After watching the Duck and Cover video and reading sections I, II, and III of NSC 68, discuss the origins of the Cold War and how it created a climate of fear in the United States. Please provide specific examples from the video and document to support your position.
Learning goal: The purpose of the comparison between the social and religious laws from both the givers is to bring out the various beliefs and philosophies that religions embark on for creating moral communities to bring social change.
Hammurabi gave 282 laws to the people of Mesopotamia. The Hebrews received 10 laws given by their God through their leader Moses.
Write a comparative review on the laws from both the religions. Find the differences and similarities between the two. List at least 10 points.. Demonstrate your points with examples and reasons. Please do not give one sentence for each point, you have to elaborate on the 10 points that you are proposing
6.1 [Assignments] Philosophy and PoetryInstructionsEnlarge Image A detail of Nymph of the Luo River, late Tang or early Song copy after Gu Kaizhi (ca. 344–ca. 406), Song Dynasty, 900–999 C.E., ink and color on silk, Freer Gallery of Art, Washington, D.C.Song DynastyWhy was philosophy and poetry important to artists and patrons in Song Dynasty, China, and Mughal India? How did the concept of the artist change over time?
What was going on at the time that may have perhaps influenced and allowed for these changes?
6.2 [Discussion] Benefits and BurdensWhat kinds of benefits and burdens do artists receive by being patronized? Why might someone prefer an open and free art market? Why is the status of an artist important to a patron of the arts?
PART 1: “The press was to serve the governed, not the governors.”
—U.S. Supreme Court Justice Hugo Black in New York Times Co. v. United States (1971)
The freedom of the press, protected by the First Amendment, is critical to a democracy in which the government is accountable to the people. A free media functions as a watchdog that can investigate and report on government wrongdoing. It is also a vibrant marketplace of ideas, a vehicle for ordinary citizens to express themselves and gain exposure to a wide range of information and opinions
Understanding:
Protections of the Bill of Rights have been selectively incorporated by way of the Fourteenth Amendment’s due process clause to prevent state infringement of basic liberties.
Objective:
Explain the extent to which the Supreme Court’s interpretation of the First reflects a commitment to individual liberty.
ESSENTIAL KNOWLEDGE
Explain the extent to which the Supreme Court’s interpretation of the First Amendment reflects a commitment to individual liberty.
In New York Times Co. v. United States EditEditLinks to an external site.(1971), (Pentagon Papers) the Supreme Court bolstered the freedom of the press, establishing a “heavy presumption against prior restraint” even in cases involving national security.How does Near v. MinnesotaLinks to an external site. and New York Times v. SullivanLinks to an external site. establish the protections extended to the Press in New York Times Co. v. United StatesLinks to an external site.? (No Prior RestraintLinks to an external site. and Libel Law)New York Times v. Sullivan and New York Times v. United States are two different cases!
VideosFreedom of the PressNear v. Minnesota-No Prior RestraintLinks to an external site.
NY Times v. Sullivan (LibelLinks to an external site.)
NY Times v. Sullivan (Libel)
New York Times v. US
NY Times v United StatesNew York Times Co. v. United StatesDiscussion Question:
Understand the concepts of No Prior RestraintLinks to an external site. and LibelLinks to an external site.. These concepts allow news agencies to report the news without fear of being blocked or sued.
