Category: History

I would like you to discuss how slavery shaped Tennessee in the antebellum period. Why might it be significant a petition was submitted to abolish slavery in Tennessee around 1800? How did the Haitian Revolution and ideas of Abolition impact the TN constitutional convention in 1834? What did you learn from looking at the North Nashville Heritage Project and slavery in TN?
*Textbook pdf attached below*
*TN history link: https: tnsoshistory.com/chapter4*
*Once completed check for plagarism and ai content detection*

Select a person or event from the content covered in this module and create a lesson plan relevant for 3rd grade. You only need to outline–you do not need to go into an actual lesson here. It’s only the broad outline here. For the grade, you need to post your lesson plan. However, you do not need to comment on other posts–though you are certainly welcome to. I encourage you to respond to anyone who posts on your lesson plan. I hope you find this exercise to be helpful for practicing building lesson plans, yet also beneficial to learn from others and have a LOT of history lesson plans for you to save!
For clarity and brevity, you may follow this outline (you may do something else if you’re used to something else):
Topic: _________________(person or event you’re covering)
Grade:_________________(list what grade you’re teaching)
Introduction:___________ (what you will do to introduce the topic, such as a question to discuss or activity)
Lesson Activities:_________________(what are the main points you want to cover and how will you teach them, such as lecture, discussion, activity, etc.)
Assessment/ Checking for Understanding:_________________(what you will do to check student comprehension for the day)
Conclusion:_____________(what you will do to wrap up the topic)

Are Religion and Science in Conflict?

Scopes in Reverse

Many Rivers to Cross Written Assessment
video link

There are 34 questions but 50 Fill in the Blank answers.
Misspelled answers will be graded as incorrect – use spell check
Two points per correct answer. Total value of assessment = 100 points.
Type in your answers either in the blank space or immediately after the blank space.
For example ___Smith _____
or _______Smith
Use bold lettering if possible. DO NOT use color font lettering or color highlighting.
DO NOT create your own document. Download this document and then simply type in
your answers below, save the document using your name so that the doc may be
recognized, and submit it.
Before submitting ask yourself “have I used spell check to eliminate blue, red, or green
underlines? Because I know I will lose points if I have them when I turn my work in.”
Also ask yourself “Have I saved my document file with my NAME?” All submissions
should look like this JaneSmith.doc or JohnSmith.docx.
No title of document is needed just your NAME.
THE QUESTIONS
1. In what city does the film begin?
_______________.
2. During WWII President Roosevelt was forced by African American leaders to integrate
defense industry _______________.
3. According to the film because of WWII the auto industry stopped making cars and started
making _______________.
4. Who is the primary interviewer/narrator of the film? ____________________ (name).
5. What is this interviewer’s occupation? ___________________.
6. Who does the interviewer talk to first? ____________________ (name).
7. What is the occupation of the first person who is interviewed? _______________________
8. The film states during WWII that Detroit was know as the ____________________ (title).
9. A race war erupted in Detroit in _____________(year).
10. ____________ (number) African Americans were killed in these riots and another
___________ (number) were injured.
11. African Americans enthusiastically joined the WWII war effort with the expectation that
their service would earn them _____________ once and for all.
12. The black press mounted what was called the _____________ campaign . This name stood
for victory against ______________ (name) and ____________ (term) at home.
13. Film director _________________ (name) hosted a weekly political radio broadcast that on
one occasion devoted an entire show to the ____________ (name of victim) incident. The
incident involved an Army vet who had been _________ by a racist cop for cursing a bus driver.
14. In _______________ (year) white owned radio station ____________(name) in
____________ (city) switched to an all black music programming format.
15. During the segment on the radio station the narrator says that at this moment in time “across
the country black culture is becoming __________.”
16. ________________ (name) became the first African American nominated for an Academy
Award acting Oscar for a leading role.
17. The name of the movie that this person was nominated for? __________________ (it’s not
mentioned in the film).
18. _____________________ (name) was mentioned as being one of the first (and few) African
American celebrities to speak out against racial injustices.
19. In _________ (year) this celebrity (from #18) presented a petition to the ______________
(organization) charging America with crimes against African Americans.
20. The petition was entitled ____________________________(full title needed).
21.The Montgomery, Alabama bus on which Rosa Parks refused to give up her seat ironically
had an Ohio connection. It was the bus headed to ____________ Avenue.
22. Rosa Parks’ mug shot number was ____________.
23. ____________ ( number) children were taken out of the William Franz elementary school in
_____________ (city) by their parents on Nov. 14, 1960 when six year old ________________
(name) desegregated the school.
24. At timeline 24:40 in the film there is a shot of a famous painting that pays homage to the
events of Nov. 14th. Who was the artist who painted this homage? _____________. What year
was the painting completed ________? What was the name of the painting?
_________________ (none of these answers are mentioned in the film).
25. _______________ (city) became the first major city in the south to desegregate lunch
counter food service.
26. According to people interviewed ___________ (type of behavior) was not considered the
“style” of the Civil Rights Movement and did not receive support from the leadership of that
movement.
27. ______________ (name) founded the _______________ (name) which was a group that
used a more aggressive approach to fighting segregation.
28. The most successful black owned business in the U.S. in 1963 was _______________
(name). It was founded by _____________ (name). The business was located in _____________
(city).
29. In ____________ (year) Dr. King came to Detroit and gave a version of his soon to be
famous “I have a dream” speech.
30. In the film Malcolm X is called the _________ ( type of) )attorney against American racism.
Dr. King is called the _____________ (type of) attorney who attempts to negotiate between the
races.
31. March 7, 1965 became to be known as _______________ because of the attacks by police
against marchers attempting to walk from Selma, Alabama to Montgomery, Alabama.
32. When President Lyndon Johnson signed the 1965 Voting Rights Act, that moment was
called the _______________ (term) of a decade of struggle for Civil Rights in America.
33. ____________ (name) became a young civil rights icon when he famously breaks with Dr.
King during a protest march on the issue of non-violent passive resistance to racist hate.
34. ____________! is the term this young icon invokes to signal that a change in strategy for the
next generation of black leaders had occurred.

