Ap Civil War & Reconstruction Essay

Course Description Advanced Placement United States History is a fast-paced and rigorous course designed to provide students with the analytical skills and factual knowledge necessary to critically examine various issues in American History and relate them to events today. Because of one’s opportunity to earn college credit, dependent on one’s performance on the AP exam (May 11, 2012 @ 8am) and your college’s admission standards, this course is considered a college-level course. Hence, the workload and required student responsibility reflect college-level expectations. In addition to the academic content, this class will work on developing the skills necessary to perform well on the AP exam and which will benefit you in your future academic pursuits. These skills include writing analytically, interpreting historical documents, evaluating history from multiple perspectives, public speaking and critical thinking. The creation of our nation occurred only a few hundred years ago. The origins of the American Story will include many groups that inhabited the American continents for hundreds of years, as well as rival European nations fighting for supremacy that ultimately culminated in the rebellion of the thirteen colonies against the British Empire in 1776. While the study of our history includes dates and facts about Presidents and wars; our story is the story of legends, curses and folk tales that have originated here in the Americas during the past three centuries and have stood the test of time. Names like Washington, Franklin, Lincoln, and Roosevelt are synonymous with American History, but it is also the â€Å"common man’s† journey that makes our history captivating, tragic and beautiful. Course Objectives Students will: Master a broad body of historical knowledge Demonstrate an understanding of historical chronology Use historical data to support an argument/position Have a sense of geographic literacy, political dynamics, economic patterns, religious influences, social and cultural trends, intellectual developments, and the influence of the arts Interpret and apply data from original documents (primary sources) Interpret and apply data from historical scholarship (secondary sources) Effectively use analytical skills of evaluation, cause and effect, and compare and contrast Work effectively with others to produce products and solve problems Write effectively to show a clear understanding of material and assignments Prepare for and successfully pass the AP exam Class Text Divine, Robert A. et al. America Past and Present (AP* Edition) 9th Edition. New York: Pearson Longman, 2011. Supplementary Texts These will be provided to the students through handouts and/or the class website. Barbour, Michael K et. al. AP* Exam Workbook to Accompany America Past and Present (AP* Edition) 7th Edition. New York: Pearson Longman, 2005. Fernlund, Kevin. Document’s For America’s History Volume 1: Since 1865 7th Edition. Boston, MA: Bedford/St. Martin’s, 2011. Yazawa, Melvin. Document’s For America’s History Volume 1: To 1877 7th Edition. Boston, MA: Bedford/St. Martin’s, 2011. Historiography A number of readers will be utilized to provide different interpretations of US History. These supplementary materials will enable students to fully grasp the concepts and information which will be on the AP exam. The list is also subject to revision. Errico, Charles J. And Oates, Stephen B. Portrait of America Volumes 1-2 10th Edition. Boston, MA: Wadsworth CENGAGELearning, 2012. Madaras, Larry And SoRelle, James. Taking Sides: Clashing Views in United States History, Volumes 1 and II: The Colonial Period to Reconstruction, 14th Edition. McGraw-Hill, 2010. Zinn, Howard. A People’s History of the United States, 1st Edition. NY: Harper Perennial, 1999. Materials I suggest you maintain a large binder divided by unit (keep at home) in which you collect all materials. It is mandatory that you keep an organized small binder with dividers and bring to class that just includes materials from the current unit divided into the following sections: Unit Study Guides Big Picture Key Terms Timelines Lecture Notes Handouts You are required to submit your Reading Journal in a folder dedicated solely to this task. BLUE or BLACK ink pens, pencils, paper, highlighters, post-its, flash drives, etc are also recommended. Instructional Strategies Although the amount of content we must cover dictates the frequent use of lecture, these periods will be supplemented with discussion and questioning. Additional strategies will be used including: document analysis, analytical reading, writing in various formats, debate, presentations, simulations, and collaborative and individual research. Additionally in order to prepare for the AP* Exam, students will use: past AP multiple choice questions free response to outline and map essay answers past AP DBQs and FRQs to learn how to interpret and analyze historical documents Continuous Assignments Homework: You will always have something to read, either assigned that day or text that you are responsible for over the course of the unit. All readings must be done BEFORE the due date. Most writing and research will occur outside of class. However, time will be allocated in class for brainstorming and conference. Unit Study Guides You will be given a Unit Overview Study Guides. Unit Overview will include a timeline activity to complete which will be due the day before the unit exam Unit Overview will also contain Key Terms Terms must be written in the notebook you bring to class every day Terms must be written in blue/black ink Define and state the significance of the terms No credit given for incomplete answers Due day before units exam Reading Journal: You must keep a reading journal, which serves both as a means to give you credit for your reading and as a resource for review and preparation for the exam. You are required to make an entry into the reading journal for each chapter of required textbook reading and each assigned primary document (PD). You will use a specific format for textbook chapters. Annotating or APPARTS is recommended for the PDs. A model of a textbook chapter and lists of reading journal entries are located on the website. The reading journal is due the day of each unit exam. Article Reviews In addition to the chapter readings, periodically you will be assigned supplemental reading that may be downloaded or read from the internet. You must read the article and complete the Article Review Worksheet which is found on the class website. These reviews will be due the day before a unit test. Quizzes and Unit Exams Brief quizzes are given on the reading assignments on a weekly basis. Why? To keep you honest! There is too much to cover by the teacher alone. You must do your part and there is no substitute for reading. These quizzes will consist of m/c questions and relate to the assigned reading. Please note these quizzes assess your reading, not just your ability to listen in class (i.e. material not covered in class may be on quiz Unit exams will be given at the end of the unit and will replicate an AP exam (80 m/c, FRQ and DBQ). Some unit exams may be take home exams. Some of the material tested will not be covered in class.

