Category: Nursing

Scott Becker shadow health Subjective Data Collection

Subjective Data Collection: 26 of 26 (100.0%)

Hover To Reveal…

Hover over the 
Patient Data 
items below to reveal important information, including 
Pro Tips
 and 
Example Questions
.

Found:

 Indicates an item that you found.

Available:

 Indicates an item that is available to be found.

Category

Scored Items

Experts selected these topics as essential components of a strong, thorough interview with this patient.

Patient Data

Not Scored

A combination of open and closed questions will yield better patient data. The following details are facts of the patient’s case.

Patient Check In

Finding:

Asked about chief complaint

GET SHADOW HEALTH OR EXAM HELP HERE

Finding:

Reports fatigue

(Found)

Pro Tip: By asking a patient an open question about their reason for coming into the hospital, you can establish their current medical and comfort needs and assist in coordinating their care.

Example Question:

What brings you to the hospital?

Finding:

Reports small amount of blood in vomit

(Found)

Pro Tip: By asking a patient an open question about their reason for coming into the hospital, you can establish their current medical and comfort needs and assist in coordinating their care.

Example Question:

What brings you to the hospital?

Finding:

Reports stomach pain

(Found)

Pro Tip: By asking a patient an open question about their reason for coming into the hospital, you can establish their current medical and comfort needs and assist in coordinating their care.

Example Question:

What brings you to the hospital? Scott Becker shadow health Subjective Data Collection

History of Present Illness

Finding:

Followed up on fatigue

Finding:

Reports worsening fatigue over several weeks

(Found)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How long have you felt fatigued?

Finding:

Followed up on vomit

Finding:

Reports vomiting only once

(Found)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How often have you been vomiting?

Finding:

Reports vomiting this morning

(Found)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

When did you vomit?

Finding:

Reports noticing dark flecks in vomit

(Available)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

What was your vomit like?

Finding:

Followed up on stomach pain

Finding:

Reports pain in upper-left abdomen Scott Becker shadow health Subjective Data Collection

(Found)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Where is your stomach pain?

Finding:

Reports stomach pain is gnawing or burning

(Found)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How would you describe the stomach pain?

Finding:

Reports experiencing stomach pain for past 3 to 4 months

(Found)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How long have you had stomach pain?

Finding:

Reports stomach pain worsens after eating

(Found)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Does the pain get better or worse after eating?

Finding:

Reports stomach pain increasing over the past week

(Found)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Has your stomach pain gotten worse over time?

Finding:

Reports taking antacids daily Scott Becker shadow health Subjective Data Collection

(Found)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Do you take anything for your stomach pain?

Finding:

Reports antacids are moderately effective

(Found)

Pro Tip: Details of a patient’s current complaint will help you follow up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Does anything relieve your stomach pain?

Past Medical History

Finding:

Asked about allergies

Finding:

Denies food allergies

(Available)

Pro Tip: A patient’s past medical history includes their health conditions, what preventive and maintenance treatments they have received, and any previous medical interventions they have received. Asking about a patient’s medical history helps you contextualize their current health for proper assessment.

Example Question:

Do you have any food allergies?

Finding:

Denies environmental allergies

(Found)

Pro Tip: A patient’s past medical history includes their health conditions, what preventive and maintenance treatments they have received, and any previous medical interventions they have received. Asking about a patient’s medical history helps you contextualize their current health for proper assessment.

Example Question:

Do you have any environmental allergies?

Finding:

Denies latex allergy

(Available)

Pro Tip: A patient’s past medical history includes their health conditions, what preventive and maintenance treatments they have received, and any previous medical interventions they have received. Asking about a patient’s medical history helps you contextualize their current health for proper assessment.

Example Question:

Are you allergic to latex?

Finding:

Denies medication allergies

(Found)

Pro Tip: A patient’s past medical history includes their health conditions, what preventive and maintenance treatments they have received, and any previous medical interventions they have received. Asking about a patient’s medical history helps you contextualize their current health for proper assessment.

Example Question:

Do you have any medication allergies?

Finding:

Asked about existing health conditions

Finding:

Reports hypertension

(Found)

Pro Tip: A patient’s past medical history includes their health conditions, what preventive and maintenance treatments they have received, and any previous medical interventions they have received. Asking about a patient’s medical history helps you contextualize their current health for proper assessment.

Example Question:

Do you have any existing health conditions?

Finding:

Reports high cholesterol

(Found)

Pro Tip: A patient’s past medical history includes their health conditions, what preventive and maintenance treatments they have received, and any previous medical interventions they have received. Asking about a patient’s medical history helps you contextualize their current health for proper assessment.

Example Question:

Do you have any existing health conditions?

Finding:

Reports coronary artery disease

(Found)

Pro Tip: A patient’s past medical history includes their health conditions, what preventive and maintenance treatments they have received, and any previous medical interventions they have received. Asking about a patient’s medical history helps you contextualize their current health for proper assessment.

Example Question:

Do you have any existing health conditions?

Finding:

Reports osteoarthritis

(Found)

Pro Tip: A patient’s past medical history includes their health conditions, what preventive and maintenance treatments they have received, and any previous medical interventions they have received. Asking about a patient’s medical history helps you contextualize their current health for proper assessment.

Example Question:

Do you have any existing health conditions?

Social History

Finding:

Asked about living situation

Finding:

Reports living with family

(Found)

Pro Tip: A patient’s social history encompasses a patient’s social, cultural, economic, and lifestyle factors that together influence the patient’s health. Asking a patient about subjects such as common lifestyle activities and substance use can help you gain understanding about a patient’s social history.

Example Question:

What is your living situation?

GET SHADOW HEALTH HELP HERE

Finding:

Asked about tobacco use

Finding:

Denies tobacco use

(Found)

Pro Tip: A patient’s social history encompasses a patient’s social, cultural, economic, and lifestyle factors that together influence the patient’s health. Asking a patient about subjects such as common lifestyle activities and substance use can help you gain understanding about a patient’s social history.

Example Question:

Do you use any tobacco products?

Finding:

Asked about caffeine use

Finding:

Reports drinking coffee

(Found)

Pro Tip: A patient’s social history encompasses a patient’s social, cultural, economic, and lifestyle factors that together influence the patient’s health. Asking a patient about subjects such as common lifestyle activities and substance use can help you gain understanding about a patient’s social history.

Example Question:

Do you consume caffeine?

Finding:

Reports drinking coffee every morning

(Found)

Pro Tip: A patient’s social history encompasses a patient’s social, cultural, economic, and lifestyle factors that together influence the patient’s health. Asking a patient about subjects such as common lifestyle activities and substance use can help you gain understanding about a patient’s social history.

Example Question:

How often do you drink coffee?

Finding:

Reports drinking 2 to 3 cups

(Found)

Pro Tip: A patient’s social history encompasses a patient’s social, cultural, economic, and lifestyle factors that together influence the patient’s health. Asking a patient about subjects such as common lifestyle activities and substance use can help you gain understanding about a patient’s social history.

Example Question:

How many cups of coffee do you have in a day?

Finding:

Asked about alcohol use

Finding:

Reports alcohol use

(Found)

Pro Tip: A patient’s social history encompasses a patient’s social, cultural, economic, and lifestyle factors that together influence the patient’s health. Asking a patient about subjects such as common lifestyle activities and substance use can help you gain understanding about a patient’s social history.

Example Question:

Do you drink alcohol?