Throughout this semester you have been expected to monitor and reflect on the knowledge you are gaining at various points. As we come to the end of the course, this assignment involves a critical evaluation of the impact colonialism has had on the neurological development, epigenetic expression, and experience of generational trauma of the Indigenous Peoples of Canada.  
Instructions
As you write your evaluation, you want to draw on examples from the textbook, required videos, and/or assigned readings to support your discussion and to demonstrate engagement with the course materials.
Read the attached article:  8 Key Issues for Indigenous People.
Choose 3 Issues to evaluate.
In your evaluation consider how restrictive government policies and procedures may have led to/influenced/caused the issue.
In your evaluation consider how neurology, epigenetics, and generational trauma may have led to/influenced/caused the issue.
Consider what steps we might take individually, locally, and/or nationally to move towards Truth and Reconciliation and create a short proposal/ethical guideline for how we can address each issue in order to create a Canada where both Indigenous and non-Indigneous people can thrive. 
At least 3 references are required.  APA Citation required.
Writing requirements:
Coverpage
Introduction – Overview of evaluation – “How has colonization influenced the 8 key issues facing Indigenous Peoples today?”
Analysis and Evaluation of 3 Key Issues
Conclusion
Reference Page
References: https://www.ictinc.ca/blog/8-key-issues-for-indigenous-peoples-in-canada , https://www.ccnsa-nccah.ca/docs/context/RPT-HistoricTrauma-IntergenTransmission-Aguiar-Halseth-EN.pdf , https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10538456/ , https://irsi.ubc.ca/sites/default/files/inline-files/Executive_Summary_English_Web.pdf