How did the Supreme Court’s holding in New York Times v. United StatesLinks to an external site. enhance the concept of No Prior Restraint? PART 2: In Miranda v. Arizona (1966), the Supreme Court ruled that detained criminal suspects, prior to police questioning, must be informed of their constitutional right to an attorney and against self-incrimination. The case began with the 1963 arrest of Phoenix resident Ernesto Miranda, who was charged with rape, kidnapping, and robbery. Miranda was not informed of his rights prior to the police interrogation. During the two-hour interrogation, Miranda allegedly confessed to committing the crimes, which the police apparently recorded. Miranda, who had not finished ninth grade and had a history of mental instability, had no counsel present. At trial, the prosecution’s case consisted solely of his confession. Miranda was convicted of both rape and kidnapping and sentenced to 20 to 30 years in prison. He appealed to the Arizona Supreme Court, claiming that the police had unconstitutionally obtained his confession. The court disagreed, however, and upheld the conviction. Miranda appealed to the U.S. Supreme Court, which reviewed the case in 1966.The Supreme Court, in a 5-4 decision written by Chief Justice Earl WarrenLinks to an external site., ruled that the prosecution could not introduce Miranda’s confession as evidence in a criminal trial because the police had failed to first inform Miranda of his right to an attorney and against self-incrimination. The police duty to give these warnings is compelled by the Constitution’s Fifth Amendment, which gives a criminal suspect the right to refuse “to be a witness against himself,” and Sixth Amendment, which guarantees criminal defendants the right to an attorney.The Court maintained that the defendant’s right against self-incrimination has long been part of Anglo-American law as a means to equalize the vulnerability inherent in being detained. Such a position, unchecked, can often lead to government abuse. For example, the Court cited the continued high incidence of police violence designed to compel confessions from a suspect. This and other forms of intimidation, maintained the Court, deprive criminal suspects of their basic liberties and can lead to false confessions. The defendant’s right to an attorney is an equally fundamental right, because the presence of an attorney in interrogations, according to Chief Justice Warren, enables “the defendant under otherwise compelling circumstances to tell his story without fear, effectively, and in a way that eliminates the evils in the interrogations process.”Without these two fundamental rights, both of which, the Court ruled, “dispel the compulsion inherent in custodial surroundings,” “no statement obtained from the defendant can truly be the product of his free choice.”Thus, to protect these rights in the face of widespread ignorance of the law, the Court devised statements that the police are required to tell a defendant who is being detained and interrogated. These mandatory “Miranda Rights” begin with “the right to remain silent,” and continue with the statement that “anything said can and will be used against [the defendant] in a court of law.” The police are further compelled to inform the suspect of his or her right to an attorney and allow for (or, if necessary, provide for) a defendant’s attorney who can accompany him during interrogations. Because none of these rights was afforded to Ernesto Miranda and his “confession” was thus unconstitutionally admitted at trial, his conviction was reversed. Miranda was later retried and convicted without the admission of his confession.Miranda v. Arizona, in creating the “Miranda Rights” we take for granted today, reconciled the increasing police powers of the state with the basic rights of individuals. Miranda remains good law today.VideosDue Process and the Rights of the Accussed Terry v. OhioTerry v. Ohio- Terry StopMiranda- Bill of Rights InstituteMiranda v. ArizonaMiranda v. ArizonaMiranda v. Arizona Mapp v. Ohio New Jersey v. T.L.O. Use the to help with this assignment.B.3.3.5 Assigned Videos- 4th Amendment- Rights of the Accused
B.3.2.6 Fourth, Fifth, and Sixth Amendment Rights – Case Law
Discussion Question:What are the limits of Search and SeizureAnalyze the Supreme Court’s ruling in Miranda v. Arizona, Mapp v. Ohio. and TLO v. New Jersey. What “statement” is the court making about the “collection of evidence.?”
Why did the Supreme Court “lower” the standard in TLO? What is the search standard in a public school?
How does the Terry Stop “link” with the standards in the cases above? PART3: Cases by Amendment may be found below.B.3.2.2 First Amendment-Freedom of Religion – Case Law
B.3.2.3 First Amendment-Freedoms of Speech and Expression – Case Law
B.3.2.4 First Amendment– Freedom of the Press-Case Law
B.3.2.5 Second Amendment- Right to Bear Arms – Case Law
B.3.2.6 Fourth, Fifth, and Sixth Amendment Rights – Case Law
B.3.2.7 Eighth Amendment- Right against Cruel and Unusual Punishment – Case Law
B.3.2.8 Right to Privacy – Case Law
Discussion Question: Choose a case and a right that has been brought into the states via the 14th Amendment and comment on the following:Using the Supreme Court’s ruling, state why the right was necessary to be incorporated into the states.
How has the Supreme Court’s interpretation of the right changed since its incorporation and why? (Warren Court to Rehnquist/Robert’s Court)
THE PREVIOUS IS Example of a case and a right – Mapp v. Ohio establishes the Exclusionary Rule which blocks the use of evidence improperly obtained by police in a trial.
rite a 500-word paper assessing Confederate monuments by addressing the appropriate status (remove, destroy, preserve as is, put in a museum, etc.) they should have in US society. Use the information you find on two monuments from different states to make your argument. Given what you know about the war and the history of these monuments, what status is appropriate . DOUBLE SPACE.
