Category: History

Juneteenth Lesson Plan – Juneteenth is a federal holiday celebrating the end of slavery in the United States. First, on your own, do some research on Juneteenth. Second, write/create a lesson plan that you can use in a classroom or youth group activity to teach students about the historical importance of this holiday for African Americans. You may want to look at the following resource as a starting point:
1. Teaching Juneteenth and the Meaning of Freedom – National Education Association – Provides background information/readings on Juneteenth and lesson plans and activities. You can use this resource as a starting point to gain a better understanding of how to write and structure your lesson plan. Please do not copy these lesson plans but you may find some good resources, primary sources or activities that you can adapt to your own lesson plan on Juneteenth. Feel free to look online for other resources that you can use for a Lesson plan on Juneteenth. https://www.nea.org/professional-excellence/student-engagement/tools-tips/teaching-juneteenth-and-meaning-freedom
Lesson Plan Organization: (See Lesson Plan Template on Moodle) Lesson plans should include the following:
Lesson Title
Your Name
Subject
Learning Outcome(s) – Explain what you want the students to learn from this lesson
Instructional Objectives: Explain what your goals/objectives of the lesson are
Materials/Resources Used for the Lesson
Teacher Resources – Here you list articles, pictures, videos or anything that you will use to teach the lesson
Student Resources – Primary sources, Handouts etc..
Lesson Activities – Here you explain and walk me through your lesson step by step for the students. You will need an:
Introduction: How are you going to start your lesson? What is your hook to make it interesting for the students?
Body: What body of knowledge will you be teaching your students? (Ex. Here is a great place to begin with the History of Juneteenth) Also, what activities will you be using to teach about Juneteenth? (ex. Will they be watching a video? Looking at art? Reading Historical Primary Sources?
-Will they be doing group work or working independently? -Will they have a written assignment? If so, include the prompts/questions in the assignment and explain it.
*Your lesson should be organized, flow from one activity to another; you should set time limits for each activity
Closure: How are you going to wrap up your lesson on Juneteenth? Here you want to make sure that your students have learned everything that you listed in your Learning Outcomes above?
(For example, you can give them a little quiz, you can have a class discussion & ask the students to talk about the main points of the lesson or you could have them write down or discuss important takeaways from the lesson about Juneteenth.) -These are just some thoughts. Feel free to come up with your own fun and interesting way to end the lesson. i need pictures