Finding:

Reports drinking 1 to 2 nights a week

(Found)

Pro Tip: A patient’s social history encompasses a patient’s social, cultural, economic, and lifestyle factors that together influence the patient’s health. Asking a patient about subjects such as common lifestyle activities and substance use can help you gain understanding about a patient’s social history.

Example Question:

How often do you drink alcohol?

Finding:

Reports having 1 to 2 glasses per sitting

Scott Becker gastrointestinal system hourly rounds shadow health Transcript Transcript

Started:
August 16, 2023 |
Total Time:
249 min

All Lines (207)
Interview Questions (143)
Statements (14)
Exam Actions (50)

HI, my name is xx, I am your nurse today. I am going to ask you some questions and exam you.

Greet

09/18/23 1:54 PM EDT

Hello.

What brings you here today Mr.Becker?

GET SHADOW HEALTH HELP HERE

Question

09/18/23 1:55 PM EDT

I’ve been having some pretty serious stomach pain. I’ve been strangely tired. And when I threw up and there was blood in it . . . I figured things were serious enough that I should finally get checked out.

I am sorry to hear that you are experiencing pain.It must be scary to see blood in your vomitus.You made the right decision to come to the hospital.We will take good care of you. (No matching questions found.)

Question

09/18/23 2:00 PM EDT

Was it the first time you vomited blood? (No matching questions found.)

Question

09/18/23 2:02 PM EDT

I am sorry to hear that you are having pain.

Empathize

09/18/23 2:05 PM EDT

I am sorry to hear that you have pain. (No matching questions found.)

Question

09/18/23 2:03 PM EDT

Thank you.

I am sorry to hear that you are having pain.That is the right decision you made to come to the hospital.

Educate

09/18/23 2:09 PM EDT scott becker gastrointestinal system hourly rounds shadow health Transcript

Ah, makes sense.

Was it the first time you had bloody vomitus? (No matching questions found.)

Question

09/18/23 2:12 PM EDT

Was it the first time you had bloody vomitus?Have you noticed any blood in the stool? (No matching questions found.)

Question

09/18/23 2:13 PM EDT

Was it the first time you had bloody vomitus?Have you noticed any blood in the stool? (No matching questions found.)

Question

09/18/23 2:14 PM EDT

Was it the first time you had bloody vomitus?Have you noticed any blood in the stool?How long have you been having abdominal pain? (No matching questions found.)

Question

09/18/23 2:15 PM EDT

How long have you been having abdominal pain?

Question

09/18/23 2:15 PM EDT

It started around three or four months ago. It got even worse the last week.

What is the pain like?

Question

09/18/23 2:17 PM EDT

It’s like a gnawing, burning pain in my stomach.

Is the pain moving around or is it staying in one place?

Question

09/18/23 2:19 PM EDT

No, it stays pretty much where it is, in the upper left part of my belly.

When do you experience the pain? (Clarified to How long ago did you have the pain last?.)

Question

09/18/23 2:20 PM EDT

I’m feeling it right now. (Clarified to when I last experienced the pain.)

How long ago did you have the pain last?

Question

09/18/23 2:22 PM EDT

I’m feeling it right now. scott becker gastrointestinal system hourly rounds shadow health Transcript

How would you rate the pain on a scale of 0-10? . Ten being the worst pain. (Clarified to Can you rate your current pain level on a scale of 0 to 10?.)

Question

09/18/23 2:24 PM EDT

Right now, maybe a 4 or 5 out of 10. (Clarified to how I would rate my pain on a scale.)

How have you been taking care of pain at home?

Question

09/18/23 2:26 PM EDT

I’ve been tired all the time, lately. I’ve also had a lot more stomach pain than I used to. I thought the stress was just getting to me, or I was just feeling my age catching up, but then I threw up this morning and I’m pretty sure there was blood.
That’s why I’m here right now
.

Do you also feel lightheadedness and dizziness? (No matching questions found.)

Question

09/18/23 2:31 PM EDT

Vomiting blood and feeling tired could be signs of serious problem. You made the right decision coming to the hospital.

Educate

09/18/23 2:35 PM EDT

OK, cool.

Can you estimate how much blood was in the vomitus? (No matching questions found.)

Question

09/18/23 2:38 PM EDT

The dark flecks of vomitus could mean that the blood has been in the stomach for some time.

Educate

09/18/23 2:43 PM EDT

Gotcha.

Next time keep the vomitus for me to…. scott becker gastrointestinal system hourly rounds shadow health Transcript

Lecture Four

To what degree can white citizens of the United States of America be dis-embedded from the entrenched myth of white supremacy and white privilege?  Indeed, the social and cultural realities of the U.S. have had profound relations on community relations as far as cultural diversity and inclusivity is concerned. Goodwin (2020) asserted that although moments of racial progress can be identified as exemplified by the key developments witnessed in housing, education, economic opportunities and social relations, the public conversation on racism tend to disproportionately focus on whiteness and on the parameters of white comfort as the basis for analyzing racial discrimination and prejudice.

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From a theological perspective, Wytsma (2017) pointed out Christians and other religious adherents in their fallen human state are just as vulnerable to the sins of racial discrimination, and most importantly, responsible for idolizing a subjective narrative of white supremacy, subconsciously and/or deliberately. Therefore, whilst attempts to address racism and its consequences has historically emphasized the role of the federal and state governments in changing the status quo, the fusion of Christianity and whiteness must be seen as a key impediment behind the lack of racial progress. Similarly, Roberts (2020) insisted that the centralization of whiteness cannot be undone; implying that those who are left behind by the entrenched values of whiteness, citizenship and ownership have little or no choice as far as draw of homogeneity is concerned. These findings indicates that  whilst the recent years have witnessed a shift toward a more multi-ethnic vision of Christianity, the decentralization of whiteness represents a blatant attempt to position racism as one of the key cultural realities that forms the basis of the Church culture and Christian theology at large.

Can racial/ethnic minorities be saved from poverty?

Lecture Five and Six

Can racial/ethnic minorities be saved from poverty? In this abrasive question, it is clear that the many types of government assistance historically offered to White majority did play a major role in promoting white privilege and undermining the ability of other racial groups to overcome poverty.  Research has shown that the pursuit of racial progress must be defined by concerted effort to uplift the socio-economic status of millions of people from racial minorities and to substantiate the myth of white supremacy from a holistic perspective (Oyakawa, 2019). Wytsma (2017) insisted that although diversity initiatives have been highly instrumental in improving the material situation of minorities, data indicates that white people benefit more from these initiatives. Tisby and Moore (2019) concurred that whilst the slavery era was characterized by the exploitation of black bodies for economic gain or labor, the recent years have witnessed the use of racial minorities by white people for personal or organizational enrichment and exposure.

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In other words, the inclusion of people of color in the workplace and other formerly segregated places and events has been become tones to prove an organization or individuals ‘open-mindedness’ (Bantum, 2016). Therefore, whilst there may be determined effort to identify and tackle systemic poverty amongst racial minorities in modern America, the superior social location and specific privilege allocated to whiteness has made it completely difficult for the disadvantaged minorities to be saved from the pangs of poverty (Husain, 2017). Equally, the degree of black oppression in the wake of white supremacy has not been fully acknowledged, and hence whilst there exist an environment that is more sensitive and aware of racism, the entrenched nature of racial injustice and ideology still reinforces white superiority and modern racism (Bost, 2020).

