Posted: February 28th, 2023

WW1

Two short Discussion assignments. PLEASE PLEASE READ INSTRUCTIONS! FOLLOW RUBRIC AND USE GIVEN RESOURCES!

SEE ATTACHMENT FOR ASSIGNMENT!

Discussion 1: Historians and WWI

DUE: February 23rd, 11:59 pm

4% of final grade

Prompt:

World War I essentially determined the trajectory of twentieth-century world history, and the conflict had an important impact on American history.  The historiography on WWI is immense, with historians (from all over the world) taking a number of different perspectives, contributing different arguments about the significance of the conflict, and examining a wide range of issues and topics. 

This essay asks students to identify and discuss at least one aspect about WWI that they believe historians should focus on.  What do you think is the most important story about WWI?  If you were writing a history about WWI, what would you write about?  What is the experience that students of WWI absolutely need to know about?  What is the story that needs to be told?  What is most significant about WWI history?  What is the “big take away”? Your answer can focus on the American, European, or global historical experience. 

Criteria:

Your response to the question(s) needs to first identify in the introduction at least one part of WWI history that you find most interesting/significant—the big takeaway(s).  Then the remaining page should explain why.  The explanation needs incorporate historical evidence.  The discussion should not be a “general history.”

You will reference at least source from the module readings/videos to support your claims.  In-text parenthetical citations.

If the discussion does not reference at least 1 source, the grade will be penalized.

The discussion will be 1-2 pages (approximately 300 words).

Standard margins.

12 point times new roman font.

Proofread the discussion.  If we can’t understand the writing, the grade will be penalized. 

If the essay fails to meet the above requirements the grade will be penalized. 

-Trauma and Struggles WWI

https://today.duke.edu/2018/11/how-trauma-and-struggles-world-war-i-helped-shape-modern-world

-Shell shock

Discussion 2: Wilsonian Idealism

Due February 23rd, 11:59pm

4% of final grade

Prompt:

This discussion is based on the Yawp textbook, chapter 21 and the below readings. 

For this discussion, students will discuss the foreign policy of President Wilson, often described by historians as “Wilsonian idealism.”  What does “Wilsonian idealism” mean exactly?  And what evidence do historians typically point to as evidence of “Wilsonian idealism”?  You must discuss two pieces of evidence that illustrate “Wilsonian idealism.”

Finally, is “Wilsonian idealism” made for the real world, is it practical?  

The following three sources should help students in their understanding of Wilsonian diplomacy (Wilsonian idealism):

https://millercenter.org/president/wilson/foreign-affairsLinks to an external site.

http://eprints.lse.ac.uk/41929/1/Idealism%20in%20international%20relations%20%28LSERO%29 Links to an external site.

http://www.vcdh.virginia.edu/solguide/VUS09/essay09b.htmlLinks to an external site.

Criteria:

Requirements for all discussions. 

Failure to complete the requirements will result in lower scores.

–Each response should be 1-2 pages long (approximately 300 words).

–Each response should be submitted via canvas by the due date. 

–You will respond to a classmates’ post.  Failure to make a substantive response to a classmates’ post will hurt your score.  

–Your response to every discussion prompt should be written in an argumentative format.  It should answer the question in language that takes a strong position and makes your answer to the question abundantly clear.  Do not simply write a narrative of events, and avoid writing a response that offers only a general discussion of the topic.  Rather, write in such a way that makes clear you are trying to prove a point—to convince somebody of an argument.

–To write an argumentative essay you have a thesis statement that presents your argument in clear and coherent language, in this case, your answer to the discussion question.  The response must cite specific pieces of evidence.  The evidence helps prove the argument.  When you cite/list/address/raise the evidence in your response, you must reference the readings, whether the Yawp or the 3 monographs. 

–Students must reference at least one of the sources from the module.  Because there are no page numbers in the Yawp, you will cite the chapter and section.  For instance: (Yawp, 13, II)—13 is the chapter, II is the section.

Purpose

This discussion asks you to apply the concepts from the module’s readings to evaluate a particular style or method of American foreign policy.  This practice helps you to develop the skill of defending a position using logic and evidence. You have the opportunity here to practice applying, translating, and re-working what you have learned to function in unexpected ways.

Learning Objectives

1. Discuss key events, figures, and ideas of the recent history of the United States. 

2. Contextualize, criticize, defend, and debate significant ideas found in historical primary sources of the recent history of the United States.

Every discussion assignment for this course requires students to read and respond to one of their classmate’s post.  Your response to one of your classmates’ discussion needs to be substantive.  Your response to your classmate’s essay needs to count for something.  It cannot be general platitudes or nasty attacks.  Be respectful, be serious, show that you thought about what your classmate has written. 

 
Purpose

This discussion asks you to apply the concepts from the module’s readings to WWI.  This practice helps you to develop the skill of defending a position using logic and evidence. You have the opportunity here to practice applying, translating, and re-working what you have learned to function in unexpected ways.

Learning Objectives
1. Discuss key events, figures, and ideas of the recent history of the United States. 
2. Contextualize, criticize, defend, and debate significant ideas found in historical primary sources of the recent history of the United States.