Category: History

Write a 900-word essay (about 3 pages) on the social and intellectual changes that followed the trauma of WWI (The Great War) based onlyon the assigned text Chapter 8.  Use several short (1 sentence) quotations from the text identified by writing “According to the text….” 
Instructions
1. Write an introductory paragraph that describes the scope and purpose of the paper with a topic sentence that states the main point.  Put the topic sentence in bold font.    
2. Body 4-6 paragraphs. Each paragraph should describe one area of change and the new modernity. Choices could include the new literature, painting, psychology, or science. Be specific. Use at least one quote from the text per paragraph. Analysis: there should be a concluding sentence identified in bold font that explains how the paragraph contributes to the main point. (topic sentence)   
3. Conclusion.  Summarize the scope and purpose of the paper. Reiterate the main point-use bold font.  
Writing should be carefully edited with a minimum of typos or awkward sentences. Include only content that supports that main point.  

his assignment assesses the following Course Outcome:
CJ101-4: Describe how the Fourth Amendment applies to search and seizure as related to legal precedent.
Complete the Unit 7 Assignment: How Does Search and Seizure Relate to California v. Greenwood, 486 U.S. 35 (1988).
The ability to think critically is a key skill for success in the criminal justice field. It means not taking what you heard or read at face value, but using your critical thinking faculties to weigh up the evidence, and consider the implications and conclusions of the situation.
Resource: Chapter 10: “Pretrial Activities and the Criminal Trial”
Watch the video of a Mock Trial Flow to understand how a mock trial is conducted and follow this criteria in creating the trial for the assignment.
Review the details of California v. Greenwood. Compile the facts and witness information for this case. Decide which witnesses could support the prosecution’s case and which witnesses would support the defense’s case. How does search and seizure relate to the California v. Greenwood case? Review the types of evidence that can be proven or disproven at trial.
Review the following resources In Westlaw:
People v. Greenwood, 182 Cal.App.3d 729 (1986) 227 Cal.Rptr. 539
California v. Greenwood, 486 U.S. 35 (1988) 108 S.Ct. 1625, 100 L.Ed.2d 30, 56 USLW 4409
Note: You should be logged in to Westlaw in the Purdue Global Library before you access the Westlaw link above.
Complete a trial script of the trial process of the California v. Greenwood case.
Download Unit 7 Trial Script Template
Include the following in your script:
The actions for each person involved in the trial process (Bailiff, Judge, Prosecutor, Defense Attorney, etc.)
Opening and closing statements
The questions asked on direct examination and cross examination
The verdict
In addition to fulfilling the specifics of the assignment, a successful paper must also meet the following criteria:
Include a cover page and references page in 10- to 12-point font (Arial, Courier, and Times New Roman are acceptable).
Viewpoint and purpose should be clearly established and sustained.
Assignment should follow the conventions of Standard English (correct grammar, punctuation, etc.).
Writing should be well ordered, logical, and unified, as well as original and insightful.
Your work should display superior content, organization, style, and mechanics.
Appropriate citation style should be followed.
You should also make sure to:
Include a title page with full name, class name, section number, and date.
Include an introductory and concluding paragraph and demonstrate college-level communication through the composition of original materials in Standard English.
Use examples to support your discussion.
List all sources on a separate reference page at the end of your paper and cite within the body of your paper using APA format and citation style. For more information on APA guidelines, visit Academic Tools.
Westlaw. (2020). California V. Greenwood.
Westlaw (1986) People v. Greenwood.

Consider George Bancroft’s writings on the American Revolution in light of Hebert Butterfield’s critique of “Whig history.” To what extent does Bancroft write in the Whig idiom? Comment on the strengths and weaknesses of this style of history as a means of shedding light on the past. It may be useful to draw selectively on Becker as well.
Guidelines. I will grade the paper on both content (the key ideas you present) and the quality of the writing itself. On the writing, I will be looking for clarity, concision, and overall control. I offer, below, some more detailed suggestions regarding your approach to the materials and to matters of writing conventions and formatting. The best reference guide to writing style is The Chicago Manual of Style. Chicago offers an online version that may be of help https://www.chicagomanualofstyle.org/home.htmlLinks to an external site. (common sorts of questions are often addressed in the “Q&A section,” but you will see other helpful material elsewhere on the website).
A) Central elements of the strongest answers (these are mostly generic suggestions, not specifically tailored to this particular essay):
Make an argument. Your first paragraph should conclude with a thesis statement, and successive paragraphs should elaborate that thesis.
Define your terms. What are the key elements of heroic or Whig history, for example?
Make sure to consider place and time in your answers. Does it matter that one is considering Massachusetts or Virginia or some other place in the early republic? Does it matter that a document is written in 1789, 1800, or 1820?
Whenever possible, support your argument with references to primary sources. This does not mean that you need to pepper your text with quotes. But where there is primary material that is relevant, demonstrate that the position you take can be supported in documents of the period. When you introduce primary material, make sure to do a few things: note who is writing and when they are writing, “translate” what they are saying (don’t simply block quote without quickly summarizing what you take to the meaning of their text), and comment on how the material illuminates the issue at hand.
Similarly, whenever possible, support your argument by drawing on the secondary works we have read this term. You are encouraged to read these works critically: if you have persuasive evidence or reasoning to the contrary, it is perfectly acceptable to challenge historical interpretations.
Part of your argument should address what you imagine to be the strongest positions of someone who might take an opposing view.
Finally, find a balance here between breadth and depth. You can’t cover everything. Find what you think is essential and interesting – particular events, statements, persons — and do a thorough job in supporting your case.
only use the source i provide

The five sources MUST include three peer reviewed sources. The paper also must contain a little about the doping and such in the whole history of the Olympics. Its a Kinesiology/History course. Thank you!