Article- University Life Essay

Stress is your body’s way of responding to any kind of demand. It can be caused by both good and bad experiences but typically describes a negative condition that can have an impact on one’s mental and physical well-being no matter you are young people or the old one. There are many different things can cause stress in our life. University is one of a stressful situation for young people due to several causes such as poor time management, peer pressure and financial problems. One of the causes of stressful university life is poor time management. Before coming to the university, students are used to having parent’s helps in managing their time at home. For those who staying in the hostel, there are also people who in charge of taking care of the student’s time table like the teachers or the wardens. Students are being told on what to do like, when to study, when to sleep, when to eat and almost everything have been listed on the student’s timetable by the parents or the wardens. Now in the university, they have to manage their time themselves. Students cannot optimize their time properly according to the university life and timetable. So instead they waste their times doing unnecessary things. Not just that, the differences between school timetables that is more orderly than university schedule that is more compact than usual like need to complete a range of assignments including those with various deadlines, lengths and priorities that really need a division of a good time management can cause stress to the students too. The second cause for the stressful university life is, peer pressure. There are many students who have problems with this. When the first time they entered the university, some of students have trouble with making friends. They do not really know about their friend’s behaviour and what their friends like to do in their daily life. Mingle with the wrong type of people will be give bad affects for the students. As example, you are a student who prefers to focus on the study and you do not like to go out doing unnecessarily things but you mingled with a type of friends who do not really care about the study and love to waste time doing things that are not beneficial. When you have to do things that you do not like, be friends with the persons that you do not enjoy to be with, all these can lead to stress. It is not just that, having problems like dealing with people among the students itself like the classmates, housemates or even relationship problems with boyfriend or girlfriends are also a normal thing that happened in the university life. If they cannot deal their problems nicely, they will get into a bigger trouble and will be stressed out. Next, financial problems are the common problem that university students are having and the common cause for the stressful situation in university life. Like the time management problems, this financial problem also happen because the students do not really know how to manage their daily needs and their daily expenses without parents’ supervision and most of students do not have the ability to plan their spending. Besides that, they do not keep track of their money spending. As student, there are many things that needs money and they have to know how to manage their daily expenses. From food expenditure to anything that involve money. There are also students who struggle to pay the university’s fees and need money to buy books. Having problems in financial really a tough thing for students. If they do not manage to have enough money, they will feel stress and cannot focus on their study and finally their academic will decline. There is no doubt that university life really can make young people feel stress. University is one of a stressful situation for young people due to several causes such as time management, peer pressure and financial problems. For students who are not able to deal with their stress, they will definitely affect their studies. It will eventually cause their CGPA to drop. One of the ways to reduce stress on time management is creating a proper timetable, try to get used and forget the way you manage your time when you are in school and under parents’ supervision. To reduce stress on peer pressure is mingling with the type of people that we like to be surrounded with, choose friends wisely and do not get involve with love issues. And the last one, to reduce stress on financial problems is, applying for scholarship or PTPTN. We have to be smart to deal with stress because there are many negative effects of living in a stressful life. Stress can affect both body and mind. People under large amounts of stress can become tired, sick, and unable to concentrate or think clearly. So, it is very important to reduce stress to have a healthier life.