Scenario
A visit to a history exhibit is like stepping back in time, with one foot in the past and one foot in the present. A museum exhibit on a historical event showcases artifacts from earlier times that help us understand how society got to where we are today. Of course, these exhibits did not arrive at the museum on their own, ready for display! It is up to the historian or curator who creates the exhibit to choose artifacts that tell a story about how people experienced events at a particular time and place. Through the selection of artifacts and the writing of their descriptions, the historian makes these connections.
This project is an opportunity to create an exhibit of your own about a historical topic that interests you. You will develop a proposal to show to a historical society or cultural association for an exhibit that presents a contemporary perspective on a historical event based on your research. The proposal will explain how this topic will tie into current events and be meaningful for a contemporary audience.
Directions: 
Topic chosen: Juneteenth / Historical Society: African American Rights
Earlier in this course, you selected a historical event and a historical society or cultural association in your peer workshop discussion. You also created a collection of resources related to your historical topic. For this project, you will create a proposal for an exhibit aimed at the historical society or cultural association you chose. 
Part 1: Purpose of Exhibit: Context and Background
In this section, provide the context for the exhibit by briefly describing the historical event and explaining why an exhibit about the historical event would be important today.
Describe the event as well as its historical importance. Consider the following:
What happened during this historical event?
Why is this event historically important?
Describe the impact of the event during its time period.
Explain the relationship between the organization your proposal is written for and your historical topic. Consider the following:
Why should the historical society or cultural association be interested in hosting the exhibit?
Describe a current issue that provides a contemporary context for this exhibit. Consider the following:
What is the connection between this historical event and an event or events happening today?
Analyze how the secondary sources you collected provide evidence for the topic of the exhibit. Consider the following:
What is relevant about the sources in relation to how you plan to present the exhibit
Part 2: Plan for Exhibit: Artifact Selection
In this section, describe the historical artifacts you have selected to be part of the exhibit. 
Identify five historical artifacts that you will present in the exhibit. You should address each of the following:
What are the documents, objects, images, or other items you will display as artifacts at the event?
Describe each artifact based on the information you researched in secondary sources. You should address each of the following:
Give a brief summary of the subject matter of the artifact.
Who was its author or creator?
Who was its audience or user?
Explain the historical context for each artifact. You should address all of the following:
When and where was the artifact created? 
Why was it created at this time and place? 
What was happening in this time and place that relates to the artifact? 
What specific information does the artifact provide about the event? 
Explain the relationship of the historical artifacts to each other as part of the exhibit. You should address all of the following:
What similarities do the historical artifacts have with each other?
What differences do the historical artifacts have from each other?
What reasons explain these similarities and differences?
Part 3: Telling Their Story: Artifact Analysis
In this section, you will tell the story of the historical event using your selected artifacts. You will provide an analysis of the historical and contemporary relevance of the artifacts you chose using research from the secondary sources in your Collection of Sources. You will also be describing the perspective or point of view represented by the artifacts, based on the Profile of a historical figure that you completed in Module Three. 
Explain the historical narrative for the artifacts you selected. You should address the following:
What would visitors to this exhibit learn about the historical event?
What characteristics of the artifacts influenced you to include them in the exhibit?
Describe how the artifacts relate to the perspectives or points of view of an individual or group directly involved in the historical event.
Describe how the artifacts relate to the perspectives or points of view of an individual or group who experienced the event but were not previously included in historical accounts of it.
Describe the impact of bias in presenting this perspective about the artifacts.
How does bias in the secondary sources influence your interpretation of the artifacts?
How does your bias influence your historical narrative about the event?
Part 4: Visitor Experience at the Exhibit: Contemporary Relevance for a Diverse Audience
In this section, you will connect your exhibit to an event or situation that is happening today.
Describe a historical narrative that connects the subject of the exhibit with contemporary life. Consider the following:
Which artifacts do you feel have the most relevance from a contemporary point of view?
How do the characteristics of the artifacts connect the subject of the exhibit with contemporary life?
Describe the relationship between this historical event and a current event.
What current events are occurring that relate to this historical event?
How are the events related to each other?
Why would a contemporary audience be interested in exploring this relationship? 
What to Submit
To complete this project, you must submit the following:
Write your Project, a Historical Organization Exhibit Proposal, with the historical society or cultural association as your audience. Your proposal should be a Microsoft Word document of 4 to 5 pages with double spacing, 12-point Times New Roman font, and one-inch margins. Use at least five sources from the Shapiro Library that represent diverse perspectives to support your paper. Sources should be cited according to APA style.
I have attached 2 other previous assignments related to the project. Please message me for any questions you have.