The student papers gives you the chance to learn more about something relating to Scandinavia that you are personally interested in. Attached is a list of topic suggestions.
In your paper and presentation, analyze your topic more closely. Describe what it means in the context of Scandinavia/a particular Scandinavian country, what significance it has for that country, or vice versa, what impact it has made internationally, and why you think it is significant for us today.
Bring in information from websites, books, articles, and cite them properly in footnotes and a bibliography. Include at least three different reliable sources in your paper.
The paper should be approximately five (5) pages long, double spaced, and should include an introduction to your topic and why it is of interest to you. Refer to your sources appropriately through the paper. Include a proper bibliography.
Your presentation should differ from your paper with respect to style. DO NOT READ YOUR PAPER TO THE CLASS! Summarize your main points and illustrate them with examples. The presentation should be about 5-10 minutes long. Two or more students may prepare one presentation together. However, everyone has to write an individual paper.
1. Read the Thomas Jefferson documentsDownload Thomas Jefferson documents located here and in this week’s module.
Thomas Jefferson on Indians and Blacks (1784) Questions 1 through 5 Primary Source Review Sheet
Thomas Jefferson on Black Colonization (1801) Question 6 Primary Source Review Sheet
Thomas Jefferson on the Indians’ Future (1803) Question 6 Primary Source Review Sheet
Address the sources in the order they are listed above for the primary source review sheet assignment.
2. Then complete the primary source assignment review sheet and submit your assignment as a Microsoft Word document.
3. Remember to utilize quotes to provide specific examples and as evidence to support your contentions. Remember to cite all direct quotes and paraphrasing using footnotes. Use the In-Text Footnotes template located in the Instructions and Templates for Assignments/ Informational Resources/ College Student Services Module. Also, refer to the video tutorial “Footnotes Are Easy” located in the Introductory Videos Module if you are uncertain how to create and insert a footnote in Microsoft Word.
4. Refer to these sources if you are unfamiliar or unsure how to write an argumentative and compare/ contrast essay. Read them in the order listed below.
Argumentative Essay: Purdue Online Writing Lab – Argumentative EssaysLinks to an external site.
Compare and Contrast Essay: The Writing Center – University of North Carolina at Chapel Hill – Comparing and Contrasting in EssaysLinks to an external site.
RubricPrimary Source Review Sheet Grading Rubric with SLOs
Primary Source Review Sheet Grading Rubric with SLOs
CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeTHESIS
4 ptsExemplary
Completely followed the Primary Source Review Sheet instructions regarding having a thesis statement. Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear.
3.4 ptsProficient
Mostly followed the Primary Source Review Sheet instructions regarding having a thesis statement. Promising, but may be slightly unclear, or lacking insight or originality.
3 ptsDeveloping
Somewhat followed the Primary Source Review Sheet instructions regarding having a thesis statement. Unclear (contains vague terms), appears unoriginal, or offers relatively little that is new; provides little around which to structure the paper.
2.6 ptsNeeds Much Improvement
Mostly did not follow the Primary Source Review Sheet instructions regarding having a thesis statement. Difficult to identify and may blend restatement of obvious point.
0 ptsDid Not Follow Instructions and/or Incomplete Assignment
Did not follow the Primary Source Review Sheet instructions regarding having a thesis statement. Does not have identifiable thesis.
4 pts
This criterion is linked to a Learning OutcomeSTRUCTURE
4 ptsExemplary
Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
3.4 ptsProficient
Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences.
3 ptsDeveloping
Generally unclear, often wanders or jumps around. Few or weak transitions, and there are many paragraphs without topic sentences.
2.6 ptsNeeds Much Improvement
Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences.
0 ptsDid Not Follow Instructions and/or Incomplete Assignment
No evidence of structure or organization.