Femininity In “Dracula” Essay

Many critics and literary analysts believe that femininity or to some extent metamorphosis of women constitutes the central theme of Stoker’s â€Å"Dracula. † For instance, Kline explains that femininity occurs in two ways: first by the transformation of the â€Å"good† English women into sexually or intellectually challenging New Women, and then again when their â€Å"potentially revolutionary attributes †¦ are destroyed, one way or another† either through death, as seen with Lucy, or reduction to a silent (and therefore no longer intellectually challenging) inspirational figure, as occurs with Mina (Kline, 144). Explaining the idea behind women in Dracula Stoker argues that â€Å"†¦for women to deny their traditional role was to deny their womanhood, to challenge the distinctions between women and men upon which the family ~ and therefore society — depended† (Stoker, 206). Stoker’s â€Å"Dracula† addresses these concerns regarding femininity as outlined by Stoker and Kline, and contains examples of it, through the â€Å"brute force† and â€Å"sexual wantonness† of the vampire women that attack Jonathan, as well as Lucy’s transformation and the â€Å"masculine aggressiveness† represented by Mina’s capabilities. The men in the novel are established as representatives of a patriarchal society, but it is the authoritative presence of Van Helsing that is primarily used both to advocate a return to a patriarchal system, and to refeminize women through either denial of their abilities or by repeated insistence that they are objects of chivalric concern. The text is replete with examples where female identity is transformed. This is accomplished through a variety of methods that are, like the vampiric taint from the mixing of blood, interrelated. For example, Mina is transformed into an object of idealization and chivalric concern, and as a result of this â€Å"protection,† she is also attacked by Dracula and emotionally altered as a result of her exclusion – both of which occur precisely because the men remove her from their counsel and leave her unattended. The text is used to show that these women – in a sense â€Å"new women† representatives – are dangerous and in need of â€Å"correction,† which occurs in the novel through punishment, including death and destruction, and the denial of authority. The sexual aspects of the New Woman are vilified through association with the monstrosity of vampirism, and what vilifies the intellectual woman in the text is her challenge to male intellect and authority. The attack on the sexual woman begins with Jonathan’s assault by the vampire women at Castle Dracula, which then justifies the attack on Lucy when she takes over as their â€Å"modern† equivalent; since he gets no retribution against these vampire women, it is necessary in the text to have Lucy punished for her seemingly similar challenge to gender roles as a result of her potentially promiscuous behavior. The attack on the intellectual woman begins with what Johnson calls Mina’s â€Å"discourteous act† in first handing Van Helsing her shorthand diary, which he is unable to read. The sexual woman in the text is first represented by the â€Å"weird sisters† (Stoker, 80) at Castle Dracula, through both their role-reversing assault on Jonathan and their anti-maternal behavior in feeding on the â€Å"half-smothered child† given to them by Dracula when he halts their attack (Stoker, 71). These women symbolize what Griffins calls â€Å"the worst nightmare and dearest fantasy of the Victorian male: the pure girl turned sexually ravenous beast† (Stoker, 143), with these vampire women being classified as frightening — and by extension, all modern or sexual women ~ in part due to the emotional confusion they create in