section will not be visible in Blackboard for instructors to view while grading the assignment. Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria.In-Seat Students:This activity will be completed in class. After completing the in-class activity, create a 7-8 slide PowerPoint presentation summarizing your learning in this activity. Your power point must include the following slides:An introduction to the activity, explaining its purpose and how the activity is done.Your hypothesis about the outcome of the activityHow you tested and revised your hypothesisYour results (include your table and a brief comparison of the probabilities)Your conclusion (which should include discussion on the following questions)How well did your hypothesis correspond to what you actually found when you experimented?Why your results may not totally match your expectationsHow does this simple experiment apply to how experimenters in science get the best results?Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria.Session 1 Activity and PresentationHypothesis Generation and TestingAn important step in the scientific method is forming a hypothesis. The hypothesis is formed by examining the observations carefully and making an educated guess as to what the outcome might be. That hypothesis will then be tested through experimentation. This activity today illustrates the basic steps of hypothesis formation and testing.Materials NeededOne coinOnline Students:You are going to flip a coin several times and note how many heads or tails you get. You already have some idea (I bet) of what the outcome will be. Before you get started, think about the outcome you expect. Review the following steps in order to complete this activity.Use the  Session 1 Activity and Presentation Session 1 Activity and Presentation – Alternative Formats document to complete this exercise.Write down your prediction of what you think will happen if you flip a coin 30 times (i.e., how many heads versus tails will you get). You are developing a hypothesis by writing down your predictions.Now, flip your coin 30 times. Record your results as tally marks in the first row of the table.Did you get a 50:50 ratio between heads and tails? Did you get what you expected? Likely, you did not get exactly a 50:50 ratio. Was your prediction wrong? If not, revise your hypothesis and describe the issue in the “Prediction” column of the second row in the table.Flip your coin another 30 times and record your results along with your previous 30 flips. Now, what do your probabilities look like?Complete one last round of flipping your coin 30 times. How does it improve your results? What would you do to get results that are even closer to 50/50?Then create a 7-8 slide PowerPoint presentation that includes the following slides:An introduction to the activity, explaining its purpose.Your hypothesis about the outcome of the activityProcedure: How you tested and potentially revised your hypothesis (i.e., brief instructions about how the activity was performed)Provide enough information in case someone else wanted to reproduce your experiment.Your results (include your table and a brief comparison of the probabilities)If you need help creating a table in PowerPoint refer to this tutorial                                           Your conclusion (which should include discussion on the following questions)How well did your hypothesis corresponds to what you actually found when you experimented?Why your results may not totally match your expectations?What variables might influence your results?How does this simple experiment apply to how experimenters in science get the best results?Note: Do not use the “notes” section at the bottom of your PowerPoint slides as this section will not be visible in Blackboard for instructors to view while grading the assignment. Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria.In-Seat Students:This activity will be completed in class. After completing the in-class activity, create a 7-8 slide PowerPoint presentation summarizing your learning in this activity. Your powerpoint must include the following slides:An introduction to the activity, explaining its purpose and how the activity is done.Your hypothesis about the outcome of the activityHow you tested and revised your hypothesisYour results (include your table and a brief comparison of the probabilities)Your conclusion (which should include discussion on the following questions)How well did your hypothesis corresponds to what you actually found when you experimented?Why your results may not totally match your expectationsHow does this simple experiment apply to how experimenters in science get the best results?Click on the Session 1 Activity and Presentation link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria. Show more

Session 1 Activity and PresentationHypothesis Generation and Testing An important step in the scientific method is forming a hypothesis. The hypothesis is formed by examining the observations carefull

External link to For these dropbox reading response questions, please attach your pdf file in the submission box. –Using your text as the source, answer each of the following questions in a minimum of 4-6 sentences. For these dropbox reading response questions, please attach your pdf file in the submission box. –Using your text as the source, answer each of the following questions in a minimum of 4-6 sentences.  Be sure to cite the pages from the text where you find your answer.  Each question counts as a percentage of the assignment.  If you fail to complete a question, then that percentage will automatically be deducted from the grade.–Please see the rubric for how these will be graded.1. How did the experience of total war affect the power of labor unions?2. What was the Schlieffen Plan, and why did it fail?3. Why was Article 231 of the Versailles Treaty, the “war guilt clause,” so controversial?4. Describe the impact of new military technology on the fighting during World War I.5.The end of the First World War was accompanied by revolutions and revolutionary activity throughout Europe. Describe this activity and identify its causes. How can we explain the failure of the several radical revolutionary actions that took place outside Russia?-History.com guide to World War I https://www.history.com/topics/world-war-i/world-war-i-history- Britannica.com guide to World War I  – https://www.britannica.com/event/World-War-I- Crash Course on World War I https://youtu.be/Cd2ch4XV84s – the beginning–https://youtu.be/_pFCpKtwCkI  Overview of the War– Khan Academy has a fantastic series on World War I  – Here is a link to the playlist with all of those videos https://www.youtube.com/playlist?list=PL65yzdk1vCws3QpGeU3k5mFJooJ9addS6 Show more
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For these dropbox reading response questions, please attach your pdf file in the submission box. –Using your text as the source, answer each of the following questions in a minimum of 4-6 sentences. For these dropbox reading response questions, please attach your pdf file in the submission box. –Using your text as the source, answer each of the following questions in a minimum of 4-6 sentences.  Be sure to cite the pages from the text where you find your answer.  Each question counts as a percentage of the assignment.  If you fail to complete a question, then that percentage will automatically be deducted from the grade.–Please see the rubric for how these will be graded.1. How did the experience of total war affect the power of labor unions?2. What was the Schlieffen Plan, and why did it fail?3. Why was Article 231 of the Versailles Treaty, the “war guilt clause,” so controversial?4. Describe the impact of new military technology on the fighting during World War I.5.The end of the First World War was accompanied by revolutions and revolutionary activity throughout Europe. Describe this activity and identify its causes. How can we explain the failure of the several radical revolutionary actions that took place outside Russia?-History.com guide to World War I https://www.history.com/topics/world-war-i/world-war-i-history- Britannica.com guide to World War I  – https://www.britannica.com/event/World-War-I- Crash Course on World War I https://youtu.be/Cd2ch4XV84s – the beginning–https://youtu.be/_pFCpKtwCkI  Overview of the War– Khan Academy has a fantastic series on World War I  – Here is a link to the playlist with all of those videos https://www.youtube.com/playlist?list=PL65yzdk1vCws3QpGeU3k5mFJooJ9addS6 Show more