4 pts
This criterion is linked to a Learning OutcomeUSE OF EVIDENCE
4 ptsExemplary
Completely followed the Primary Source Review Sheet instructions regarding quote usage for evidence. Primary and secondary source information incorporated to buttress every point. Examples support thesis and fit within paragraph. Excellent integration of quoted material into sentences. Factual information is incorporated.
3.4 ptsProficient
Mostly followed the Primary Source Review Sheet instructions regarding quote usage for evidence. Examples used to support most points. Some evidence does not support point or may appear where inappropriate. Quotations are integrated well into sentences. Some factual information is incorporated.
3 ptsDeveloping
Somewhat followed the Primary Source Review Sheet instructions regarding quote usage for evidence. Examples support some points. Quotations may be poorly integrated into sentences. There may not be a clear point. Moderate amount of factual information is incorporated.
2.6 ptsNeeds Much Improvement
Mostly did not follow the Primary Source Review Sheet instructions regarding quote usage for evidence. Very few or weak examples and factual information. General failure to support statements, or evidence seems to support no particular point.
0 ptsDid Not Follow Instructions and/or Incomplete Assignment
Did not follow the Primary Source Review Sheet instructions regarding quote usage for evidence. No attempt has been made to incorporate factual information or interpret primary and secondary sources.
4 pts
This criterion is linked to a Learning OutcomeMAIN IDEAS, CONNECTIONS, CHANGE OR LACK OF CHANGE OVER TIME, LOGIC, ARGUMENTATION
4 ptsExemplary
Completely followed the Primary Source Review Sheet instructions regarding identifying sources main ideas, connections between sources, and clearly demonstrating change or lack of change over time. All ideas flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections which illuminate thesis.
3.4 ptsProficient
Mostly followed the Primary Source Review Sheet instructions regarding identifying sources main ideas, connections between sources, and clearly demonstrating change or lack of change over time. Argument is clear and usually flows logically and makes sense. Some evidence that counter-arguments acknowledged, though perhaps not addressed. Occasional insightful connections to evidence are made.
3 ptsDeveloping
Somewhat followed the Primary Source Review Sheet instructions regarding identifying sources main ideas, connections between sources, and clearly demonstrating change or lack of change over time. Logic may often fail, or the argument may often be unclear. May not address counter-arguments or make any connections with the thesis. May also contain logical contradictions.
2.6 ptsNeeds Much Improvement
Mostly did not follow the Primary Source Review Sheet instructions regarding identifying sources main ideas, connections between sources, and clearly demonstrating change or lack of change over time. Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic, and there is no effort to grasp possible alternative views. Very little or very weak attempt to relate evidence to argument.
0 ptsDid Not Follow Instructions and/or Incomplete Assignment
Did not follow the Primary Source Review Sheet instructions regarding identifying sources main ideas, connections between sources, and clearly demonstrating change or lack of change over time. Argument and logic too incoherent to determine.
4 pts
This criterion is linked to a Learning OutcomeMECHANICS
4 ptsExemplary
Completely followed all criteria listed in the Written Assignment Checklist. Language is clearly organized. Correct word usage, punctuation, sentence structure, and grammar; correct citation of sources; minimal to no spelling errors; absolutely no run-on sentences or comma splices.
3.4 ptsProficient
Mostly followed all criteria in Written Assignment Checklist. Sentence structure and grammar strong despite occasional lapses; punctuation and citation style often used correctly. Some spelling errors and at least one run-on sentence, sentence fragment, or comma splices.
3 ptsDeveloping
Somewhat followed all criteria in Written Assignment Checklist. Minor problems in sentence structure and grammar. Multiple errors in punctuation, citation style, and spelling. May have several (two to five) run-on sentences, sentence fragments, and comma splices.
2.6 ptsNeeds Much Improvement
Mostly did not follow all criteria in Written Assignment Checklist. Extensive problems in sentence structure and grammar. Frequent major errors in citation style, punctuation, and spelling. May have many (more than five) run-on sentences, sentence fragments, and comma splices.
0 ptsDid Not Follow Instructions and/or Incomplete Assignment
Did not follow all criteria in Written Assignment Checklist. Very difficult to understand owing to major problems in mechanics.