This is the prompt and my outline as well as the sources I used cited in Chicago Format.
The purpose of this assignment is to help you pull together what you’ve learned so far from your research and to guide you to figuring the rest out. And, of course, to show me your progress. The goal here is to identify gaps in your research or progress so you can correct course or make any necessary adjustments to you question or research. Although I will grade in part for content, meaning you should be thorough in your answers and cite sources, completion counts the most. I want to see where you are in your project and where you’re headed. 
Complete the following sections based on the work you’ve done and your plans for the final format of the project. 
RESEARCH QUESTION—Clearly state your Research Question. Then, give me a little bit of context about what makes it historical and relevant to this course. For example, what change are you investigating? Why are the event(s) you’re researching significant in terms of the impact they had on the present or events that followed them? Or, what lessons does the event(s) or topic you’re studying offer for the present or future? 
How has the Olympic Games’ commitment to Olympism and its ideals of promoting peace, mutual understanding, and fair play evolved over time across the 1936 Berlin Olympics, the 1968 Mexico City Olympics, the 2008 Beijing Olympics, and the 2016 Rio de Janeiro Olympics? 
PROJECT FORMAT—In which format will you present your research and what do you expect it to look like? For example, if you are doing a Timeline, tell me that and add details like the file format (e.g., PowerPoint, Word, Prezi). If you’re doing a Creative Project, tell me the medium and how you plan to incorporate the Historiography and other information. 
I would like to do the project in the format of a timeline in powerpoint which will have a slide with all of the events I will be discovering as well as each slide dedicated to a certain date. I would also like to see if I can make it into a children’s book somehow. 
DRAFT HISTORIOGRAPHY—Using your 5+ scholarly sources, identify the main themes, questions, and findings in the scholarly research on your topic. Then, describe how your research fits with this historiography (scholarly discussions related to your topic) with a particular focus on how your research draws from and will build on these sources. Think of this as your prompt: What have scholars already shown us related to your topic and how/what does your research question fit with, build on, or challenge their findings?  Insert a footnote whenever you refer to a source(s). 
I decided to do my project on a topic that goes hand in hand with what we have done in this class so the main themes of my topic include politics in sports, the values of Olympism and how each host country either adheres to them or not, as well as the general relationship between the Olympics and politics and the effect they have on each other. So far I have not done extensive research, however, when I think back on what Zolov wrote in his article, he made a point that Mexico used the Olympics intentionally in a way that some people did not think was effective.1 Jennifer Parks had a similar article about the Moscow Games in 1980.2 Overall, the Olympics are an extremely powerful political tool used by many countries to this day.  
PROJECT OUTLINE—Share what you’ve learned related to your research question so far and some ideas for structuring your answer. Don’t repeat what’s above, but add details. For example, you know the specific events you’re going to include in the Timeline, list those and add anything you know about what you’ll say. Add footnotes whenever you refer to a source. For a Creative Project, give me some examples of how your creative project shows your research. If you have other sections of the Research Report done, you can paste those here. 
Introduction 
Define Olympism and its core ideals (peace, mutual understanding, fair play, etc.) 
Thesis statement: Examine how the Olympic Games’ commitment to Olympism has evolved across different eras and global contexts. 
1936 Berlin Olympics 
Historical context (rise of Nazism, racial discrimination, etc.) 
Controversies and challenges to Olympic ideals (Berlin Games as a propaganda tool, exclusion of athletes based on race/ethnicity, etc.) 
Efforts or instances that upheld Olympism despite the controversies 
1968 Mexico City Olympics 
Historical context (civil unrest, student protests, Cold War tensions, etc.) 
Challenges to Olympic ideals (Black Power salute, student massacre, political tensions, etc.) 
Initiatives or moments that promoted Olympism (cultural exchange, international cooperation, etc.) 
2008 Beijing Olympics 
Historical context (China’s rise as a global power, human rights concerns, etc.) 
Controversies and criticisms related to Olympic values (censorship, pollution, political agenda, etc.) 
Efforts to uphold Olympism (promoting diversity, environmental initiatives, etc.) 
2016 Rio de Janeiro Olympics 
Historical context (Brazil’s economic and political turmoil, Zika virus outbreak, etc.) 
Challenges to Olympic ideals (doping scandals, security concerns, environmental issues, etc.) 
Instances that exemplified Olympism (unity, sportsmanship, cultural exchange, etc.) 
Analysis and Conclusion 
Comparative analysis of how Olympism was interpreted and prioritized across the four Games 
Factors that influenced the adherence or departure from Olympic ideals (political agendas, societal changes, global events, etc.) 
Overall evolution and future outlook for upholding Olympism in the Olympic Movement 
PROGRESS REPORT—How’s your research going? Tell me what you’ve done so far and how much time you’ve been able to spend. What do you feel confident about? What are you struggling with? What questions have come up about the topic, sources, format—anything? What can I do that will be most helpful for you? 
So far I have been able to find sources that cover almost all of the Games that I want to analyze in the paper. There is still a lot of work to be done, but I feel confident that I will be able to find more information and create a good timeline. Mostly, I just struggle with taking the time to find the information I need and being able to put that into writing on paper. I think a timeline format will definitely make it a little easier for me in that sense. The sources I have found so far are more about politics rather than the adherence to Olympism in the Games so I might change my question a little bit. If possible, I would like to see a sample of the project done with a timeline just to get a general idea. 
Cl na Dála. European Parliament : Resolution on Soviet Intervention in Afghanistan, 16 January, 1980. Oral Histories, 2022. https://jstor.org/stable/community.34608388. 
Cull, Nicholas J. “The Public Diplomacy of the Modern Olympic Games and China’s Soft Power Strategy.” In Owning the Olympics: Narratives of the New China, edited by Monroe E. Price and Daniel Dayan, 117–44. University of Michigan Press, 2008. https://doi.org/10.2307/j.ctv65sw9q.7. 
Parks, Jenifer. “Welcoming the ‘Third World’: Soviet Sport Diplomacy, Developing Nations, and the Olympic Games.” In Diplomatic Games: Sport, Statecraft, and International Relations since 1945, edited by Heather Dichter and Andrew L. Johns, 85–114. Lexington: University of Kentucky Press, 2014. 
Reid, Heather L. “Why Olympia Matters for Modern Sport: Warren Fraleigh Distinguished Scholar Lecture.” In Reflecting on Modern Sport in Ancient Olympia: Proceedings of the 2016 Meeting of the International Association for the Philosophy of Sport at the International Olympic Academy, edited by Heather L. Reid and Eric Moore, 171–88. Parnassos Press – Fonte Aretusa, 2017. https://doi.org/10.2307/j.ctvbj7gdq.18. 
American Youth Congress. Move the Olympics from Nazi Germany! Documents, 1935. https://jstor.org/stable/community.9286557. 
Ban Ki-moon. Letters from Ban Ki-Moon to Vladimir V. Putin President of the Russian Federation, Vitaly I. Churkin Permanent Representative of the Russian Federation to the United Nations, and Thomas Bach President International Olympic Committee. Letters (Correspondence), 2014. https://jstor.org/stable/community.29510425. 
International Olympic Committee. The International Olympic Committee and the Modern Olympic Games. 1933. Olympic World Library. Accessed May 16, 2024. https://library.olympic.org/Default/doc/SYRACUSE/62045/the-international-olympic-committee-and-the-modern-olympic-games-international-olympic-committee 
Kikulis, Lisa M. “Contemporary Policy Issues in High Performance Sport.” In Sport Policy in Canada, edited by Lucie Thibault and Jean Harvey, 97–145. University of Ottawa Press, 2013. http://www.jstor.org/stable/j.ctt5hjk9x.6. 
LA84. 1937. “XI Olympic Games, Berlin, 1936 : Official Report, V.1.” LA84. 1937. https://digital.la84.org/digital/collection/p17103coll8/id/15826. 
New York Times. 1936. “Olympic History.” Archive.nytimes.com. May 24, 1936. https://archive.nytimes.com/www.nytimes.com/specials/olympics/history/owens-reich.html. 
“Olympic Games (Cont’d).” TIME Magazine 28, no. 7 (August 17, 1936): 37–40. https://research-ebsco-com.unh-proxy01.newhaven.edu/linkprocessor/plink?id=a95669df-5fcb-3fa5-b195-97fa149bf95c. 
Passports for Jews Demonstration, Burlington House Plaza , 3/9/1979, Item 01. Documents. Passports for Jews Demonstration, Burlington House Plaza , 3/9/1979, 1979. https://jstor.org/stable/community.33050711. 
The Economic Impact of Mega Sport Event, 2019. https://jstor.org/stable/community.34031344. 
Tomlinson, Alan. “Olympic Values, Beijing’s Olympic Games, and the Universal Market.” In Owning the Olympics: Narratives of the New China, edited by Monroe E. Price and Daniel Dayan, 67–85. University of Michigan Press, 2008. https://doi.org/10.2307/j.ctv65sw9q.5. 