men. Although they are described by Jonathan as â€Å"ladies by their dress and manner† (Stoker, 68), having â€Å"brilliant white teeth, that shone like pearls† and â€Å"a silvery, musical laugh† (Stoker, 69), their effect on Jonathan is described, through his own reporting, to make him uneasy (69) due to their â€Å"deliberate voluptuousness which was both thrilling and repulsive† and his reaction that he â€Å"felt in my heart a wicked, burning desire that they would kiss me† (Stoker, 69). Interpreting Jonathan’s mixed emotions as resulting from a fear of an inability to sexually handle three women presents an interesting parallel later with Lucy, who wistfully speaks of being able to marry three men (Stoker, 91). By presenting women’s sexuality as aberrant and monstrous rationalizes the violence that is utilized in destroying Lucy and the vampire women, and the text is therefore suggesting, through this vampiric taint, that all sexual women are dangerous and need to be destroyed. It is this destruction, in addition to physical death, that sends the message that there is no redemption for â€Å"new women†. Seward’s diary records the event that lets Lucy â€Å"take her place with the other Angels† (253): â€Å"The Thing in the coffin writhed †¦ the sharp white teeth champed together till the lips were cut, and the mouth was smeared with a crimson foam. But Arthur †¦ [drove] deeper and deeper the mercy-bearing stake, whilst the blood from the pierced heart welled and spurted up around it† (Stoker, 254). Similarly, Van Helsing records â€Å"the horrid screeching as the stake drove home; the plunging of writhing form, and lips of bloody foam† as he â€Å"restore[s] these [vampire] women to their dead selves† (Stoker, 412). From the beginning of the novel Mina is presented as different from the vampire women, signifying that the woman who challenges gender roles through her intellect is different from the sexual woman. Jonathan’s journal distinguishes her from the â€Å"awful† vampire women: â€Å"Mina is a woman, and there is nought in common [with the vampire women]. They are devils of the Pit! † (Stoker, 85). Once the sexual woman has been dispensed of through Lucy’s death, the text then attacks the intellectual woman through Mina; and it is not until the former is eradicated that Mina’s talents are presented as dangerous or threatening. Although Charles Prescott and Grace Giorgio opine: â€Å"Lucy’s transformation and destruction function as cautionary examples for Mina. She learns not only that vampires and transgression must be brutally brought into line but also what can happen to anyone outside the Victorian codes of normalcy† (Stoker, 151), it is only after she is stripped of the ability to use her intellect, as she is silenced by Van Helsing and excluded through the presumably chivalric protection of the men, that she becomes sexual. Descriptions of violence against women – a retribution for their challenge to gender roles – serve to impart the message that there is no redemption for femininity, that despite any atonement or transformation, their transgressions are considered so heinous that they must be destroyed. Interestingly, the eradication of Dracula, described merely as his â€Å"crumbl[ing] into dust and pass[ing] from †¦ sight† (Stoker, 418), without the brutality that is levied against the female vampires, serves as proof that the destruction previously described is in reprisal for the female transgression of gender codes, and not a necessity in ending the threat of vampirism. Works Cited Stoker, Bram. Dracula. Ed. Glennis Byron. Ontario: Broadview Literary P, 2000 Kline, Salli J. The Degeneration of Women: Bram Stoker’s Dracula as Allegorical Criticism of the Fin de Siecle. Rheinbach-Merzbach: CMZ-Verlag, 1992