For these dropbox reading response questions, please attach your pdf file in the submission box. –Using your text as the source, answer each of the following questions in a minimum of 4-6 sentences.

External link to In a world without TV or the Internet, the printed word was the only real way to transmit ideas over large distances, and newspapers were the preferred way to gain information. In politics, cartoons In a world without TV or the Internet, the printed word was the only real way to transmit ideas over large distances, and newspapers were the preferred way to gain information.  In politics, cartoons were used to get across the ideas of the various political parties.  Thus, during this time political cartoons were very important for parties to get their message out to the masses.  Using the Internet, find five political cartoons from this period (post-Revolution early America through the time before the Civil War).  Put them into a PowerPoint presentation, with an explanation of what each one shows and what it was trying to say.  On the last slide, tell me why you think political cartoons continue to be a popular and effective way to get a point across.  (By the way, I have heard it said that political cartoons are no longer effective, but they are: memes can be political cartoons too.)Use scholarly websites for this assignment and avoid use of other websites such as Pinterest. Your textbook is not an Internet Source.For your five examples, please only use political cartoons from the time period we are studying, I do NOT want to see any from today.   Nor do I want to see current cartoons written about past events.Remember, every slide should include Chicago Style citations for both the image and the information on it! Show more
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In a world without TV or the Internet, the printed word was the only real way to transmit ideas over large distances, and newspapers were the preferred way to gain information. In politics, cartoons In a world without TV or the Internet, the printed word was the only real way to transmit ideas over large distances, and newspapers were the preferred way to gain information.  In politics, cartoons were used to get across the ideas of the various political parties.  Thus, during this time political cartoons were very important for parties to get their message out to the masses.  Using the Internet, find five political cartoons from this period (post-Revolution early America through the time before the Civil War).  Put them into a PowerPoint presentation, with an explanation of what each one shows and what it was trying to say.  On the last slide, tell me why you think political cartoons continue to be a popular and effective way to get a point across.  (By the way, I have heard it said that political cartoons are no longer effective, but they are: memes can be political cartoons too.)Use scholarly websites for this assignment and avoid use of other websites such as Pinterest. Your textbook is not an Internet Source.For your five examples, please only use political cartoons from the time period we are studying, I do NOT want to see any from today.   Nor do I want to see current cartoons written about past events.Remember, every slide should include Chicago Style citations for both the image and the information on it! Show more

In a world without TV or the Internet, the printed word was the only real way to transmit ideas over large distances, and newspapers were the preferred way to gain information. In politics, cartoons

