Explain what were the goals of Bismarck’s diplomacy?How did liberalism and nationalism contribute to instability in Russia, Austria, and the Balkans?

What were the goals of Bismarck’s diplomacy?How did liberalism and nationalism contribute to instability in Russia, Austria, and the Balkans?Why were so many Europeans eager to go to war in 1914?Why did the United States remain neutral until 1917? Why did it enter the war when it did?What was the relationship between the Great War and revolution in Russia? And what led to the Bolshevik triumph in the Russian Revolution?What were the keys to Allied victory?What led to the collapse of the Ottoman Empire?Chapter 32How did the Great War shape interwar intellectual trends?How did mass production change popular culture?How and why did women’s roles change after the war?What were the root causes of the Great Depression?How did the Western democracies respond to the challenge of economic catastrophe?Chapter 33Why did Hitler believe Germany needed to acquire land in the east?How did the Western democracies respond to Hitler’s aggressive policies?What was Blitzkrieg and why was it so effective?Why was defeat in the Battle of Britain such a blow to Hitler’s ambitions?What motivated Japanese expansion in Asia and the Pacific?How did the Americans respond to Japan’s expansion?What were the turning points in fighting in Europe?What role did racial theories play in Hitler’s larger ideology?Was the dropping of atomic bombs on Japan justified? Why or why not?How did World War II shape postwar civilian life?

What sparked your curiosity?

•Response (worth up to 8 points): In the response section, you will respond to the instructor’s topical prompts or questions. The goal is to back up your ideas and thoughts with supporting evidence from the readings, videos or other learning resources (e.g., outside references). See my questions below and let me know if you have questions. Instructor Questions:Premise: In the linked article below, Ura & Cameron (2019, January), identify how the Texas Legislature “remains mostly white and male” despite the diversity of our population. If you are interested in reviewing population data, review the census data here https://www.census.gov/quickfacts/fact/table/TX/PST045218 (Links to an external site.)https://apps.texastribune.org/features/2019/texas-lawmakers-legislature-demographics/?_ga=2.260792777.598792103.1551989235-1200265243.15467030041.Identify which one or two demographic characteristics you find to be the most impactful on Texans, if underrepresented in the legislature. Be sure to provide a brief explanation with understandable rationale. 2.Can a Texas legislator still represent their constituents effectively if they do not come from similar demographical backgrounds? Why or Why not?•Reflection (worth up to 6 points): I suggest jotting down some key “takeaways” or reflective thoughts you have about what you read and experienced in learning about the Texas Legislature, The Legislative Process, and The Executive Branch . The goal is NOT to recall facts or information from the chapter, but instead to reflect on what you think about what you are learning. Please compose a reflection describing your three lessons learned from this module.•Connection (worth up to 4 points): Research has shown making connections with what one is learning is crucial to improving one’s meta cognition and improve learning gains. This part of the journal is to provide you a chance to connect one thing you learned to your own personal experiences (i.e., past, present or imagined future life). Identify one thing you learned and connect or relate it to your everyday life.•Questions (worth up to 2 points): What sparked your curiosity? What questions remain unanswered or do you have new questions? In this section, you simply communicate something you would be interested in further exploring, develop and post one or two thoughtful, open-ended questions.

Explain the implicit bias that evident in our justice systems (according to the Department of Justice).

1. Explain the implicit bias that evident in our justice systems (according to the Department of Justice). How does implicit bias play into the disproportionate representation of African Americans in the prison system? Specifically address implicit bias.2. Do you think black exceptionalism explains the prevalence of implicit biases in educational, justice, and employment practices against Black Americans? Explain. Make sure you demonstrate a clear understanding of black exceptionalism and implicit bias.

How would you prioritize the problems that you have been informed of by your staff?

During a recent disaster (Hurricane Anne) the Incident Commander informs you at the Emergency Operations Center that he needs extra medical supplies as soon as possible since the number of persons injured has risen faster than anticipated. Additionally, the IC informs you that it appears that there will be a significant shortage in drinking water, food, and temporary shelter. The heavy rains and possible flooding have made the use of tents rather dangerous.1. Based on these limited facts, briefly state the decisions that the Incident Commander must make at this time to respond to the problems.2. How would you prioritize the problems that you have been informed of by your staff?3. Describe how you as Incident Commander would handle each problem within the context of the ICS.4. Do you believe that you would be better able to control and manage the disaster if the planning process were more effective?

Describe a book pitch.

