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History 12 Final Essay Based on your reading of Foner's Give Me Liberty and the course power points write a clear and concise essay on ONE of the following prompts. Your essay should be between 4 and 5 double-spaced pages, or a minimum of 1000 words, but may be longer. DO NOT USE ANY "AI" (that will be an automatic "F"). Write your essay in your own words. Be specific! Use historical examples only from our course readings or power points to support your thesis. Be sure to use quotes whenever you cite anything from the text book and the power points. * Post your essay directly in this assignments. Do not use a pdf or google doc. * You do not need endnotes or footnotes. When you use a quote from the textbook or power point, cite it by using parenthesis at the end of the sentence with the quote and include the page number from the Foner book or the chapter of the power point. For example: (Foner, p.340). * l will not be able to accept any assignments after June 10. * * * Remember to address only ONE of the following 9 prompts. ***** DO NOT USE ANY "AI" (artificial intelligence). ******* *** Please be sure to IDENTIFY your choice by coping the entire prompt above your essay. *** ****************************************************************** 1. How successful has the federal government been in eliminating racism? What has it done? What can it do? What should it do? 2 Is there a double standard in U.S. foreign policy? Do American leaders have one set of rules for allies and another for enemies and everyone else? If they do, what might their reasons be? And are those reasons valid? Give examples. 3. It appears that politicians sometimes have to choose between one good and another. Franklin Delano Roosevelt apparently decided that economic reform during the Great Depression was more important than combating racism. Why did he make such a decision? And was he correct to do so? Was there another way? 4. Both Richard Nixon and Ronald Reagan were Republican presidents but their policies were for the most part very different. Why? Describe the differences and similarities, if any, and how they relate to the rise of conservatism in post-World War II America. 5. Bill Clinton was a liberal Democrat and George W. Bush a conservative Republican. How did their policies differ? How were they similar? And, given the attacks of September 11, 2001, to what degree were they simply a product of differing circumstances? 6. Should the civil rights movement in the twentieth century be considered a "Second Reconstruction"? Compare and contrast the movement with Reconstruction and discuss the outcomes of both. 7. Compare and contrast the New Deal and the Great Society. What were their stated goals? What were the different approaches the FDR and LBJ administrations took in attacking poverty? 8. Is it fair to characterize the contemporary period (from the 1980s to the present) as a "Second Gilded Age"? Consider political, economic, and social factors in your response. 9. In 2016, Republican Donald Trump's presidential campaign was described by many as populist in that he appealed for support from "the people" as opposed to "the elite." Were Trump's subsequent actions as president consistent with this populist description? Or did he turn out to be more of a traditional Republican after all? Discuss how his policies, including those on immigration border security and taxation, reflected or contrasted with his campaign promises.

NO AI ALLOWED PLEASE : SERVERS IN PLACE PART 1: 2 pages double space The video on the Korematsu case is amazing.  Often I am asked, “How could this happen?”  “What was the Supreme Court thinking?”   Korematsu  was overturned by the Supreme Court in 2018,  but in 1988, President Reagan signed into law a bill passed by giving each survivor of the relocation camps $20,000.  Reparations are usually very controversial.  Was the reparations payment the right thing to do?  Why or why not?  Does this law set a good or bad precedent? Remember that men and women of good faith and intent can disagree on issues.  Write your  essay/reflection addressing the questions in the prompt.  Limit two pages, 12 point font.  NOTES: In the U. S. Supreme Court decision of Trump v. Hawaii (2018), Chief Justice Justice John Roberts wrote: Finally, the dissent invokes Korematsu v. United States,323 U. S. 214 (1944). Whatever rhetorical advantage the dissent may see in doing so, Korematsu has nothing to do with this case. The forcible relocation of U. S. citizens to concentration camps, solely and explicitly on the basis of race, is objectively unlawful and outside the scope of Presidential authority. But it is wholly inapt to liken that morally repugnant order to a facially neutral policy denying certain foreign nationals the privilege of admission. The entry suspension is an act that is well within executive authority and could have been taken by any other President—the only question is evaluating the actions of this particular President in promulgating an otherwise valid Proclamation. The dissent’s reference to Korematsu, however, affords this Court the opportunity to make express what is already obvious: Korematsu was gravely wrong the day it was decided, has been overruled in the court of history, and—to be clear—“has no place in law under the Constitution.” 323 U. S., at 248 (Jackson, J., dissenting). Justice  Sonia Sotomayor (joined by Justice Ruth Bader Ginsburg) noted: Today, the Court takes the important step of finally overruling Korematsu, denouncing it as “gravely wrong the day it was decided.” Ante, at 38 (citing Korematsu, 323 U. S., at 248 (Jackson, J., dissenting)). This formal repudiation of a shameful precedent is laud- able and long overdue. After 74 years, the Korematsu case was formally overturned by the United States Supreme Court. You are now a presidential advisor to President Biden.  He has asked you to write a one page SINGLE spaced 12 point font memo on how he can change the stormy political climate in Washington DC and gain his "mandate with the American people."  He feels that his legislative (policy) agenda is on the right track.  What would you tell him to do?  Your source of information comes from the video you have just viewed, the professor's written introduction to the Presidency, and Chapter 7 in your text.  I look forward to reading your memo.