Race in the modern American society

Lecture Seven

What are we to do?  The critical issue of race in the modern American society is painted by a very bleak picture. On the whole, although the Christian hope for redemption from both societal and personal evils has been faithfully embraced by many citizens, the narrative of inevitable racial progress is by and large superficial and far-fetched. Lewicki (2021) claimed that Christianity teaches about love, new beginnings, hope and a genuine commitment to breaking any kind of bondage at the personal and communal levels. In other words, well-intentional Christians must form part of the committed team actively involved in taking thoughtful, constructive action and finding working solutions to the negative effects of racism, and in promoting racial justice and reconciliation. Prevot (2018) commented that whilst the complexity of tackling racial inequality and injustice must be acknowledged, the eminent struggle for racial equity must be grounded in a series of clear-cut institutional, policy and legislative developments aimed at promoting a diverse, inclusive and tolerant society. In this quest, religious denominations and their adherents must apply the hope of the Gospel as preached and practiced by Jesus Christ sand his disciples to the work of racial reconciliation and justice with the core intention of promoting societal harmony, racial equity and mutual progress, irrespective of any identifiable differences including race or ethnicity (Wytsma, 2017). Although anti-racism efforts must be encouraged and strengthened to ensure desired redemptive outcomes are realized, there is the need for those actively involved in anti-racist advocacy to orient their efforts around a proper comprehension of others, of self and of God, and to uphold God’s intended order. These findings call for synergy between the existing theological approaches and secular strategies when it comes to tackling the systemic realities of poverty and racism in the United States of America, and globally (Bost, 2020).

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References

Bantum, B. (2016).
The Death of Race: Building a New Christianity in a Racial World
. New York: Augsburg Fortress Publishers.

Bost, J. (2020).
Addressing Racism in the Church: A Historical, Sociological, Theological, and Practical Account.

https://baylor-ir.tdl.org/server/api/core/bitstreams/4a6b20b2-2c37-4022-878f-db98568aac11/content

Brown, A.C. (2018).
I’m still here: Black dignity in a world made for whiteness.
New York:

Convergent Books.

Goodwin, M. (2020).
Gender, race, and American Islamophobia.
The Rutledge Handbook of Islam and Gender, 463-474.
https://doi.org/10.4324/9781351256568-31

Husain, A. (2017). Retrieving the religion in racialization: A critical review.
Sociology Compass,
11(9), e12507.
https://doi.org/10.1111/soc4.12507

Lewicki, A. (2021). The Christian politics of identity and the making of race in the German welfare state.
Sociology
, 55(6), 1228-1244.
https://doi.org/10.1177/00380385211008368

Oyakawa, M. (2019). Racial reconciliation as a suppressive frame in evangelical multiracial churches.
Sociology of Religion
, 80(4), 496-517.
https://doi.org/10.1093/socrel/srz003

Prevot, A. (2018). Theology and race.
Theology and Race
, 1-79.
https://doi.org/10.1163/9789004382565_002

Roberts, R. J. (2020). Networked church.
Pneuma
, 42(1), 68-89.
https://doi.org/10.1163/15700747-04201002

Tisby, J., & Moore, L. (2019).
The Color of Compromise: The Truth about the American Church’s Complicity in Racism.
Grand Rapids: Zondervan.

Wytsma, K. (2017).
The myth of equality: uncovering the roots of injustice and privilege
. Downers Grove, Illinois, IVP Books.

Option 2: Slavery vs. Indentured Servitude

Explain how and why slavery developed in the American colonies.

Describe in what ways the practice of slavery was different between each colonial region in British North America.

Analyze the differences between slaves and indentured servants

Slavery vs. Indentured Servitude case study essay

Slavery vs. Indentured Servitude

How and Why Slavery Developed in the American Colonies

The institution of slavery developed in the American colonies as soon as the European settlers arrived in Virginia and started growing cash crops. In 1619, White Lion brought about 20 enslaved Africans captured from a Portuguese ship to James Town, Virginia (History, 2023). Initially, the settlers enslaved the Native Indians and poor Europeans who served as indentured servants. However, when the Native Indian population reduced drastically, the Europeans started importing enslaved people from Africa via the Trans-Atlantic Slave Trade. Slaves were supposed to serve in the plantations for the rest of their lives, and their legal status was hereditary.

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How Slavery Was Different Between Each Colonial Region in British North America

Slavery was less common in the northern colonies than in the southern ones because the Southerners had large cash crop plantations. In the cotton, rice and tobacco plantations in the South, enslavers held tens to hundreds of slaves who lived in communities within the plantations. In the areas where the climatic conditions were not conducive to large-scale farming, enslaved people took on unpaid domestic work. For this reason, the Northern masters only had one or two slaves per home (National Geographic, 2023) Slavery vs. Indentured Servitude case study essay. The Northern slaves had the opportunity to learn specialized skills because the Northern economy was more diverse, with different industries, unlike the South, which depended mainly on agriculture.

Differences Between Slaves and Indentured Servants

Beyond race, the most critical differences between indentured servants and enslaved people were choice and compensation. Indentured servants were poor Europeans who had come to America for a better life and agreed to work on the plantations as indentured servants. They provided cheap labor and could end the arrangement at will because it was voluntary (PBS, 2014). On the other hand, slaves were kidnapped from their homes in Africa and forced to provide free labor in the plantations for the rest of their lives. They could not leave the farms because their masters, the government and the entire Caucasian society limited their options.

 
References

History. (2023). Slavery in America.
History
.
https://www.history.com/topics/black-history/slavery

National Geographic. (2023). New England Colonies’ Use of Slavery.
National Geographic
.
https://education.nationalgeographic.org/resource/new-england-colonies-use-slaves/

PBS. (2014). Indentured Servants In The U.S. PBS.
https://www.pbs.org/opb/historydetectives/feature/indentured-servants-in-the-us/

Critical Race Theory Essay

Students will write a 6 to 8-page analytical paper discussing Critical Race Theory (CRT). Utilizing
original source material written by at least three CRT proponents, students will communicate the
main ideas informing the theory. They will then critique the theory, exploring both pros and cons
of the theory for use in and by individual Christians, churches, and various ministries engaging in
the work of racial reconciliation and justice. Students should utilize Scripture to critique the theory
biblically, as well as various authors speaking for or against CRT’s usefulness/appropriateness. A
rubric will be provided in Canvas to guide students’ preparation and writing.

Analysis of Critical Race Theory

Many Christians may not be familiar with the phrase critical theory – yet it determines much of what they see and hear in modern society. Social sciences such as transgender, queer, feminist, and ethnic studies are linked to this theory. Notably, the theory is widespread in the contemporary debate surrounding race. For instance, terms like white privilege, social justice, critical race theory, and wokeness are part of the critical theory. Furthermore, since the hypothesis impacts many issues in contemporary theological and political discourse, Christians must comprehend it from a biblical outlook. Further, several state laws have limited or banned the teaching of critical theory in K-12 classes (Morgan, 2022) Critical Race Theory Essay. Thus, this paper will examine the central tenets of critical theory. Also, it will critique the theory and examine the pros and cons for utilization by Christians and churches.

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Critical Race Theory

The critical race theory (CRT) is among the many types of critical studies. Further, while critical race theory initially tried to examine the issue of Black Americans in America, it has been partitioned into various branches like Asian and Latino critical race studies. The theory initially started in the 1970s and 1980s as a lobby for legal scholarship, and it materialized out of the civil rights crusade and critical legal education (Ladson-Billings, 2020). This legal education contends that the law is intrinsically discriminatory and cannot be split from social and political matters. It presumes that people who develop legislation do so in a manner that favors the privileged and hurts the underprivileged. Moreover, the developers of this critical race theory used critical legal education since they wanted to elucidate why benefits accrued during the civil rights movement were being reversed or stalled. There is no standard denotation of CRT. However, some thinkers explain it as an entity of legal scholarship conceptually devoted to the fight against racism, mainly as institutionalized by law. Notably, the critical race theory can also be elucidated as a social and cognitive movement and generally organized structure of legal evaluation founded on the supposition that race is not an innate, biologically founded component of physically diverse subclasses of humans but a socially constructed categorization that is utilized to persecute and manipulate minorities. In the United States, critical race theorists contend that racism is intrinsic in the law and legal organizations of the nation since they function to design and sustain political, economic, and social imbalances between Whites and minorities, mainly African Americans.

Central Tenets of Critical Race Theory

There is no deficit of declarations about this theory about what it teaches or not. Further, while no single cluster of philosophical thinkers will agree, there are central tenets that many proponents of the theory comply with.

The first premise is the ordinariness of racism. This premise contends that racism is typical, not an irregularity. Further, many believe that racism emerges in an individual’s actions and thoughts now and again. Still, the critical race theory asserts that racism infiltrates all societal structures such that it mutates into a mode by which people function. Hence, racism is challenging to tackle or rectify since it is unseen.

The second tenet is interest convergence, which means that white individuals will only champion minorities’ civil rights that serve their concerns. For instance, Derrick Bell contends that the historical case Brown v. Board of Education was because it correlated with the white aristocracy’s inclination to foster democracy overseas and the South’s awareness that discrimination would impede its long-standing economic growth.

The social construction of race is the third tenet. According to Delgado & Stefancic. (2023), this tenet claims that race and race resulted from social associations and thought. Further, society accepts that specific groups of individuals share particular physical attributes like hair texture and skin color. Also, overemphasizing these inconsiderable variations over more prominent ones like intelligence and personality portrays race as a social construct instead of a biological actuality. Besides this concept comes the idea of differential racialization, which examines how superior societal groups progress their concerns by racializing particular minority communities by creating popular imagery and stereotypes Critical Race Theory Essay.

The last tenet is intersectionality, a phrase conceived by Kimberle Crenshaw, a formative thinker in the critical race theory crusade. It explains how individuals can encounter unique types of persecution or privilege grounded on an amalgamation of numerous facets and identities like class, race, sexual orientation, and gender (Coaston, 2019). For instance, a black female may encounter unique oppression from the amalgamated disadvantages of being a woman and black. Nonetheless, if the female was non-disabled, from upper-middle-class, and heterosexual, she might experience privilege. Delgado & Stefancic. (2023) assert that everybody has potentially overlapping, conflicting allegiances, loyalties, and identities.

Critique through Biblical Scriptures (Pros and Cons)

Critical race theory
accurately identifies the actuality of evil and repression (Zechariah 7:9-10), actuality and abuse of supremacy authority (Ephesians 6:12), and the significance of listening to the experiences of others (Proverbs 18:13).

Furthermore, ideologies like intersectionality and convergence bear some integrity to them. With interest convergence, society understands that individuals are sinful and often do good deeds for others due to egocentric incentives (Matthew 6: 1-3). Furthermore, with intersectionality, the theory rightly recognizes that individuals can simultaneously see others via many lenses and treat them wrongfully. For example, the Samaritan woman was belittled because of being a Samaritan, having five past husbands, and being a woman.

Principally, the critical race theory has compelled people to consider American history. Much of the deliberations about whether the theory should be incorporated into the school curriculum revolve around how American history will be taught. Further, Christians must be honest and truthful (Ephesians 4:15, Psalm 32:2). Conventionally, multiple of the United States’ horrid past with slavery and racism have been disparaged or incorrectly depicted, which is wrong. Instead, American society must accept past misdeeds and deal with them honestly by teaching facts. Simultaneously, it is vital to note that teaching history is challenging without a complementing story that connects all facts.

Further, while the critical race theory can draw people’s consciousness to multiple essential challenges and issues, it also possesses some cons. For instance, the theory’s explanation of racism is controversial. Further, the Bible undeniably tackles racism as a demonstration of portraying discrimination (James 2:1-9, Acts 10:34-35), failing to love neighbors (Luke 10: 25-37), and hatred (1 John 4:20-21). Nonetheless, much of the critical race theory’s scholarship is postulated on the notion that material discrepancies seen along racial lines are due to racism. Moreover, while people should embrace multiple ways in which past and present misdeeds lead to racial inconsistencies or other brutalities, making an instant connection between racism and inequality is shallow.

In addition, since the critical race theory delineates from postmodernism, it depicts minorities’ lived encounters as a powerful origin of truth. Also, it is essential to listen to one another’s lived encounters because it assists in making people knowledgeable of existing blind spots in how people think. Nevertheless, if the lived encounter is viewed as the top source of understanding, this subverts the power and adequacy of God’s word as the ultimate mediator of integrity (2 Timothy 3: 16-17). This becomes evident if the sincerities delineated from lived encounters were to dispute with the Bible.

Moreover, the critical race theory highlights group identities and racial variations on balance. From one perspective, part of the aim of this theory is to delineate awareness of how race plays a critical function in society and can proceed incognito by the superior culture. On the other hand, the theory can filter everything via group or racial identities. Thus, focusing on group recognition goes against the biblical story, which portrays humanity as elementally consolidated. People are consolidated in creation, being designed in the Lord’s image (Gen 1:26-27) and possessing a standard lineage to Adam, the first man (Acts 17:26) Critical Race Theory Essay. Further, people are consolidated in their sinfulness and their demand for forgiveness in Christ and Jesus, they possess unity, faith, and unity that surpasses group distinctiveness (Colossians 1: 19-23).

Lastly, the theory is excessively cynical of individuals’ stimulations and racial advances that have been accomplished. As earlier stated, interest convergence possesses some honesty to it. However, Christians are directed not to be selfish (Philippians 2:3-4). Notably, even if a person possesses aspirations, if they achieve authentic good, people should celebrate the good that is achieved.

Political and Academic Criticism of CRT

Several facets of this theory have been disparaged by jurists and legal scholars across the political gamut. Most commentators have faulted the theory for acknowledging a disconnected, post-modernist-inspired uncertainty of truth and objectivity. Further, others contend that critical race theorists undervalue the conventional liberal epitomes of fairness, equality, and neutrality in the law and legal processes and immoderately decline the idea of objective norms of excellence in public and private employment and academia, instead, explaining racial imbalance or inequity in economic, academic, or legal results as evidence of institutional racism and as reasons for directly instigating racially impartial results in those spheres. Additionally, proponents of this theory have been charged with unjustly considering any external censure of their perspective, however well-meaning.

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Implications of the Theory

This theory possesses significant inferences for several facets of society, mainly in social justice and law. For instance, the theory provokes conventional comprehension of the legal system, spotlighting its function in preserving racial discrepancies. Further, the hypothesis calls for a crucial assessment of judicial resolutions, policies, and laws via a racial justice mirror. In addition, the theory acts as a structure for social justice activism, fostering advocacy for minority communities. It encourages collaborative action to tackle systemic racism and imbalance.

Conclusion

In various ways, critical race theory is the best elucidation that worldly human rationality can generate apart from comprehending the gospel and sin. It can correctly outline some of the actualities of living in a ruptured world contaminated with sin. Society is full of sinful individuals (Romans 3:23), and some may continue to use race as a sinning technique against others. Conversely, the critical race theory can be superficial in recognizing race, and other group recognitions will fundamentally further segregation instead of unification. Moreover, Christians can embrace genuine observations that the theory makes without accepting the belief framework or narrative that follows it.

 

References

Coaston, J. (2019). The intersectionality wars. 
Vox
.

Delgado, R., & Stefancic, J. (2023). 
Critical race theory: An introduction
 (Vol. 87). NyU press.

Ladson-Billings, G. (2020). Just what is critical race theory and what’s it doing in a nice field like education? In 
Critical race theory in education
 (pp. 9-26). Routledge.

Morgan, H. (2022). Resisting the movement to ban critical race theory from schools. 
The clearinghouse: a journal of educational strategies, issues, and ideas
, 
95
(1), 35-41.

Solórzano, D. G. (2021). Critical race theory’s intellectual roots: My email epistolary with Derrick Bell. In 
Handbook of Critical Race Theory in Education
(pp. 44-61). Routledge Critical Race Theory Essay.

Hist 405N week 1 case study – Exploration and Effects on Native Americans

Option 1: Exploration and Effects on Native Americans

Explain what motivated the European world powers to explore the Americas.

Describe the economic effects of exploration based on the Colombian exchange.

Analyze the effects of exploration on Native Americans.

Based on research, analyze if Europeans might be held accountable for transmitting Old World diseases to people in the Western Hemisphere.

Hist 405N week 1 case study – Exploration and Effects on Native Americans

Exploration and Effects on Native Americans

Introduction

Colonization and economic exploration have been experienced by most countries in the world, most if not all from European countries (Zakaria, 1999). European nations for example began exploring the American continent in the late 15th century due to a confluence of economic, technological, and political factors. The Age of Exploration was sparked by Spain, Portugal, and England’s search for new resources and trade routes. Transatlantic travel was made possible by important technological innovations like the compass and astrolabe, which changed the course of world politics (Ramos, 2021). This Hist 405N week 1 case study – Exploration and Effects on Native Americans essay covers the reasons for this exploration, the economic impacts it brought based on Colombian exchange, and the effects on the natives.

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The motivation of European powers’ American exploration

A confluence of political, technological, and economic factors drove European powers to explore the American continent in the late 15th century (Brooks, 2020). Countries like Spain, Portugal, and later England launched maritime expeditions in search of new trade routes to Asia and access to valuable resources. This Age of Exploration was driven by the need for wealth, territorial expansion, and competitive domination. Technological innovations in navigation, like the compass and astrolabe, were crucial in enabling transatlantic travel and creating links that changed the course of world politics (Brooks, 2020).

The economic effects of this exploration based on the Colombian exchange

Exploration in the late 15th and early 16th centuries led to the Colombian Exchange, which had significant economic implications. The introduction of new crops like maize and potatoes, which increased agricultural productivity, benefited Europe economically (Zakaria, 1999). On the other hand, European economies were supported by the inflow of American gold and silver. The devastating effects of the exchange included the introduction of diseases and resource exploitation in the Americas (Ramos, 2021)  Hist 405N week 1 case study – Exploration and Effects on Native Americans. The rise of capitalism was aided by the changes in consumption patterns, commerce, and economic systems brought about by this interconnected global trade. On the other hand, it also resulted in social and economic inequality across the Atlantic (Brooks, 2020).

Effects of exploration on Native Americans

Native Americans experienced significant and frequent negative consequences as a result of European exploration. The spread of Old-World illnesses such as measles and smallpox led to catastrophic pandemics that wiped out native populations that lacked immunity (Ramos, 2021). Even though it was not their intention, historical evidence points to Europeans being responsible for the unintentional contamination of Native American communities, which could lead to the spread of these diseases. Social structures were upended and resistance to European colonization was weakened as a result of this demographic collapse. New crops also revolutionized agriculture, and the Columbian Exchange, a trade in goods, plants, and animals, changed the way of life for the indigenous people. Native Americans were further marginalized by resource exploitation, forced labour, and cultural conflicts, which had a lasting impact on their societies and shaped the course of history (Ramos, 2021).

Conclusion

In conclusion, the effects of European exploration on Native Americans were extensive and included social unrest, population decline, and unintentional spread of Old-World diseases. Economic changes brought about by the Colombian Exchange exploited the Americas while benefiting Europe. The results, which included forced labour, resource exploitation, and cultural conflicts, had a long-lasting effect on Native American societies and highlighted the complicated and frequently negative effects of European exploration on native populations.

 

References

Brooks, C. (2020). European Exploration and Conquest. Western Civilization: A Concise History.

based on the Colombian exchange.

Ramos, C. (2021). Beyond the Columbian Exchange: Medicine and public health in colonial Latin America. History Compass, 19(8), e12682.
https://doi.org/10.1111/hic3.12682

Zakaria, F. (1999). From wealth to power: The unusual origins of America’s world role (Vol. 84). Princeton University Press. Hist 405N week 1 case study – Exploration and Effects on Native Americans

Critical Race Theory: a Viable Tool for the Christian

Introduction

While many have heard of Critical Race Theory (CRT), it is also true that many have misunderstood CRT. Exposure to CRT does not imply CRT literacy. Within the church, many Christians have rejected CRT because of its rumors and undeserved stigma. Usually, said Christians have understood only the tip of the iceberg. CRT’s influence in a variety of academic disciplines produces practical consequences in society. Given its influence, CRT merits the necessity for Christians to first understand and then critique the theory according to Scripture before endorsing or rejecting it. In this paper, I argue that CRT is a valid, endorsed tool for the

Christian. After defining clearly the development of CRT, I will argue for Scripture’s approval of its two main tenants: intersectionality and the idea that racism is ordinary. Then, I consider a few implications for CRT and conclude with a summary of all things considered.

What is CRT?

CRT can be defined as a fragmented body of knowledge or a movement intended to understand race, its history, and its current role in society, to inform how racial and social justice can ultimately be realized. It focuses on the relationship between race, racism, and power, particularly in law. According to CRT theorist Kimberlé Crenshaw, CRT examines “the entire edifice of contemporary legal thought and doctrine from the viewpoint of law’s role in the construction and maintenance of social domination and subordination” (Crenshaw et al. 11).

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CRT, as it is generally known today, was first developed in the 1970s. A group of activists, lawyers, and legal scholars assembled to discuss stalled racial progress since the Civil Rights movement. Richard Delgado, one of CRT’s earliest writers, affirms CRT’s broad range of input from critical legal studies, to radical feminism, to a diversity of European philosophers, and the American radical tradition (Delgado 2, 3). Many voices, some complementary and others contradictory, have contributed to the broad scope of CRT.

Main Tenants of CRT

Although CRT has never been nor will likely ever be one thing, there are yet several basic tenants that most theorists agree upon. These tenants anchor the movement, making it identifiable. The first tenant is the idea that racism is ordinary, not aberrational. CRT affirms the reality of racism in everyday life in order to address and cure it. It diagnoses racism in mortgage redlining, employment discrimination, hegemonic power, etc. On the contrary, the traditional “Color-Blind” conception of race enables and maintains more subtle forms of racism. The second tenant is called “interest convergence.” Derrick Bell, lawyer and CRT theorist, coined this tenant from the judicial activity before and after the Brown V. Board of Education: “the interest of blacks in achieving racial equality will be accommodated only when it converges with the interests of whites” (Bell 22). In other words, it is the idea that social progress will not be realized unless the interests of both the oppressed and oppressors share a common incentive. The third tenant is the idea that race is socially constructed. Delgado articulates this tenant sufficiently: “race and races are products of social thought and relations. Not objective, inherent, or fixed, they correspond to no biological or genetic reality; rather, races are categories that society invents, manipulates, or retires when convenient” (Delgado 5). Although race is not natural, it is a social reality created and upheld by white supremacy. To exchange race with ethnicity-discourse “fails to account for the ways in which race has already been formalized in our institutions, particularly the law” (Cartagena 18). The fourth tenant is differential racialization and its consequences. It refers to the dominant society’s depictions of minority groups and how these stereotypes change according to their convenience. The fifth tenant is intersectionality, coined by Crenshaw. It rejects essentialism, the idea that identity is fixed and static. Rather, intersectionality maintains that people have multiple identities. This tenant is often used to measure how oppressed or how privileged an individual or group may be. A white, heterosexual male is said to have more privilege and power than a black, homosexual female (Crenshaw 386). The sixth tenant is the Standpoint Theory. It is the idea that people of color have a unique authority to speak on issues of race and racism because of their experiences, particularly with the legal system. Whereas, white people may not have the competency to speak on such issues because they do not experience the tangible effects of racism.

Analysis and Critique of CRT According to Scripture

The tenant that racism is ordinary complies with Scripture. First, the charge of sin is a pillar of Christian theology and of the gospel itself (Genesis 3, Romans 3). Sin, including but not limited to racism, pervades the fabric of life on earth. It pervades human thought, desire, emotion, and will and produces practical, felt consequences. Its effect can be witnessed by man’s failure to steward creation properly, such as profit-driven corporations that dump plastic in the ocean and thereby wreak environmental havoc. It can be witnessed by the number of domestic abuse cases reported each year. The list goes on. Is it unreasonable to believe that sinful people in positions of power have created unjust policies that harm creation and contribute to entropy?

The idea of unjust laws and a corrupt government is not foreign to the narrative of Scripture. Two examples are the stories of Shadrach, Meshach, Abednego, and of Daniel. They refused to obey the king’s laws because they contradicted God’s higher law. The entire book of Judges is about the consistent corruption of Israel’s leaders and the need for God’s intervention. In the early church, Christians were willing to face martyrdom for not complying with the Roman law of sacrificing to emperor Decius. The same is true today in contemporary society: sinful people and unjust laws still govern society and produce harmful consequences. Why would Christians assume that racism is an episode of the past? Why would they assume that the legal outcome of the Civil Rights movement, the Brown V. Board of Education, solved all the racial issues in the U.S.? Entropy is the inescapable decay of all things in the universe unless there is continual intervention. Because of this reality, God has provided rituals of remembrance for His people (memorials, communion, etc.). Remembrance is foundational to a consistent life of faith in a decaying world. In a similar manner, Christians should remember the social ills of the past and discern the social ills of the present age so that they may be agents of shalom instead of entropy. All things considered, the CRT tenant that racism is ordinary does not contradict Scripture; rather, it affirms the reality of sin in a decaying world in need of constant intervention.

Second, the tenant that racism is ordinary corresponds with Biblical narratives of racism (or better, ethnic discrimination) and God’s judgment of it. Throughout Scripture, one can observe man’s inclination towards homogeneity and the rejection of those deemed as “other.” Jews, who were called to be a light to the nations (Isaiah 42:6, 49:6, 60:3), disobeyed God’s commission by preferring their own and displaying a sense of superiority. One example is Jonah’s resentment of the Ninevites and his refusal to preach to them. Ironically, Joppa, the city from where Jonah launched his journey to Tarshish to avoid preaching to another nation, was the very place God chose, 800 years later, to tell Peter to receive people from other nations (Acts 10:9-16).

Additionally, the Jews rejected Samaritans, half-blooded Jews who were the product of interethnic marriages (Ezra 4, Nehemiah 4). When Jesus arrived on the scene, He flipped racist, social norms on its head by teaching the parable of the good Samaritan (Luke 10:25-37) and ministering to the Samaritan woman (John 4). Peter himself, a revered apostle, showed discrimination towards Gentiles and Paul rebuked him publicly for it (Galatians 2:11-14).

Throughout Scripture, the Jews were the recipients of racism (while under the dominion of the Egyptians, Babylonians, and Persians) and also the perpetrators of racism (as noted in the examples earlier). Racism is not foreign to the narratives of Scripture; hence, it is a normal but unfortunate reality in this sinful world. Throughout the Bible, God’s heart for ethnic and social harmony imbues God’s redemptive purposes and plan for mankind.

CRT’s tenant of intersectionality also agrees with Scripture. In arguing that CRT is fundamentally incompatible with Christianity, Neil Shenvi and Pat Sawyer reject CRT’s tenant of intersectionality, claiming that the tenant is anti-gospel. They rightly affirm that Scripture informs man’s identity with three distinctions: made in the image of God, guilty of sin, and in need of a savior: “These three core identity markers unite all people across lines of race, class, and gender and form a basis for solidarity. We cannot look at any human being as wholly ‘other’ since they, like us, are image-bearers and sinners who need a Savior” (Shenvi 17). Although their view of man’s identity is not incorrect, it oversimplifies the human experience and misunderstands the point of intersectionality. Crenshaw coined intersectionality to counteract how identity politics often “conflates or ignores [important] intragroup differences.” For example, in the context of feminist movements, the omission of acknowledging differences is problematic because “the violence that women experience is often shaped by other dimensions of their identities, such as race and class” (Crenshaw 357). This is clearly observed in the 1920s women’s suffrage movement. Black women were excluded from NAWSA conventions, they

often had to march separately from white women, and their contributions to suffragist history are frequently ignored (Bailey). Although the 19th Amendment granted American women the right to vote, most black women couldn’t exercise that right until five decades later (Waxman). The same could be said for the role of black women in movements fighting racial discrimination: black men set the agenda, often at the expense of the black woman’s voice.

Shenvi and Sawyer reduce the purpose and importance of intersectionality by dismissing the real suffering and discrimination of ignored social groups such as black women. The purpose of intersectionality is to highlight these neglected human experiences. How would Shenvi and

Sawyer respond to John 4? The woman at the well was a victim of overlapping discrimination. First, she was a woman and rabbis often did not speak to women publicly (v. 27). Second, she was a Samaritan (v. 9). Third, she was presumably a social outcast because of her shameful lifestyle (v. 17–18) and because she came to the well at a time when most people would not be present (v. 6). Jesus’ acknowledgment of and compassion towards a woman who would otherwise be ignored and shunned makes this story as powerful as it is.

It is worth noting that while intersectionality is true, it may be applied in an unbiblical manner, such as the embrace of an LGBTQ identity. All identities, such as gender, ethnicity, race, and class, should be brought under the dominion of Christ’s lordship; these identities, although important, are secondary to an identity in Christ. While Shenvi and Sawyer make good points in their critique, they commit a false dichotomy fallacy by assuming that the embrace of CRT is an abandonment of Christianity (and vice versa). The third option can be true: some CRT ideas may hold up against the authority of Scripture while other ideas and/or applications may not. To reject completely the ideas of CRT on the basis of a few unbiblical ideas and/or applications would be a fallacy of composition. As already stated earlier, CRT is far too large of a movement, with many voices and contributions, to reduce the entire whole to one of its parts. If Christians endorse parts of secular Greek philosophy or accept geometry although its origins are associated with Greek religion, why wouldn’t Christians show the same treatment towards CRT?

Implications of CRT

The mission of justice is and ought to be the Christian’s mission. A Christian proponent of CRT, Nathan Luis Cartagena rightly notes, “Because marginalization and oppression in pigmentocracies operate along racialized lines, Christians should share the common interests of critical race theorists” (Cartagena 8). Christians in the U.S. should take the liberty to first understand the movement and then parse through the content to determine what withstands the test of Scripture and what does not. In the U.S., the pursuit of racial justice should be a priority of the church.

At Moody Bible Institute (MBI), students and faculty can use CRT to affirm the reality of racism. If racism is ordinary, it likely occurs on campus every day: in people’s thoughts, in decisions about whom people befriend, in faculty recruitment, bias in theology, etc.

Intersectionality implies that some students and faculty have more or less privilege based on their membership to certain social groups.

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Conclusion

This paper has argued that CRT is a viable tool for Christians in understanding and engaging racism. Scripture approves CRT’s two main tenants: intersectionality and the idea that racism is ordinary. Intersectionality is reflected in the woman described in John 4; since she was a victim of overlapping discrimination, Jesus’ response towards her was all the more compelling. The tenant that racism is ordinary is affirmed by the theology of sin and Biblical narratives of racism throughout Scripture. The implications of CRT suggest that U.S. Christians should engage racism since oppression operates along racialized lines and justice is part of God’s redemptive plan. Contextually, MBI members should use CRT to address potential social ills on-campus.

Works Cited

Bailey, Megan. “Between Two Worlds: Black Women and the Fight for Voting Rights (U.S.

National Park Service).”
National Parks Service
, U.S. Department of the Interior, 13 Sept. 2022,
https://www.nps.gov/articles/black
–
women
–
and
–
the
–
fight
–
for
–
voting
rights.htm.

Bell, Derrick. “Brown V. Board of Education and the Interest of Convergence Dilemma”
Critical Race Theory: The Key Writings that Formed the

Movement
, The New Press, 1995, pp. 27-46.

Cartagena, Nathan  Luis. “What Christians Get Wrong about Critical Race Theory.”
Faithfully

Magazine
, Faithfully Media LLC, 2020, https://faithfullymagazine.com/product/christians-crt-download/.

Crenshaw, Kimberlé, et al. “Introduction.”
Critical Race Theory: The Key Writings That       Formed the Movement.
The New Press, 1995.

Delgado, Richard, et al.
Critical Race Theory: An Introduction
. New York University Press,

Shenvi, Neil.
Engaging Critical Theory and the Social Justice Movement
. Ratio Christi Inc,

2020.

Waxman, Olivia B. “When Did Black Women Get the Right to Vote? Suffrage History.”
Time
,

Time, 17 Aug. 2020, https://time.com/5876456/black-women-right-to-vote/.

Hist 405N week 1 case study

Required Textbooks

The following books are required for this course:

OpenStax. (2019). 
U.S. history.
OpenStax CNX. Retrieved

Required Resources

Read/review the following resources for this activity:

Textbook: Chapter 1, 2, 3, 4

Lesson

Minimum of 1 scholarly source (in addition to the textbook)

Optional Resources to Explore

Feel free to review the library guide for scholarly sources and videos at the following link:

Link (website):

Introduction

The purposes of each case study assignment include the following:

To hone your abilities to research using scholarly sources

To advance critical thinking and writing skills

To compile a response to the prompts provided

To explore a historical topic and make connections to change over time

Instructions

Pick one (1) of the following topics.
 Then, address the corresponding questions/prompts for your selected topic:

Option 1:
Exploration and Effects on Native Americans

Explain what motivated the European world powers to explore the Americas.

Describe the economic effects of exploration based on the Colombian exchange.

Analyze the effects of exploration on Native Americans.

Based on research, analyze if Europeans might be held accountable for transmitting Old World diseases to people in the Western Hemisphere.

Option 2:
Slavery vs. Indentured
Servitude

Explain how and why slavery developed in the American colonies.

Describe in what ways the practice of slavery was different between each colonial region in British North America.

Analyze the differences between slaves and indentured servants.

Option 3: Women in Colonial America

Pick two
colonies
(New England, Middle, or Southern colonies) and explain how women’s roles differ in the two colonies of your choice.

Describe what legal rights women held during the colonial period.

Analyze how Native women’s lives were different from colonial women’s lives.

Make sure to use your course text and incorporate an additional scholarly source from the Chamberlain Library in your response.

Writing Requirements (APA format)

Length: 1-2 pages (not including title page or references page)

Use standard essay writing process by including an introduction, body paragraphs, and a conclusion.

1-inch margins

Double spaced

12-point Times New Roman font

Title page

References page (minimum of 1 scholarly source)

No abstract is required

In-text citations that correspond with your end references

Grading

This activity will be graded based on the W1 Case Study Grading Rubric

HIST 405N Week 2 Discussion Questions

Discussion 1: The American Revolution

What were the causes of the
American Revolution?
How did the British colonists evolve from good citizens to revolutionaries and back something as unique as the Declaration of Independence?

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Discussion 2: Confederation and Constitution

What were the main problems with the Articles of Confederation that led to the Constitutional Convention of 1787? How did the national government under the Constitution differ from the Articles of Confederation?

Hist 405N week 3 case study

Required Resources

Read/review the following resources for this activity:

Textbook: Chapter 9, 10 (section 10.4), 11 (section 11.5), 13

Lesson

1 primary source that corresponds with your selected topic (noted in the topic instructions)

Minimum of 2 scholarly sources (in addition to the textbook)

Optional Resources to Explore

Feel free to review the library guide for scholarly sources and videos at the following link:

Link (website)

Introduction

The purposes of each case study assignment include the following:

To hone your abilities to research using scholarly sources

To advance critical thinking and writing skills

To compile a response to the prompts provided

To explore a historical topic and make connections to change over time

Instructions

Pick one (1) of the following topics. 
Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.

Option 1: The American System, Transportation, and Communication

Read the following primary source:

Link (website): (Click on “Next Image” to see all pages of the debate: pp.258-262.)

Then, address the following:

Describe the idea of Henry Clay’s “American System.”

Based on Clay’s economic vision of America, analyze how the American System would build the American market and economy?

Analyze the role of mechanization and communication in the American System.

Option 2: The Indian Removal Act of 1830

Read the following primary source:

Link (website)

Then, address the following:

Evaluate the rationale that President Jackson used in the removal of the Native Americans from east of the Mississippi River. Did the removal have the intended impact?

Identify the responsibilities given to the President under the Indian Removal Act of 1830.

Compare Jackson’s actions toward Native Americans in the context of his First Inaugural Address with the path of events during the Trail of Tears.

Determine if the removal of the Native Americans from east of the Mississippi River violate the principles found in the Declaration of Independence?

Option 3: The Abolitionist Movement

Read the following primary source:

Link (website):(Click on arrows to view all images of the document. Click on plus and minus signs to enlarge or reduce size of images.)

Then, address the following:

Assess if abolitionists were responsible reformers or irresponsible agitators?

Explain how abolitionists upheld the Declaration of Independence as the foundation of antislavery and abolitionist thought.

Assess the effect of the Gag Rule on the Abolitionist Movement.

Analyze how the women’s rights movement would gain momentum from the antislavery movement.

Writing Requirements (APA format)

Length: 2-3 pages (not including title page or references page)

1-inch margins

Double spaced

12-point Times New Roman font

Title page

References page

In-text citations that correspond with your end references

 

HIST 405N Week 4 Discussion: The Civil War and Reconstruction

Discussion: The Civil War and Reconstruction

In the beginning, each side in the Civil War believed the war would be brief and that their side would win. What advantages did each side hold that made them feel this way? Elaborate. After the war, Lincoln had one plan for bringing the rebel states back into the Union; Andrew Johnson another; and the Radical Republican Congress a third. Discuss the aims of each president and explain why and in what ways Congress took control of Reconstruction.

Hist 405N week 5 case study

Textbooks and Resources

The following books are required for this course:

OpenStax. (2019). 
U.S. history.
 OpenStax CNX. Retrieved from https://cnx.org/contents/p7ovuIkl@6.18:gMXC1GEM@7/Introduction

Required Resources

Read/review the following resources for this activity:

Textbook: Chapter 18, 21, 22

Lesson

Minimum of 3 scholarly sources (in addition to the textbook). The sources associated with each topic selection below can be used as part of the 3 scholarly sources.

Optional Resources to Explore

Feel free to review the library guide for scholarly sources and videos at the following link:

Link (website): History Library Guide (Links to an external site.)

Introduction

The purposes of each case study assignment include the following:

To hone your abilities to research using scholarly sources

To advance critical thinking and writing skills

To compile a response to the prompts provided

To explore a historical topic and make connections to change over time

Instructions

Pick one (1) of the following topics. 
Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.

Option 1: Big Business (Monopolies) and Exploitation of Workers

View the following resource:

Link (video): The Progressive Era (Links to an external site.) (27:30)

Browse and read one (1) of the following:

Link (library article): The Triangle Disaster: How a Fire a Century ago at a New York Clothing Factory Changed U.S. Labor Laws (Links to an external site.)

Link (library article): The Pullman Strike (Links to an external site.)

Then, address the following:

Explain if big business leaders were “captains of industry,” “shrewd businessmen,” or “robber barons.”

Based on one of the resources noted for this option, assess American working conditions and exploitation of workers in the Age of Industry.

Analyze the role that government played in reforming American working conditions.

Explain the benefits of the Federal Government regulations of monopolies.

Analyze which progressive presidents attained economic justice and reform for workers.

Option 2: Who is A Progressive?

Review the following site:

Link (website): Presidential Election of 1912: A Resource Guide (Links to an external site.)

Then, address the following:

According to Roosevelt, what are the characteristics of a progressive?

Explain and give examples of the characteristics of “anti-progressives.”

Trace what types of activities “anti-progressives” engaged in?

Analyze the goals of progressivism.

Explain what areas of society progressives addressed?

Analyze the progressive achievements Roosevelt highlights in his speech?

Option 3: World War I

Review the following resources:

Link (video): A War to End All Wars: Part 2 (Links to an external site.) (6:56)

Link (library article): The Treaty of Versailles and the Rise of Nazism (Links to an external site.)

Then, address the following:

Trace the origins of World War I, and assess if the world war was inevitable in 1914?

Explain if it was possible for the United States to maintain neutrality in World War I. If yes, explain how. If no, explain why not.

Analyze if the United States should have entered World War I to make the world safe for democracy.

Analyze if the Treaty of Versailles was a fair and effective settlement for lasting world peace.

Explain if the United States Senate should have approved of the Treaty of Versailles.

Writing Requirements (APA format)

Length: 3-4 pages (not including title page or references page)

1-inch margins

Double spaced

12-point Times New Roman font

Title page

References page

In-text citations that correspond with your end references

Grading

This activity will be graded based on W5 Case Study Grading Rubric.

HIST 405N Week 6 Discussion Questions

Discussion 1: The Great Depression

What were the underlying causes of the depression? Why did the Great Depression of the 1930s seem so much worse than any occurring either before or since? Can you see any modern parallels to the Great Depression? Elaborate.

 

Discussion 2: World War II

What were the underlying causes of World War II? Select one event that you think irrevocably led the world (and the U.S.) to war more than any other event. Argue your selection with details that support your answer.

Hist 405N week 7 case study

Required Resources

Read/review the following resources for this activity:

Textbook: Chapter 28, 29, 30

Lesson

Minimum of 1 primary source

Minimum of 4 scholarly sources (in addition to the textbook)

Optional Resources to Explore

Feel free to review the library guide for scholarly sources and videos at the following link:

Link (website): History Library Guide (Links to an external site.)

Introduction

The purposes of each case study assignment include the following:

To hone your abilities to research using scholarly sources

To advance critical thinking and writing skills

To compile a response to the prompts provided

To explore a historical topic and make connections to change over time

Instructions

Pick one (1) of the following topics
. Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.

Option 1: McCarthyism and Anti-Communist Campaigns

The Cold War brought about an irrational fear of communism and communist activities in the United States. As we are learning this week, one of the most vocal instigators of this paranoia was Senator Joseph McCarthy. McCarthy delivered a speech about the imminent threat of communism on February 9, 1950. Perform a search on the internet and locate and read Joseph McCarthy’s speech given in Wheeling, West Virginia on February 9, 1950. Copy and paste the following keywords into your Google search bar: “Joseph McCarthy, Wheeling, West Virginia.” The speech is also referred to as “Enemies from Within.”

Construct the case study by responding to the following prompts:

Explain how Senator Joseph McCarthy defined communist nations within the speech. What specific threats did these nations pose?

Assess if Senator Joseph McCarthy charges were accurate.

Analyze anti-communist sentiments during the Cold War era, were these sentiments valid. If so, how? If not, why not?

Explain if there are other examples of events similar to the Red Scare that have occurred throughout history and modern day.

Examine what happened to people who invoked the Fifth Amendment, refused to appear or were found in violation of the law as defined by the Congressional Committee.

Option 2: The Civil Rights Movement

Using the Internet, locate and read Martin Luther King Jr’s “I Have a Dream” speech given in Washington D.C., August 1963. Copy and paste the following keywords into your Google search bar: “I Have a Dream by Martin Luther King, Jr.” Feel free also to locate and incorporate additional scholarly sources to respond to this case study, including information on the Civil Rights Movement.

Construct the case study by responding to the following prompts:

Explain if the Civil Rights Movement of the 1960s effectively changed the nation.

What effect would the Civil Rights Acts have across the continent on minority groups?

Do you think that the tactics and strategies that civil rights activists used in the 1960s would apply to today’s racial and ethnic conflicts? Why or why not?

Do the ideas of the 1960s still have relevance today? If so how? If not, why not?

Analyze how the Civil Rights Movement would impact diversity in America today.

Option 3: American Domestic and Foreign Policies (1953-1991)

Complete a search either in the Chamberlain Library or internet for domestic and foreign polices of four (4) of the following Presidents. Please incorporate at least one primary source of either a policy or act that you have chosen to write about.

Eisenhower

Kennedy

Johnson

Nixon

Ford

Carter

Reagan

Then, compare domestic and foreign polices of your four (4) presidents by answering the following prompts:

Explain how your selected presidents worked to improve the United States economically and socially. Give at least one example of each president.

Assess if the policies of your choice of presidents strengthen or weaken the United States.

Explain how you see your choice of presidents served the public interest and further the cause of democracy.

Determine if it is constitutional for the United States to fight preemptive wars.

Determine if human rights and morality should be the cornerstones of United State foreign policy.

Writing Requirements (APA format)

Length: 4-5 pages (not including title page and references page)

1-inch margins

Double spaced

12-point Times New Roman font

Title page

References page

In-text citations that correspond with your end reference

HIST 405N Week 8 Discussion: Terrorism in the 21st Century

Discussion: Terrorism in the 21st Century

Discuss how you see the “war on terrorism” as of this date. Do you think the United States should be engaged in such a war? Give reasons for or against this war and whether or not we are giving up our own principles to wage it.