Lesson Plan: The Book PitchFinal Project (Weeks 16 & 17)In this final project, you will take all that you have learned about AYA fiction and the experience ofadolescence in America over the course of the semester and apply it to creating a compelling andthoughtful book pitch.You may choose to work individually or in partners – it’s up to you!Step 1: Consider what has already been published for young adult readers in 2019-2020. To do so,please consult the following resources. As you scan this information, consider what appeals to you andwhat types of themes or characters might be missing from what is currently available:http://www.ala.org/yalsa/2020-best-fiction-young-adultshttps://www.seventeen.com/life/g30153859/best-new-ya-books-2020/https://csulb.libguides.com/YAliterature/diversehttps://bookriot.com/2020/01/06/winter-2020-ya-books/Step 2 (40 points): Compose a book pitch as if you were writing to a publisher (one page, doublespaced, size 12 font) that provides the following information:A) The basic plot of the book and the main charactersB) Why this book will appeal to AYA readers / Gen ZC) How this book will be unique in the market, while still staying “on trend” (based on yourresearch in step 1.) Who will it sell to and why?To help, here are some articles about how to write a good pitch. Make sure to read them over!http://www.tomiadeyemi.com/blog/how-to-pitch-a-literary-agent-in-5-easy-stepshttps://www.penguin.co.uk/articles/company/blogs/the-agent–how-to-pitch-your-book-/Step 3 (25 points): Design a book cover that would entice a 21st-century teen. Use a template like thosefound at https://www.canva.com (you can create a free account and search for “book covers”). 2Step 4 (25 points): Compose the text that will appear on the back cover of the novel. (1-2 shorterparagraphs.)Step 5 (10 points): Create 1-2 mock posts for the social media platform of your choice to advertise thebook to young adult readers. (i.e. Twitter, Instagram, etc.).

Explain How to Analyze a Primary Source.

Final Project Guidelines: Global IIReminder about Primary Sources: Primary sources are sources of information (photos, art, newspaper articles, diaries, letters, government reports, speech transcripts, etc.) that were created during the historical period that you are studying. Just about anything that existed or was created during that time period can count as a primary source—even material objects, like clothing. Primary sources are valuable to historians because they provide a first-hand account of what life was like in the past. Why Read Primary Sources?Because, as you’ve hopefully already noticed in our primary source workshops, such first-hand accounts of life in the past provide us with windows into the past. This is as close as it gets to direct observation for historians trying to piece together the past. Historians rely on these various records of the past (text, visual, material) when crafting their own historical narratives. How to Analyze a Primary Source? Already in class, you’ve been asked to read a number of sources. As a result, you’ve already encountered world views and assumptions that are quite different from our own. You’ve encountered political ideologies or various spins of past events. And you’ve seen have different sources on the same topic can either support each other or conflict. The type of analysis work you need to do for the final project is very similar. Each source analysis you write (one per source), will need to have the following five sections below, and should be roughly 2 pages each: 1) Purpose: All sources have a purpose, in that all sources aim to communicate something. This can be explicit (say, in a political speech) or more implicit (like clothing styles). To complete this question, your response should address some of the following questions:
Who is the author and what is her or his place in society (explain why you are justified in thinking so)? What is at stake for the author in this text? 
What are they trying to accomplish by writing this text?Why do you think she or he wrote it? What evidence in the text tells you this? Does the author have a thesis/argument? What is that thesis/argument?Again, the source will dictate how precise you are able to be. For example, if you are analyzing a speech by Hitler, it’s pretty easy to determine who the author is. If you are analyzing an article by an anonymous person, you may have to look for clues to make educated guesses. For example, if you had an anonymous article that was published in Louisiana that was against the Haitian Revolution, you could logically conclude that the article was written by a white slave owner (or at least someone with a vested interest in slavery) who lives in the South. 2) Argument: Again, you might not able to answer each of the below questions for each source, but this section should address some of the following questions:How does the text make its case? What is its strategy for accomplishing its goal? How does it carry out this strategy? What is the intended audience of the text? How might this influence its rhetorical strategy? What arguments or concerns does the author respond to that are not clearly stated? (In other words, not all arguments are direct or explicit. Sometimes it is helpful to read between the lines)Do you think the author is credible and reliable?3) Presuppositions: This is about considering the assumptions and/or unconscious biases in the text, as well as being self-aware in terms of what your own biases might be. This section should address at least some of the following:How do the ideas and values in the source differ from the ideas and values of our age?
 
What presumptions and preconceptions do you as a reader bring to bear on this text? For instance, what portions of the text might you find objectionable, but which contemporaries might have found acceptable? How might the difference between our values and the values of the author influence the way you understand the text?Example: If you were analyzing a speech from an apartheid-era politician in South Africa, you might be able to find evidence in their speech that they believe races should be kept separate. A source from the 1700s will likely present assumptions about gender/sexuality/women/etc. very different then our own. Finding these types of assumptions in each source is what this section is about. 4) Epistemology: This is basically a fancy way of saying, how one knows what one knows. For example, Galileo’s epistemology in terms of astronomy was based on evidence he observed with his telescope—which was very different than the epistemology of the Catholic Church as the time. This section should answer:What kinds of information does this text tell you without knowing it’s telling you?How does this source evaluate truth? Or, what types of information (personal experience, religion, scientific experiments, news reports, etc.) does your source rely on?How well is the source’s