THE DISCUSSION BOARD IS THE PICTURE . To get started with the discussion forums, first, click on the word "thread" to begin a new post. After your post, reply to one of your classmates by clicking on their discussion link and hitting the reply button.Discussion Board Participation- “Meet and Greet” and “Thought Sessions” (1 @ 40 Points and 2 @ 20 points each = 80 points) Read Carefully!You are required to participate in three online discussion board forums. The first “Meet and Greet” session, where you introduce yourself to the class, is worth 40 points. The other two are “thought sessions” that will be centered on a particular theme and are worth up to 20 points each (40 total points), depending on quality and length of the required posts. Participation in the thought sessions includes an initial posting by students specifically answering the question posed and at least one secondary post making a critical response to at least one other student’s post. The response to another student can indicate agreement or disagreement or other comment but must be substantive in explaining the reasons for the comments. The initial post and secondary response post will be weighted equally (up to 10 points each, for a total of 20 points) when grades are assigned. Therefore, to receive full credit for participation on each Thought Session, you must make two posts at a minimum, each post worth up to 10 points. The first post (your initial post) must respond to the original question, while the second post must respond to at least one of your classmate’s postings on the topic by the due date.Consider each post as a “micro” essay of several (two or more) thoughtful paragraphs including at least 5 or 6 sentences each. This is the bare minimum for any credit, however, and it does not guarantee full credit or even a passing grade. You may earn only minimal credit even if you meet this minimum quantity requirement, because quality is more important than quantity. However, any post consisting of less than 5 or 6 sentences in a single post will receive no credit at all. This applies to any reply posts as well as your initial post. Please check the Discussion guidelines and directions under Course Information tab. There you will find additional information, instructions, the grading rubric that will be used to score your posts, and examples of model posts from prior course participants who received full credit. Save your work before posting on discussion board. If for technical reasons your posts are lost, you can simply copy and paste your saved work to the discussion board again.Warning: For other students to have time to respond to your post, your initial must be made 48 hours before the due date. Because “thought Sessions” require an initial post and a response post by the due date, late discussion board postings cannot be accepted and will not be graded.

Background of this group? Why they came to USA (what were the factors pushing and pulling them here). Their impact on USA (Including how they have been treated and what kind of cultural contribution they made). Task: Make a PowerPoint presentation on this topics including each of the points.

What is Hirshbein’s argument about depression? What contributed to making it into a disease category, and why were women considered more likely to have depression by the 1980s? How does this story compare to or contrast with Brumberg’s history of anorexia nervosa? Following the question posed by the article, can (and should) AI treat mental illness? Why or why not, based on the article or on your own views?

Discussion Post 1:  What are the key differences Gorski describes between civil religion and religious nationalism? How do the two ideas develop in this historical time period? Cite examples from the text. 200+ words. Discussion Post 2: This week you read a famous speech by Frederick Douglass which employed rhetoric that may call to mind civil religion. For instance: “This, for the purpose of this celebration, is the 4th of July. It is the birthday of your National Independence, and of your political freedom. This, to you, is what the Passover was to the emancipated people of God.” “At the very moment that they are thanking God for the enjoyment of civil and religious liberty, and for the right to worship God according to the dictates of their own consciences, they are utterly silent in respect to a law which robs religion of its chief significance, and makes it utterly worthless to a world lying in wickedness.” What other examples can you find of this type of rhetoric in his speech? What is the purpose of this rhetoric? Why might this rhetoric be considered a form of "civil religion", or at least a use of civil religion for a purpose? 200+ words not including quotations which should be used. Discussion Post 3: (review this week's course material.) Description: Students will submit a  response of 500+ words to the course materials for the week,  summarizing and reflecting on the material for that week. Grading Criteria: Students who meet word count requirements, use proper capitalization, punctuation, and grammar, cite sources, and demonstrate they have read/watched all course materials for that week will be awarded credit for completion of the assignment. Deductions for partial fulfillment of these requirements may be awarded. 

Week 6 Readings: Chapter 29, Chapter 30, and Chapter 31 Two commentators are arguing on a political radio show. Dr. James Pacifist (perhaps it is Dr. Jane Realist) states that the military situation in South Vietnam at the end of 1968 proves that the conflict is unwinnable, and has left a lasting stain on President Lyndon Johnson's administration. Mr. John Warhawk (or is it Senator Randall Real Politic) claims that the average soldier was betrayed by the government and if more troops were sent to South Vietnam that country can still be saved from communism.  You have been divided into two groups. For this forum, Group A (Last name A-M) will assume the role of an individual endorsing Dr. Pacifist's stance, while Group B (Last name N-Z) will argue in support of further escalation endorsed by Mr. Warhawk. You do not need to restrict yourself to the moral justification. The arguments for, and against, the United States involvement took many avenues. Try not to make assumptions. Instead, assume the historical role of someone who lived in the United States during the era. While addressing the legacy of the war you can move to more recent decades. While defending your stance be sure to address the effect that ground troops had on the war regarding potential failure or success during combat and how the escalation of troops affected anti-war movement. Finally, be sure to bring in the potential effects the war had on Johnson's presidency and the legacy of Vietnam.

I am unable to give you credit for this paper because it is not properly cited. Your information does not have proper attribution. The pages in Brumberg don't match, and there is information without citation. The discussion of Freud on p. 5 is a good example. There are also no quotes from Brumberg. And, Owens is about slavery, and while it can and should be linked to the development of modern medicine, it really does not discuss  anorexia.  See assignment.

Week 2 Assignment - Unions and the Modern Workplace Learning Objectives Covered LO 03.01 - Discuss three ways that 18th-century class/societal stereotypes evolved into current management and leadership practices LO 03.02 - Discuss the rise of the American labor movement and identify three roles of state and federal governments in labor conflicts Career Relevancy As modern workers, we benefit from the development of unions, whether we recognize their influence or not. Unions brought about a massive change in working conditions, which were abysmal during the development of factories in the early 19th century. Unions argued for safer working environments, better wages, and other worker benefits. Today, many industries utilize unions to ensure worker safety and rights are respected. During the 18th century there were specific expectations from those in different societal rank. Things that men did, women didn't. From the development of equal and civil rights we can see that today we have a modern outlook to how a workplace should look and act. No longer do we see only white males as leaders and executives.  Background Many of the social classes in the early American colonies were based on the same ideas that existed in England. Your class was based on your bloodline and money. But, there was a new idea that your class could be based on merit. Work hard and drive to be on the top, and you can make it happen. That mentality did not exist in England but was starting to take form in America. In today’s working society there still seems to exist a mentality that if you have the right name or enough money you can climb to the top a little easier, but there is still room for those who can work hard and have the drive to succeed. Today, labor laws provide a basis for workers' protection and ability to stand against any sort of discrimination. However, legal framework was not formed overnight, it took over two centuries to arrive where the United States is now. Where do our management and leadership practices stem from and how did the labor movement and labor laws affect and shape the America we know today? During the age of industrialization and development and expansion of the western world in the United States, workers started demanding more recognition and better conditions. Unions of various forms were starting to appear across the United States because workers felt the need to band together and unite in their vision for a favorable working future. More and more occurrences of violence and arrests due to strikes were happening because of unhappy workers. Lumen (2018) states: The degrading conditions of industrial labor sparked strikes across the country. The final two decades of the nineteenth century saw over 20,000 strikes and lockouts in the United States. Industrial laborers struggled to carve for themselves a piece of the prosperity lifting investors and a rapidly expanding middle class into unprecedented standards of living. But workers were not the only ones struggling to stay afloat in industrial America. Americans farmers also lashed out against the inequalities of the Gilded Age and denounced political corruption for enabling economic theft (para. 10). Independence Hall Association (2018) adds to this idea by stating:  Owners had strategies of their own. If a company found itself with a high inventory, the boss might afford to enact a lockout, which is a reverse strike. In this case, the owner tells the employees not to bother showing up until they agree to a pay cut. Sometimes when a new worker was hired the employee was forced to sign a YELLOW-DOG CONTRACT, or an ironclad oath swearing that the employee would never join a union. Strikes could be countered in a variety of ways. The first measure was usually to hire strikebreakers, or SCABS, to take the place of the regular labor force. Here things often turned violent. The crowded cities always seemed to have someone hopeless enough to ‘CROSS THE PICKET LINE’ during a strike. The striking workers often responded with fists, occasionally even leading to death (para. 9-10). Because of the high number of strikes and lockouts, state and federal governments needed to be involved. Independence Hall Association (2018) states: Prior to the 20th century the government never sided with the union in a labor dispute. Bosses persuaded the courts to issue injunctions to declare a strike illegal. If the strike continued, the participants would be thrown into prison. When all these efforts failed to break a strike, the government at all levels would be willing to send a militia to regulate as in the case of the Great Upheaval. What was at stake? Each side felt they were fighting literally for survival. The owners felt if they could not keep costs down to beat the competition, they would be forced to close the factory altogether. They said they could not meet the workers' unreasonable demands. What were the employees demanding? In the entire history of labor strife, most goals of labor can be reduced to two overarching issues: higher wages and better working conditions. In the beginning, management would have the upper hand. But the sheer numbers of the American workforce was gaining momentum as the century neared its conclusion (para. 11-13). Today, both state and federal governments are involved with labor conflicts. The list below represents just three roles of state and federal governments in labor conflicts for example. The federal government is connected to labor unions since most labor unions are aligned with a political party. State agencies such as workforce commissions ensure that the rights of laborers are protected. The federal government establishes the minimum wage and prosecutes employers who violate it. History provides models that are still in place today. Three ways that 18th-century class/societal stereotypes have evolved into current management and leadership practices can be found in gentry, middling, and farmers. Gentry were the upper class of landowners. This class can be compared to the business owners of today. As landowners and now current day business owners, they see it as their duty to govern and direct others. The middling, or what we might call the middle class, were the tradesmen. They had a specific skill and could perform it well for good pay. In today's society, the middling would be likened to the skilled workers such as teachers and medical professionals. Finally, the farmers were the unskilled workers who did the manual labor. These people too are found in today's society as the working class. With minimal skills, they are subject to doing any job they can find. The gentry and today's business owners represent those in management while the middling and farmers were led by them. How does this affect your career? It is important to note that most of really influential successes of unions were achieved peacefully.  The reputation in history of violent strikes from unions represents the exception rather than the rule, in many ways.  For instance, historical steps forward, such as the Fair Labor Standards Act of 1938, which outlawed child labor and created the 40-hour work week, were passed during the Great Depression once most of the strike violence had already stopped (Green, 1997). This should encourage employees to plead their case where labor disputes are concerned in a manner that speaks of professionalism. References Green, J. (1997). Why teach labor history? OAH Magazine of History,11(2), 5-8. doi:10.1093/maghis/11.2.5 Lumen. (2018). The labor movement. Retrieved https://courses.lumenlearning.com/ushistory2ay/chapter/the-labor-movement-2/ (Links to an external site.)Links to an external site.  Independence Hall Association. (2018). Labor vs. management. Retrieved from http://www.ushistory.org/us/37b.asp (Links to an external site.)Links to an external site. Prompt Research general labor unions and think about how they affected laws, politics, and helped bring about change. Then research unions in your own career field. In a paper, in which you cite at least two sources, answer the following questions: Discuss labor union regulations in your state. Discuss the role of your state government in labor conflicts. Consider where you want to work. Discuss three ways that 18th-century class/societal stereotypes are found in the current management and leadership practices.