Module 1: Doing the Work of an Historian
Introduction
We are all Historians, whether formally or informally. Each of us carries a family and community history with us, stories passed down from elders and experiences shared with peers. Each of our stories contributes to the whole. 
I really enjoy exploring my own family history, so much so, that it contributed to my interest in more formal study. In college, I studied the history of larger groups by collected interviews and exploring the oral histories of Latinas who crossed the border with Mexico in search of jobs. I also collected extensive personal family interviews that I continue research on today. I am also very interested in the counter-narrative – all of those stories that do not necessarily fit into the standard Eurocentric explanation of events. As such, I am a social historian.  But I also believe that money matters. It is always important to take into account the resources available to different people in different places across time, and to gauge the economic impact of changes. A great deal of history can be better understood by knowing the economic forces at work.  
As you move through this course, you will notice that different sources will present an era and draw different conclusions, assign different date ranges, or identify different important people or ideas than other sources. This is OK. All of the sources used to create this online course are qualified, peer reviewed sources. Differences encountered represent the debates that take place in the telling of history, the discovery of new information, or simply different perspectives.
You will want to take notes on all of the required material presented in this module and all of the modules in this course. Focus on the important people, places, ideas, and events. Knowing the specific date an event occurred is less important than understanding that history is the study of change. Prior events shape the next development. One event causes another. Mistakes are made. People disagree. Sometimes luck is involved, or one person can make a big difference. Most of the time people have to work hard together, find their common ground, and create positive ways to respond to the world around us. It is a good idea to scroll ahead through each of the sections of this module and read through the instructions for the activities you will be asked to engage in. Knowing in advance what you will need to do, will help guide your study and preparations as you read though content summaries or watch videos.
This course is made up of a curated collection of videos, an online textbook, select primary sources, online lectures, and a narrative that weaves them all together in to a cohesive     unit. 
I use publicly available Khan Academy videos to enhance the presentation of materials in this course. This way you can watch a visual summary of highlights about an era that supports greater understanding when reading the corresponding textbook chapter. Here is what Khan Academy has to say about itself:
Introducing Khan Academy

Thinking Like A Historian (Khan Academy)
The following video provides advice on how to use the methods of history to draw conclusions about the past:

How to Read a Document Part 1
Documents are one of the important sources of evidence we have for the past. Historians also work alongside archaeologist, anthropologists, sociologists, linguists, and biologists. The inclusion of artifacts such as pottery sherds, buildings, and monuments add to linguistic records to build stronger timelines of events. Both linguistic and genetic evidence are used to explore human migration and cross-cultural sharing. We rely on a variety of materials in this course, including written primary sources.  

How to Read a Document Part 2: Analyzing Historical Text
You will have the opportunity multiple times during this course to analyze historical texts   and draw your own conclusions. 

Always take notes as you go.  
Avoiding Common Mistakes in Historical Essays
Your History Notebook will also support your written analyses throughout the course. History is about change and understanding cause and effect over time. You will be asked to write on themes that span several course modules. A well developed History Notebook will be essential for success. 

The Importance of Seeking Out Different Perspectives
Human societies across time and space share innumerable qualities. But no two individuals’ experiences are exactly alike. In order to better understand our past, we have to be able to see things from many perspectives. Sometimes the hardest task is to question our own assumptions and make room for others. The following video is a good example of how assumptions can get in the way of understanding. 

Introduction to Big History
All peoples have told their histories, whether through oral stories passed from generation to generation or by writing them down once writing developed. As societies grew and interacted with others, histories grew as well. People were interested in the similarities and differences between different societies. They included information about others in the telling of their own stories, even if it was just to point out what they thought was inferior about other groups. The telling of history has changed substantially since the first more modern efforts of Herodotus or Sima Qian. Histories of peoples became histories of states, then continents. Today one of the fastest growing areas of study is Big History (this goes by other names as well). Big History attempts to look across the globe, often in a comparative fashion, to discover the story of humanity across boundaries. 

Collective Learning
By thinking of ourselves as a network of information, we can share experiences and learn from each other in ways that other species cannot. In this course, our weekly discussions will help us connect with each other, share different perspectives, support each of our learning goals, and carry away a greater appreciation for the extent to which we rely on each to thrive. 