Write a letter from the perspective of a person who lived through an important historical event, innovation, or movement during the 19th or 20th century. Describe that event, innovation, or movement as if you were someone who actually experienced it, and discuss the potential impact of historical events on the future.
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Introduction
Old pictures are a joy to look at, aren’t they? A trip down memory lane just isn’t complete without a glance at those moments of smiling faces, silly candid shots, and priceless memories captured at weddings, births, and holidays. When we examine the past of our own lives, we do so with all of the knowledge and experience we have now. In other words, we’re looking at the past from a future perspective.
When it comes to the study of history, considering historical events only from our own, contemporary perspective can be dangerous, as doing so can lead us to make erroneous assumptions and decisions about the world. By thinking critically about the past and adopting the perspective of those who experienced it, you will be practicing your problem-solving and agility skills, which will help you make better decisions in this course and your future. In this fourth assessment, you will put yourself in the shoes of a real or fictional historical figure as you imagine what it might have been like to experience a historical event or movement.
Overview
For this assessment, imagine you are a person living through an important historical event, innovation, or movement during the 19th or 20th century—one that emerged to solve a problem or that created problems of its own. Write a letter describing that event, innovation, or movement as if you were someone who actually experienced it. For example, you could write from the perspective of someone who was part of the women’s suffrage movement in the 1910s, a member of the Underground Railroad in the 1850s, or a soldier in the Vietnam War during the Tet Offensive in 1968.
Preparation
Explore a particular historical event, innovation, or movement from the 19th or 20th century that interests you. Refer to the chapter readings in the resource activities for options from which you may wish to choose.
Instructions
Step 1: Describe a historical event, innovation, or movement from the perspective of someone who lived in that time.
Describe a historical event, innovation, or movement that happened during the 19th or 20th century from the perspective of someone who lived in that time (either a real person or fictionalized).
Step 2: Explain the personal impact of a historical event, innovation, or movement on that person.
You can also discuss the impact of the historical event, innovation, or movement on the family and/or community of the person.
Step 3: Explain the problem associated with a historical event, innovation, or movement and potential solutions to that problem.
For example, if you are writing as a member of the Underground Railroad in the mid-19th century, you might discuss your thoughts on addressing the problem of slavery. Similarly, if you are writing as someone who experienced the Great Depression, you might examine the factors that caused this crisis and ways to address such economic problems.
Step 4: Describe the potential impact of a historical event on the future, based on the perspective of someone who lived through that event.
Reflect on how the event might impact the future. For example, if you are writing as someone experiencing the Cold War, consider how those living at the height of Cold War tensions might have viewed the future.
Step 5: Write coherently with correct grammar, usage, and mechanics.
Additional Requirements
Your submission should meet the following requirements:
Written communication: Written communication should be free of errors that detract from the overall message.
Citations and formatting: Include a title page formatted according to current APA style and format guidelines. Review Evidence and APA for more information. Citing sources is not required for this assessment, but be sure to write in your own words based on your knowledge of the time period.
Font and font-size: Times New Roman, 12-point.
Length: 3–5 pages of text (in addition to the title page).
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Determine the causes and long-term impacts of a historical event.
Describe a historical event, innovation, or movement from the perspective of someone who lived in that time.
Explain the impact of a historical event, innovation, or movement on a person who lived in that time.
Describe the potential impact of a historical event on the future, based on the perspective of someone who lived through that event.
Competency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation.
Explain the problem associated with a historical event, innovation, or movement, including potential solutions to that problem.
Competency 4: Communicate in a manner that is scholarly, professional, and relevant to its purpose and audience.
Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Setting icon for guidance on how your discussion will be evaluated.
Your Experience and Analysis of the Course [WLO: 1] [CLOs: 1, 4]
Prior to beginning work on this discussion forum,
Read Chapters 10, 11, and 12 from Key Performance Indicators: Developing, Implementing, and Using Winning KPIs.Links to an external site.
Watch Objectives of Financial Management.Links to an external site.
In your initial post,
Explain what you learned from the course and how it might be useful to you in your future career.
Explain briefly your recommendation for Fox Factory and your reasons for it, including highlights, lowlights, and areas that might remain unclear to you.
Revise and upload the Balanced Scorecard Excel sheet OMM622_Balanced Scorecard_Template.xlsx Download OMM622_Balanced Scorecard_Template.xlsxcreated in Week 5=.
Revise the sheet only for the recommended option and insight.
Include five goals and associated KPIs using the recommended template.
Guidelines:
Your post must be a minimum of 250 words.
Avoid religious, cultural, gender bias, or insensitive words towards your instructor or classmates in your speech/post.
Guided Response: Respond to at least two of your classmates. Your replies to each post should be between 70 to 100 words. Identify any issues with their recommendation and why you might agree or disagree.
https://fod-infobase-com.eu1.proxy.openathens.net/p_ViewVideo.aspx?xtid=44680&loid=117361

our bibliography should be divided into two sections, Primary Sources and
Secondary Sources, and within each section, organized alphabetically. Each entry should be accompanied
by a short paragraph that summarizes the artifact, book, or article, and then describes its value and
relevance for your project. In other words, how are you using these sources to inform the creative piece?
https://www.prospectmagazine.co.uk/politics/39981/…
https://www.prospectmagazine.co.uk/politics/39981/…
https://www.prospectmagazine.co.uk/politics/39981/…

You will select one civilization covered in the course (the civilization is of your choosing but must be part of course subject matter).  You will then address three areas of review.  Firstly, the beginning of the civilization (where was it located, what are its origins etc.).  Secondly, three unique aspects and contributions of your civilization (Architectual, linguistic, political, religious, etc.) Finally, what caused the civilization to end (the decline and fall of the civilization you selected) as well as any lasting impact it has had. 
(Cite your text in the body of your essay and list your used sources.  Three sources are required for this assignment. (Your textbook and module sources are acceptable).  No title page or abstract required. (min 1000 words)
please write about ancient rome 

In 2020, there has been a great deal of discussion over historical statues of the past that offend our modern-day sensibilities due to the atrocities those who have statues dedicated to them participated in or the values that they stood for. We are going to be positive. Every state in the country has two statues erected in the congressional dome memorializing individuals from their home state. Now, I am not going to limit you to only choosing an individual from Illinois. But you will need to choose one LGBTQ+ individual who you believe deserves their statue in the Congressional rotunda. You will be required to write a five-page argument to Congress explaining why they need to erect a statue to this individual. This paper is to be written in the style of a formal proposal—you will be constructing an argument, with evidence, explaining why Congress should erect this statue.
There should be a title page with all identifying information that is separate. Please use 1.5 spacing in this paper; you must cite if you borrow from other sources. You must use MLA or the Chicago style (Turabian) when writing this paper. You are certainly encouraged to write more than five full pages, but anything less than five will be substantially reduced. 

You are required to answer the following question in essay form. Your essay should be 5-6 pages, double spaced, and no smaller than 12pt font. 
Write an essay that the analyzes the Haitian Revolution. Your essay should include the following:
At least two factors that led to the outbreak of the revolution (15 points)
The major issues at stake during the course of the revolution (20 points)
The role of Toussaint Louverture in the revolution (15 points)
The outcome of the revolution as you see it (10 points)
You may NOT use outside sources. When you reference a course text as a source, cite it as (Author, p. #). A strong exam draws from both course readings and lecture notes.
write your essays in your own words and cite lecture notes and course readings when you are referring to a particular fact and/or concept that you learned from them. You may use quotes from lectures and readings selectively, but you should absolutely avoid using block quotes from course materials.
i will add the files and you will cite only from this or your own information. 
file 1 – Avengers of the New World : The Story of the Haitian Revolution by Dubois (I was able to add the full book) this is the main book which I need to cite and write from!

President Lincoln’s goal for reconstruction remained linked to his goal in the war-preserve the Union. His plan favored leniency, in order to as quickly as possible reintegrate the south, and gain the support of Southern Unionists (mostly former Whigs). Radical Republicans urged a much harsher course, believing that the South was unrepentant and should bear the costs of Reconstruction.
INSTRUCTIONS:
In order to prepare you must complete the following readings:
Review the following sections in Chapter 15: “Radical Reconstruction in the South” and “The Overthrow of Reconstruction” along with the linked document, taken from the writings of William A. Dunning.
Review and identify relevant information on the linked PBS American Experience site, Reconstruction The Second Civil WarLinks to an external site.
Utilize at least one of the linked sources to support your discussion.
Identify and incorporate at least one additional outside source to support your discussion. In addition to the textbook, you may use any material outside of the textbook that is recommended in the Additional Reading section at the end of each chapter. You are also encouraged to do your own research and identify relevant sources. Please keep in mind that WIKIPEDIA is not an acceptable reference.
PREPARE AND SUBMIT:
Write a well-organized essay, a minimum of 700 words (but not limited to), including supporting details from the documents/textbook/other sources in which you analyze and discuss the material that has been assigned by addressing the following question:
In your opinion, were the Radical Republicans correct in their assumptions regarding the South, or could Lincoln’s approach have paved the way for a continuation of the political, social, and economic gains that African Americans had achieved during Reconstruction? Support your argument(s) including information from assigned and linked readings

RECOMMENDED SUBJECT MATTER: The acceleration of scientific
inquiry in Europe during the 1500s and 1600s, with an emphasis on the field of astronomy and the contributions of Copernicus, Kepler, Galileo, and Huygens. Other relevant fields include microscopy, chemistry, optics, and mathematics (including such scientists as Robert Hooke, Robert Boyle, and Isaac Newton).
At least three or four books and/or articles, in addition to the PowerPoint lecture set provided.
Please include BOTH an alphabetized Bibliography at the end of the paper, and In-Text Citations or Footnotes within the body of the paper.
5 pages to write!