Alliance: Cold War Essay

ORIGINS OF COLD WAR ESSAY REVIEW Relevant IB Objectives 1. Origins of the Cold War a. Ideological differences b. Mutual suspicion and fear c. From wartime allies to post-war enemies 2. Nature of the Cold War a. Ideological opposition b. Superpowers and spheres of influence c. Alliances and diplomacy in the Cold War 3. Development and impact of the Cold War a. Role and significance of leaders b. Social, cultural, and economic impact 4. Material for detailed study †¢ Wartime conferences: Yalta and Potsdam US policies and developments in Europe: Truman Doctrine, Marshall Plan, NATO †¢ Soviet policies, Sovietization of Eastern and Central Europe, COMECON †¢ Germany (especially Berlin (1945? 61)), Korea †¢ Stalin, Truman Past Essay Questions I. Origins of Cold War 1. ‘Ideological differences played little part in the origin of the Cold War. ’ How far do you agree with this judgment? (2000) 2. Assess the part played by differing ideologies in the origin of the Cold War. (2005) 3. â€Å"The Cold War was caused by fear, not aggression. To what extent does this view explain how the Cold War developed between 1945 and 1949? (2001) 4. To what extent did events in the final year of the Second World War turn wartime allies into Cold War enemies? (2004) 5. â€Å"An unnatural alliance that was bound to fall apart after the defeat of the common enemy. † To what extent does this statement explain the origin of the Cold War? (2006) 6. Analyse the origin of East-West rivalry and explain why it developed into the Cold War. (2008) I. Nature of Cold War 1. Assess the part played by differing ideologies in the origin of the Cold War. 2005) 2. Define ‘superpower rivalry’ and assess its importance in international politics since 1945. (2000) 3. In what ways, and for what reasons, did super-power rivalry dominate international politics between 1945 and 1961? (2002) 4. Analyse the origin of East-West rivalry and explain why it develop ed into the Cold War. (2008) 5. Also: the role and impact of alliances and diplomacy in the Cold War II. Development and impact 1. For what reasons, and with what effects, did social and cultural differences affect the origin and development of the Cold War? 2002) 2. Also: role and significance of Truman and/ or Stalin III. Material for detailed study 1. How, and to what extent, did the conferences at Yalta and Potsdam (1945) contribute to the origin of the Cold War? (2003) 2. For what reasons, and with what results, were there disagreements between participants at the conferences of Yalta and Potsdam in 1945? (2009) 3. For what reasons, and with what results, did the Truman Doctrine and the Marshall Plan affect Cold War development? (2008) 4.To what extent was Germany the cause of East/West disagreements between 1943 and 1963? (2000) 5. Analyze the role of Germany in the origin and development of the Cold War. (2002) 6. In what ways, and with what results, was Germany the key focus of the early stages of the Cold War? (2005) 7. Compare and contrast the policies of the USA and the USSR towards Korea between 1945 and 1955. (2004) 8. Also: NATO, Soviet policies, Sovietization of Central and Eastern Europe, COMECON, Stalin, Truman

Coordination Coursework Example | Topics and Well Written Essays - 250 words

Coordination - Coursework Example Moreover, commuters travelling on busy ferries of coastal river will have to buy passes costing up to $100 each month or pay toll, something that has been free. Additionally, drivers who have speeding tickets as well as other defendants will now pay $52 more to Superior Court and $24 more for District Court Costs. Finally, the house plan has also increased file motion fees to $20 for civic suit parties, while they will also be required to pay between $150 and $200 for counter-claim files. Anonymous, observes that the public would also have to face lose of unemployment benefits following the 13% cut in unemployment benefits proposed on April 16. Education will also be more expensive and this could be deteriorated by insufficient teachers because no funds were allocated to hire the required 1,100 teachers. The proposed budget mainly compromises the education sector (Anonymous). However, this is a key sector that the government has to fund. Through proper coordination, state education board should be made responsible for policy setting on the handling of impending school layoffs. There should be a balance between each sector and the public, so as to reduce the challenges. Budget watchdogs should also be employed to examine the efficiency of state programs. Funding of the various sectors should be balanced in relation to their needs and urgency. For example, it is not fair for public education to receive the least tax cuts and have almost everything else losing, while a sector like IT receives so many benefits at the cost of other public benefits like unemployment