Assignment Instructions
Review the module activities and resources.
Choose a platform for your online presentation. Part 1 and Part 2 will be completed as one presentation. Please label the two parts/components on the presentation you complete.
Complete Part 1: Imperialism and Western Powers.
Complete Part 2: The Rise of Imperialism
Check for grammar, spelling, punctuation, and APA formatting.
Be sure to include two or more references as part of your presentation following APA format. Include the references at the end of your presentation.
Submit the assignment by the due date listed in the course schedule
Part 1: Imperialism and Western Powers
For part one of the assignment, create a presentation (7-10 slides) of countries that have imposed imperialism on other nations (Great Britain, China, France, or Germany) or American imperialism and expanded influence in the Caribbean and Pacific in the early 1900s. Illustrate in the presentation how these nations were able to take over/expand their influence over other nations and illustrate the countries that are still under the rule of these nations.
Some resources to help you get started:
The U.S. Bought 3 Virgin Islands from Denmark. The Deal Took 50 Years – HISTORY.
British Empire | History, Countries, Map, Size, & Facts | Britannica
American Imperialism | Boundless US History (lumenlearning.com)
Part 2: The Rise of Imperialism
For part two of the assignment, answer the questions below in your presentation. This component should be 3-5 slides.
How did the industrial revolution contribute to imperialism in the 19th century? 
What were some of the motivations for imperialism?
Which countries were mainly responsible for imperialism in the 19th century?
How did technology, capitalism, and industrialization work together to contribute to imperialism?
What were the three main technological advancements that helped project imperialism?

R.A. Torrey (1856-1928) was among the group of Christian leaders who, after public universities had abandoned supporting theism in favor of philosophical naturalism, promoted the founding of seminaries during the late 19th and early 20th century for theological education and training for ministry. From 1912-1924, Torrey served as the Dean of the Bible Institute of Los Angeles, now Biola University. Here, he comments on what Jesus means by abiding in Him:
“He had been comparing Himself to a vine, His disciples to the branches in the vine. Some branches continued in the vine, that is, remained in living union with the vine, so that the sap or life of the vine constantly flowed into these branches. They had no independent life of their own. Everything in them was simply the outcome of the life of the vine flowing into them. Their buds, their leaves, their blossoms, their fruit, were really not theirs, but the buds, leaves, blossoms and fruit of the vine. Other branches were completely severed from the vine, or else the flow of the sap or life of the vine into them was in some way hindered. Now for us to abide in Christ is for us to bear the same relation to Him that the first sort of branches bear to the vine; that is to say, to abide in Christ is to renounce any independent life of our own, to give up trying to think our thoughts, or form our resolutions, or cultivate our feelings, and simply and constantly look to Christ to think His thoughts in us, to form His purposes in us, to feel His emotions and affections in us. It is to renounce all life independent of Christ, and constantly to look to Him for the inflow of His life into us, and the outworking of His life through us.”
John 15:1-5 (Jesus speaking)
“I am the true vine, and my Father is the vinedresser. Every branch in me that does not bear fruit he takes away, and every branch that does bear fruit he prunes, that it may bear more fruit. Already you are clean because of the word that I have spoken to you. Abide in me, and I in you. As the branch cannot bear fruit by itself, unless it abides in the vine, neither can you, unless you abide in me. I am the vine; you are the branches. Whoever abides in me and I in him, he it is that bears much fruit, for apart from me you can do nothing.”
Write a 250-word response on what you think your life would look like if you regularly abided in Christ, or “renounced all life independent of Christ, and constantly looked to Him for the inflow of His life into you, and the outworking of His life through you.”

This week contains multiple discussion questions that you are required to answer.  
Unit 2:4
How did gender affect an individual’s experiences in the northern colonies? How were the lives of men and women different? What role did class and race play?
Historians have offered multiple ways of understanding the events at Salem in 1691–1692. What is your explanation of the events? Why do you think so many of the accused were women?
Your answers must be a minimum of 250 words for this posting. Be sure to cite your sources properly in your posting. For example, use (American Social History Project—ASHP, 22) as a parenthetical citation for a quote or summary of information on page 22 of the Who Built America? textbook. Use (“Salem Witch Trials,” par. 5)) for information or quotes from the website where you give the paragraph in which you found the information instead of the page number.
Who Built America, chapter 3
Link to free textbook borrowing textbook reading is chapter 3
https://archive.org/details/whobuiltamerica00chri/mode/2up

Understanding the lives and experiences of marginalized populations is crucial when studying a historical era or analyzing modern issues. This journal assignment allows you to reflect on what you have learned about marginalized populations and how mainstream populations view these populations. Directions Your journal assignment will explore the historical context of how mainstream populations view marginalized populations. Specifically, you must address the following rubric criteria: Describe commonalities about the perceptions that mainstream populations have about marginalized populations. What stereotypes are attached to marginalized populations? Discuss a recent example in the media that highlights stereotypes of marginalized populations. Explain how the stories and experiences of those marginalized populations impact mainstream populations. How can these experiences change the views of mainstream populations? What to Submit Submit your journal as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Any sources used should be cited according to APA style. As an alternative, Brightspace allows the use of video notes. You have the option to use the Video Note tool to complete this assignment. If you use Video Note, your video should be 2-5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

define all terms.
all terms cannot be Googled or use AI assistance; they must be defined by the textbook or lecture only – meaning the definition must be word for word from the textbook and lecture.
all terms must be accompanied by the page number the definition is found – either from the textbook or from the lecture to receive full credit. Required Texts
• Lewis M. Hopfe, Mark R. Woodward, and Brett Hendrickson, Religions of the World (13th ed., Boston, MA: Pearson Publishing, 2016). ISBN: 9780133793826.