4 pts
This criterion is linked to a Learning OutcomeSLO 1: Historical Significance of Event or IndividualStudents will be able to establish the historical significance of an event or an individual in early U.S. History.
threshold: 3.0 pts
0 pts0 – Does Not Meet Expectations
0 pts1 – Well Below Expectations
0 pts2 – Nearly Meets Expectations
0 pts3 – Meets Expectations
0 pts4 – Almost Exceeds Expectations
0 pts5 – Exceeds Expectations
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This criterion is linked to a Learning OutcomeSLO 2: Analyze and Use Primary Source EvidenceStudents will be able to analyze and use primary source evidence in historical context when studying early U.S. History.
threshold: 3.0 pts
0 pts0 – Does Not Meet Expectations
0 pts1 – Well Below Expectations
0 pts2 – Nearly Meets Expectations
0 pts3 – Meets Expectations
0 pts4 – Almost Exceeds Expectations
0 pts5 – Exceeds Expectations
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This criterion is linked to a Learning OutcomeSLO 3: Ability to Identify Change or Lack of Change Over TimeStudents will be able to identify continuity and change in history by comparing some point in the past (in early U.S. History) with the present or two points in the past.
threshold: 3.0 pts
0 pts0 – Does Not Meet Expectations
0 pts1 – Well Below Expectations
0 pts2 – Nearly Meets Expectations
0 pts3 – Meets Expectations
0 pts4 – Almost Exceeds Expectations
0 pts5 – Exceeds Expectations
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This criterion is linked to a Learning OutcomeSLO 4: Cause and EffectStudents will be able to analyze the causes (actions, beliefs or circumstances) that led to a historical event in Early US History and the consequences of change.
threshold: 3.0 pts
0 pts0 – Does Not Meet Expectations
0 pts1 – Well Below Expectations
0 pts2 – Nearly Meets Expectations
0 pts3 – Meets Expectations
0 pts4 – Almost Exceeds Expectations
0 pts5 – Exceeds Expectations
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This criterion is linked to a Learning OutcomeSLO 5: Knowledge of Various Historical PeriodsStudents will be able to demonstrate knowledge in various historical periods in early U.S. History and analyze the impact of class, gender, ethnicity, culture, and politics as they relate to early U.S. History.
threshold: 3.0 pts
0 pts0 – Does Not Meet Expectations
0 pts1 – Well Below Expectations
0 pts2 – Nearly Meets Expectations
0 pts3 – Meets Expectations
0 pts4 – Almost Exceeds Expectations
0 pts5 – Exceeds Expectations
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Use material from Give Me Liberty, Voices, and module topic pages.
mit.edu/angles/2016/edible-magic/
📋 MAIN DETAILS:1. Choose one line from the assigned reading that you feel is an example of a craft technique that you have learned. Quote the line directly using quotation marks. Double space. On the next line discuss why you feel that line best exemplified that particular aspect of craft.2. Your response to part I. should be 12 points in New Times Roman Font. Specificity is the key. The limited word count is designed to get you to think of the precision of your language and focus on important details. List the word count at the bottom. Note, the quote is not part of your word count.📎 ATTACHED:- task and example
No outside sources besides the article for this discussion.
Second Discussion – 450 words
Colonizing the Americas. In this essay/discussion, you will explain the settling of the Americas by European colonists.
How did religion influence each colony?
• How did some colonies become wealthy?
• What were some of the dangers colonists faced as the population expanded?
• How did slavery develop in the colonies?
• How did Native Americans respond to the colonists
Make sure you mention the various people and events within your essay: Nathaniel Bacon, William Berkeley, John Locke, William Penn, Bacon’s Rebellion, King Philip, Navigation Acts, QuakersRedemptioners, Glorious Revolution
For this discussion use only one appropriate outside source
Here is the prompt: What was the strategy behind Sherman’s March to Sea? How did African-American slaves in the South respond? What was the impact of Sherman’s March on white southerners? What was the impact of the Sherman’s March on the Civil War? What legacy did Sherman’s March have in U.S. history?
Here is the link to a video source: https://go.openathens.net/redirector/gsu.edu?url=https://fod.infobase.com/OnDemandEmbed.aspx?token=43113&wID=96311&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530
Here is an attachment to the textbook chapter over Sherman’s March: