A history class is reviewing major eras of U.S. history in order to study for an end-of-semester exam. One group of students constructs the following timeline:The Progressive Era - The Roaring Twenties - The Great Depression -  World War II.The student sample illustrates that the class might need to review which of the following eras before their exam?AThe Great Depression happened after World War II. Students need to understand that this was due to the large amount of U.S. casualties and costs from the war.BWorld War I took place before the Roaring Twenties. Students need to understand the effects of World War I on subsequent eras of American history, especially America's entry in World War II. Therefore, adding World War I to the timeline would provide a more comprehensive study tool for the exam.CAll eras on the timeline except World War II were centered on domestic issues in the U.S. Therefore, students should omit World War II from the timeline in order to focus their study on eras with similarities.DThe Progressive Era took place during the Roaring Twenties. Students need to understand that the two eras are interconnected and should not be viewed as distinct from one another since the government continued to pass major social reforms throughout the 1920s.

ection I, Part B: Short Answer3 Questions | 40 Minutes | 20% of Exam ScoreStudents analyze historians’ interpretations, historical sources, and propositions about history.Questions provide opportunities for students to demonstrate what they know best.Some questions include texts, images, graphs, or maps.Students choose between 2 options for the final required short-answer question, each one focusing on a different time period:Question 1 is required, includes 1–2 secondary sources, and focuses on historical developments or processes between the years 1754 and 1980.Question 2 is required, includes 1 primary source, and focuses on historical developments or processes between the years 1754 and 1980.Students choose between Question 3 (which focuses on historical developments or processes between the years 1491 and 1877) and Question 4 (which focuses on historical developments or processes between the years 1865 and 2001) for the last question. No sources are included for either Question 3 or Question 4.

The final reading quiz of the course is a summary of the whole paper you have read. Complete each space in the following summary of the whole text, using ONE word only that you have read in the text. The paper was presented at a in the year . It focuses on the fact that, at that time, Pacific countries were starting to realise that their education systems still resembled their colonial forebears, despite most countries having been long . The concern was that crucial issues of access, equity, relevance, quality, efficiency and effectiveness appeared no better than they had done three decades earlier, in spite of significant in the sector over that period. Moreover, there has been little change to the way children are taught and assessed, with curricula, methods, languages and the style of management still those from many decades earlier.Puamau ties this problem back to the of colonialism – the enduring impacts of the colonial education system, supported both by and a new class of local who the system they have . The nature of education is such that familiar practices become so that people are no longer able to question them.Foreign aid – itself a component of neocolonialism – has had enormous influence in Pacific education over the years. While acknowledging many positive effects in terms of infrastructure and building, Puamau is critical both of the approaches taken by aid donors, and of the overall educational outcomes arising from aid. She asks whether Pacific people can their mindsets sufficiently to “truly own and control” their own education system.In response to questions, such as these, the Rethinking Pacific Education Initiative (RPEI) was developed by Professor Konai Thaman, Dr ‘Ana Taufe‘ulungaki and Dr Kabini Sanga. The vision was for a new approach to education to be developed and for Pacific people. A series of colloquia and conferences were held at the level, as well as some at the level (e.g. in Vanuatu). The ‘Tree of Opportunity’  was chosen to represent the way Pacific education must be  in Pacific ways of knowing, doing and being. The challenge was then to determine how donor agencies and Pacific educators could work together more effectively, so that the latter retained full over the agenda.The PRIDE project (Pacific Regional Initiatives for the Delivery of basic Education ) emerged from this movement. It differed from previous education projects in that it was designed and approved by Pacific people, rather than ; it is built on a firm cultural, linguistic and epistemological ; it is regional, collaborative and participatory; and it is committed to a more holistic and lifelong vision for education. However, there remains the need to reconceptualise certain aspects of PRIDE.Firstly, the between academic and non-academic aspects of education needs to be addressed, so that each of the pillars of ‘knowing’, ‘doing’, ‘being’ and ‘living together’ is adequately in the curriculum. The current between what most children experience outside and inside school needs to be removed by a more culturally inclusive curriculum. The spiritual dimension is also currently missing. Importantly, to be truly holistic, the education system must combine the best of and perspectives, so that curriculum is both grounded in solid foundations and responsive to the circumstances of the 21st century. Such an approach will guarantee cultural, social and survival.To achieve this vision requires a strong body of Pacific knowledge to develop, which first requires colonial mindsets and assumptions to be . Doing this requires asking questions about what exactly it means to know and do and be and live together as a Pacific Islander and, more importantly, how we know and understand these things. The Rethinking Pacific Education Initiative is grounded in these questions.

Students develop an argument supported by an analysis of historical evidence.The document-based question focuses on topics from 1754 to 1980.

Summarize your arguments and reinforce the importance of studying history for building a better future.

W14 Reflection: FinalStart AssignmentDue Thursday by 9:59am Points 50 Submitting a file upload File Types doc and docxOverviewTask: Write an essay.Purpose: Reflect and report on your learning and change throughout the semester. Instructor: Your instructor will grade your essay based on the rubric.InstructionsReflect on the class and your change throughout the semester.Open a new Word document and write an essay to respond to the questions below.Your personal experience:Discuss your learning progress.Were there any difficulties or successes?Were your ideas challenged?What topics were your most or least favorites?Your experience with the application assignments and your social innovation:Reflect on your category and social innovation. Can you solve this social problem?What did you learn about each topic? Explain.Your future:How will you apply social innovation in your life, career, family, or education?Ensure your essay meets the following criteria:Be specific; avoid fluff.Take your time. Although this is a personal reflection, it is also considered your final exam and will be graded on content and quality of writing.Your essay should be between 4–6 pages in length and double-spaced.Review the grading rubric below as well as the information provided on the Reflection Journal page. Make edits to your essay as needed.Save your essay.Submit your reflection essay to this assignment.RubricW14 Final Reflection RubricW14 Final Reflection RubricCriteria Ratings PtsThis criterion is linked to a Learning OutcomeDifficulties and Successes10 ptsProfessionalThoughtfully discusses the difficulties and successes of your learning process throughout the semester. Includes a reflection about how your ideas changed over the course of the semester.9 ptsCollegiateDiscusses the difficulties and successes of your learning process throughout the semester. Includes information how your ideas changed over the course of the semester.8 ptsAcceptableSome discussion of the learning process throughout the semester but discussion lacks some detail.6 ptsNeeds ImprovementThe journal entry fails to address some components or nuances of the assignment.0 ptsUnacceptableThe information provided is inadequate.10 ptsThis criterion is linked to a Learning OutcomeSocial Innovation Issue10 ptsProfessionalThoughtfully describes the social innovation issue worked on this semester. Explains in detail the challenges and opportunities you uncovered in your research.9 ptsCollegiateDescribes the social innovation issue worked on this semester. Explains the challenges and opportunities you uncovered in your research.8 ptsAcceptableAdequately describes the social innovation issue worked on this semester. Notes some challenges found in your research.6 ptsNeeds ImprovementSome important details about the social innovation issue and challenges are left out.0 ptsUnacceptableThe information provided is inadequate.10 ptsThis criterion is linked to a Learning OutcomeFuture10 ptsProfessionalThoughtfully explains how you will apply social innovation in your life going forward. Includes information for career, family, or education.9 ptsCollegiateExplains how you will apply social innovation in your life going forward.8 ptsAcceptableAdequately explains how you will apply social innovation in the future.6 ptsNeeds ImprovementImportant details about applying social innovation are not present.0 ptsUnacceptableThe information provided is inadequate.10 ptsThis criterion is linked to a Learning OutcomeDepth of Learning10 ptsProfessionalShows outstanding depth of learning and engagement in chosen social innovation issue.9 ptsCollegiateShows some depth of learning and engagement in chosen social innovation issue.8 ptsAcceptableAdequate learning and engagement is seen in chosen social innovation issue.6 ptsNeeds ImprovementSome learning and engagement is seen regarding the social innovation issue.0 ptsUnacceptableThe information provided is inadequate.10 ptsThis criterion is linked to a Learning OutcomeGrammar, spelling, punctuation2 ptsProfessionalThe journal entry is free from grammar, spelling, and punctuation errors. The format is professional and appealing.1.7 ptsCollegiate1.5 ptsAcceptable1.3 ptsNeeds Improvement0 ptsUnacceptableThe journal entry is difficult to understand due to errors in grammar, spelling, and punctuation. Formatting is poor.2 ptsThis criterion is linked to a Learning OutcomeFlow and Transitions2 ptsProfessionalThe journal entry flows and transitions well.1.7 ptsCollegiate1.5 ptsAcceptable1.3 ptsNeeds Improvement0 ptsUnacceptableThe journal entry is difficult to understand due to poor flow. Transitions are non-existent.2 ptsThis criterion is linked to a Learning OutcomeTone2 ptsProfessionalThe journal entry uses an appropriate tone.1.7 ptsCollegiate1.5 ptsAcceptable1.3 ptsNeeds Improvement0 ptsUnacceptableThe journal entry exhibits major problems regarding tone.2 ptsThis criterion is linked to a Learning OutcomeVocabulary and Writing Skills2 ptsProfessionalThe journal entry is written using a college level vocabulary and exhibits excellent writing skills.1.7 ptsCollegiate1.5 ptsAcceptable1.3 ptsNeeds Improvement0 ptsUnacceptableThe journal entry exhibits major problems regarding word choice and writing skills.2 ptsThis criterion is linked to a Learning OutcomeLength2 ptsProfessionalThe journal entry is at least 4 pages. Maximum length is 6 pages.0 ptsUnacceptableThe journal entry does not meet the length requirement.2 ptsTotal Points: 50PreviousNext