You Are Already an Historian
You and your family are a part of the history we are making today. This is exciting! Not only because your and your family have played an important role in contributing to our past, but because by understanding that past, you have the opportunity to choose how you will shape our future. I am looking forward to getting to know you better and to learning about how you want to create tomorrow’s history! 
Overviews of the Economic, Technological, and Social Circumstances of the Gilded Age 
The Gilded Age Part 1
The following video describes how the Gilded Age was named, based on a book by Mark Twain. The defining elements of the age included the accumulation of vast wealth by industrial leaders such as Andrew Carnegie, J.P. Morgan, and John D. Rockefeller. A great deal of corruption facilitated the accumulation of immense fortunes. Immigrants crowded into low paying factory jobs and tenement housing.

The Gilded Age Part 2
The following video describes how the Second Industrial Revolution contributed to the Gilded Age. Key features of the Second Industrial Revolution were mass production of new products, improved transportation, and communications. The Bessemer steel process made an improved version of steel, twenty times stronger, and 75% cheaper to produce. The availability of improved, inexpensive steel, contributed to the massive development of rail lines throughout the United States and the development of taller buildings in cities. New inventions include the elevator,  the telephone, refrigeration, the standardization of time, and electrification. 

Module 3: Optional: University Lecture by H. W. Brands on How the Rich Got Rich
Engaging with the Big Ideas
I love history lectures. And I am a history geek at heart. This means that not only do I know how important a sound knowledge of history is to guide our future, but I also know how rewarding it can be to listen to the ideas of key thinkers on historical development. These are people who have spent their careers exploring important events and eras in history. The best of these lecturers are particularly good at explaining why things happened the way they did and why it is important to understand those past developments. I will be sharing optional lecture videos of prominent thinkers with you for your viewing pleasure. I hope you partake and enjoy!
This is the introduction to the video: “H. W. Brands, the Dixon, Allen, Anderson Centennial Professor of History and Government at The University of Texas at Austin (UT), delivers a talk on the Gilded Age on June 5, 2011, at the Lyndon Baines Johnson Library in Austin, Texas. Brands’ presentation was the keynote address of “The Making of Modern America,” a teacher institute cosponsored by Humanities Texas, UT’s College of Liberal Arts, and the LBJ Library. To learn more about Humanities Texas education programs,” visit Humanities Texas onlineLinks to an external site. . Yes, go there and listen to more lectures! 
The following video is not appropriately closed-captioned. It is not required for this course. However, I do encourage all students to find additional lectures about big ideas that play a role in the development of United States History and that help us attempt to solve some of the problems, big and small, that we face today. 

W.E.B. DuBois Speaks! Socialism and the American Negro (Full)

The Legacy of Jane Addams and Hull House

Formal and Informal Empire in the 19th Century – Professor Richard Evans

Africa: States of independence – the scramble for Africa

The age of empire | Rise to world power (1890-1945) | US History | Khan Academy

Darwinism vs. Social Darwinism part 1 | US History | Khan Academy

Darwinism vs. Social Darwinism part 2 | US History | Khan Academy

The Woman’s Hour: The Great Fight to Win the Vote

Write an essay discussing the significance of the Cassinga massacre from the Namibian, south African and international perspectives 

The 20th century was a time of marginalized people groups starting to find new identities and ways of empowering themselves. Using the Havel and de Beauvoir texts, how should marginalized groups take a stand and empower themselves?
Paper has to have quoted citations 4 of them and page numbers
I will upload text and book citations have to be by

PLEASE READ.
Look I do not need something fancy please keep this short and sweet and just sound like a normal person. This does not need to be some fancy special worded response. Short and Sweet. I will require an AI report due to past issues so do not upload the final without the AI report. You must use the textbook ( I will send you the paged from the chapter)  and lecture recording which I will provide. Message me for both of these. The lecture does not take place until tonight so I will give it as soon as I can record it. 
In your scholarly opinion, what were the most significant developments during the years of 2001 to 2018 [not beyond that]?  Which events or movements [prior to 2018] will historians be pondering the most, 100 years from now?
Also, share something you learned from Dr. O’Sullivan’s live/Teams lecture on May 7.
Provide details from the textbook and the May 7 lecture to support your response.  Include ALL citations

**Remember reflections should reference the materials we covered in the modules, as well as your own thoughts, and be at least 2 pages in length, & in APA format. Papers should follow APA format: Must be 2 pages in length. Do not require an abstract. They should include a title page. Include a references page. The title page & reference page do NOT count towards the 2-page minimum.

The essay will describe the Israeli-Palestinian conflict.
You may need to do additional 
research. The essay should include four
paragraphs.
• In the first paragraph, describe the history of the
Israeli-Palestinian conflict, including what caused it.
• In the second paragraph, explain the Israeli perspective
of the conflict and the effect that
the conflict has had on Israelis.
• In the third paragraph, explain the Palestinian
perspective of the conflict and the effect that the conflict has had on the
Palestinians.
• In the fourth paragraph, explain a possible solution to
the conflict and if you believe that 
the solution will be successful in
bringing peace to the region