External link to In this discussion board, like the discussion board in Module Three, you will be divided into groups based on your last name, and each group will be assigned a point of view on the presidency of Jacks In this discussion board, like the discussion board in Module Three, you will be divided into groups based on your last name, and each group will be assigned a point of view on the presidency of Jackson.  You will then express and argue for this point of view.Make sure you read the Guidelines for all Text-Forum Posts. In order to be considered full participation, students need to participate at least two days during the assigned week. Answer Posts should have a word count of 100-150 words. Reply posts can have less than 100 words.Here are your groups:You believe Jackson was a good president, who had a more positive effect on the country than a negative one.Now, describe your assigned point of view, why it makes sense to you, and why you think you’re right.  The point is to see both sides of an issue!  When you’ve given your perspective, comment on a classmate’s post, disagreeing and giving your side of things (again, from your assigned point of view).The point here is to see that the question of Jackson’s presidency is multifaceted, and both sides have perspectives that make sense to them.Again: You are arguing for Jackson being (or not being) a good PRESIDENT.  Whether he was a good PERSON is not part of the question.  Therefore, you need to confine your argument to whether he was beneficial to the country, beneficial to the economy, competent, etc.  You need to focus on whether America was a better or worse place after his presidency.  It’s entirely possible for someone to be a good person, but a poor president, and vice versa.Remember: you and your classmates are portraying viewpoints, in order to understand them.  Just because you (or a classmate) give opinions in this assignment does not mean that they’re your own opinions!  Stay in character.  Also, don’t be nasty to each other; remember that you’re IN CHARACTER. Show more
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In this discussion board, like the discussion board in Module Three, you will be divided into groups based on your last name, and each group will be assigned a point of view on the presidency of Jacks In this discussion board, like the discussion board in Module Three, you will be divided into groups based on your last name, and each group will be assigned a point of view on the presidency of Jackson.  You will then express and argue for this point of view.Make sure you read the Guidelines for all Text-Forum Posts. In order to be considered full participation, students need to participate at least two days during the assigned week. Answer Posts should have a word count of 100-150 words. Reply posts can have less than 100 words.Here are your groups:You believe Jackson was a good president, who had a more positive effect on the country than a negative one.Now, describe your assigned point of view, why it makes sense to you, and why you think you’re right.  The point is to see both sides of an issue!  When you’ve given your perspective, comment on a classmate’s post, disagreeing and giving your side of things (again, from your assigned point of view).The point here is to see that the question of Jackson’s presidency is multifaceted, and both sides have perspectives that make sense to them.Again: You are arguing for Jackson being (or not being) a good PRESIDENT.  Whether he was a good PERSON is not part of the question.  Therefore, you need to confine your argument to whether he was beneficial to the country, beneficial to the economy, competent, etc.  You need to focus on whether America was a better or worse place after his presidency.  It’s entirely possible for someone to be a good person, but a poor president, and vice versa.Remember: you and your classmates are portraying viewpoints, in order to understand them.  Just because you (or a classmate) give opinions in this assignment does not mean that they’re your own opinions!  Stay in character.  Also, don’t be nasty to each other; remember that you’re IN CHARACTER. Show more

In this discussion board, like the discussion board in Module Three, you will be divided into groups based on your last name, and each group will be assigned a point of view on the presidency of Jacks

External link to During his inaugural address in 1801, Thomas Jefferson said: What more is necessary to make us a happy and prosperous people? Still one thing more, fellow-citizens—a wise and frugal Government, which During his inaugural address in 1801, Thomas Jefferson said:What more is necessary to make us a happy and prosperous people? Still one thing more, fellow-citizens—a wise and frugal Government, which shall restrain men from injuring one another, shall leave them otherwise free to regulate their own pursuits of industry and improvements and shall not take from the mouth of labor the bread it has earned.Answer the following questions and provide support for your answer using the text or your own research:1.      What do you think that Jefferson meant by the phrase “shall restrain men from injuring one another?”2.      Was Thomas Jefferson solely referring to thugs who physically brutalize fellow citizens or could he have been referring to citizens who sought to poison others? Could pollution be considered a poison? Is restraining “poisoners” a role of government? Explain.3.      If a company or individual releases a pollutant into the air or water, should the government restrain that company or individual? Are regulations needed to restrain companies and individuals from releasing pollutants into the environment? Explain.Assignment Submission Instructions:After completing the reading assignment for this session, complete the Session 3 ActivityInstructions:1.      Click on the “Session 3 Activity” link above. The activity will download directly to your computer as a Word document. 2.      Complete all parts of this activity by directly typing your answers onto the Word document (i.e., fill in the table and answer the questions).Save the completed Word doc Show more
history

During his inaugural address in 1801, Thomas Jefferson said: What more is necessary to make us a happy and prosperous people? Still one thing more, fellow-citizens—a wise and frugal Government, which During his inaugural address in 1801, Thomas Jefferson said:What more is necessary to make us a happy and prosperous people? Still one thing more, fellow-citizens—a wise and frugal Government, which shall restrain men from injuring one another, shall leave them otherwise free to regulate their own pursuits of industry and improvements and shall not take from the mouth of labor the bread it has earned.Answer the following questions and provide support for your answer using the text or your own research:1.      What do you think that Jefferson meant by the phrase “shall restrain men from injuring one another?”2.      Was Thomas Jefferson solely referring to thugs who physically brutalize fellow citizens or could he have been referring to citizens who sought to poison others? Could pollution be considered a poison? Is restraining “poisoners” a role of government? Explain.3.      If a company or individual releases a pollutant into the air or water, should the government restrain that company or individual? Are regulations needed to restrain companies and individuals from releasing pollutants into the environment? Explain.Assignment Submission Instructions:After completing the reading assignment for this session, complete the Session 3 ActivityInstructions:1.      Click on the “Session 3 Activity” link above. The activity will download directly to your computer as a Word document. 2.      Complete all parts of this activity by directly typing your answers onto the Word document (i.e., fill in the table and answer the questions).Save the completed Word doc Show more

During his inaugural address in 1801, Thomas Jefferson said: What more is necessary to make us a happy and prosperous people? Still one thing more, fellow-citizens—a wise and frugal Government, which

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