Practice of Teaching in Dyslexic Students Essay

Practice of Teaching in Dyslexic Students - Essay Example It is essential to comprehend that several learning problems come up if the teacher fails to recognise dyslexia at the right time and it makes the teaching inappropriate. Understanding dyslexia as a learning difficulty involves the perception that something is 'wrong' with the learner and here the teacher's focus shifts from celebrating the strengths to identifying weaknesses. Such a perception of the students with dyslexia emphasises the remediation by specialists. However, it is essential to implement resolution by knowledgeable class and subject teachers and supported by specialist help and intervention appropriate to the needs of the students. As dyslexia is a vital problem facing many students in the contemporary educational system, it is essential to have a clear-cut knowledge about this issue as well as the ways to deal with it. It is essential for the educators to make instructional adjustments in order to make the dyslexic students successful in an academic environment. ... In a reflective analysis of the social, emotional and behavioural aspects of dyslexia, it becomes evident that the role of a teacher who caters to the various needs of dyslexic students is essential for the effective teaching practice in the area. Evidences from significant researches on the topic suggest that if dyslexia is not very early identified, it can affect the person in a vicious manner and it can lead from learning to behaviour problems and from behaviour problems to increased learning disability. The specific difficulties associated with the dyslexic students stress the importance of effective measures by teachers in classroom environment. Thus, it is essential to maintain that dyslexia affects the skills of information processing in particular working memory if the student, along with phonological awareness, labelling, rapid naming and the speed of processing. It also results in the failure to develop language and literacy skills to the expected level which in turn limits the access to curriculum in school, continuing education, and employment. Therefore, the teacher has a fundamental role in dealing with the issues faced by the dyslexic students. In the UK, it is currently believed that the dyslexic students process information differently than other children. Thus, if the teacher takes this difference in processing information into account, these students can learn effectively, although perhaps more slowly in relation to literacy. Therefore, this paper makes a profound analysis of how the teacher can make the classroom dyslexia friendly and the lessons more accessible to the student. It also attempts to investigate how structured, multisensory teaching,

The current level of government regulation of business is detrimental Essay

The current level of government regulation of business is detrimental to our economy(the first paper you wrote that was unusable) - Essay Example Liberalization, deregulation, and privatization are a large part of the push for a neo-liberal economic agenda by its proponents to get â€Å"official authorities [to] create an enabling environment for markets and then let the private sector supply the social good with (according to the theory) maximum efficiency† (Scholte 2000, p.285). Krugman (1995) states in spite of possible and actual negative outcomes, governments have been eager to adopt the programs outlined by the leaders of the Washington consensus at the same time markets have been busy dumping money into reforming economies for two main reasons. The first is the speculative bubble in the financial markets. The second has more to do with sociological rather than economic perceptions in that the seemingly endless number of meetings, negotiations, and press releases concerning financial and related markets converged into a commonsense understanding of economic opinion. In addition, governments adopted the prescribed programs because markets were rewarding those who adopted and embraced these programs. According to Krugman (1995, np), â€Å"[p]eople believe certain stories because everyone important tells them, and people tell those stories because everyone important believes them. Indeed, when a conventional wisdom is at its fullest strength, one’s agreement with that conventional wisdom becomes almost a litmus test of one’s suitability to be taken seriously.† It became difficult to question or stand against, and easier to support this common wisdom, thus further reinforcing it. Hence, the Washington consensus has been embraced even if its program results have had devastating effects on many countries and eventually on the United States in the year 2008. In 2008, the collapse of key American financial organizations sent the global financial system into free fall as credit began to freeze and trillions of dollars in shareholder value were wiped out.