Each student will be required to write a short but serious research paper.  Subject: Your choice; anything related to the material covered in the course. “Informational” papers can earn a strong “B.” “A” papers will argue a position and deal with some academic issue grappled with by scholars. DO NOT decide on a topic before doing preliminary research. You must first research to find out what scholars are writing about. Select a topic based on what you find… MINIMUM length: 5 pages, excluding bibliography/ sources cited page(s). You're welcome to write MUCH more. ? Format: IDC (“I don’t care!”) Notes may be at the bottom (footnotes), and the end (endnotes), in the middle (MLA), as long as they are present and consistent in style. Should your name be on each page? “I don’t care!” I don’t deduct “points” for such nonsense. I want something that’s well-written. Websites: Scholarly articles and books accessed online are absolutely acceptable, but PLEASE cite them with “normal” publication information: Author, title, publisher, date, page numbers (as if they were found in hard copy). For this class DO NOT include web links. Look at your text books. Do you find web links in the bibliography? Cite everything (book, journal, etc.) as if you found it in hard copy. Author, title, place of publication, publisher, date, etc. Or name of the journal, volume, date, pages, etc. That way I know it's peer-reviewed, not an online encyclopedia or somebody's blog… If an article is not published in a serious academic journal (and is not “peer-reviewed” scholarship) it should not be used. Encyclopedias of any kind (including online encyclopedias) are not considered scholarly research, though they can certainly be used for your own background knowledge. Do not include web links at all for my course. Ever see web links in your textbooks? I use the web all the time, but I cite as if I found in hardcopy without a web link. You might give "real" books a try in addition to journal articles. Ever try google books? Regular Google search; from drop-down menu select "books." Some pages missing but it's a gold mine! We even have a library, which for some reason nobody uses!