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Financial Crisis of 1837

write a one-paragraph explanation for any 3 out of the 6 key
terms or people listed below. Your answers need to define and discuss the key terms or people
in the historical context of the topics we have covered in this course. Each answer is worth up to
40 points (120 points total).

  1. Financial Crisis of 1837
  2. The Gold Rush
  3. The Fugitive Slave Law
  4. John Brown
  5. The Civil War
  6. National Labor Union (NLU)
    Part 2: Please answer any 1 out of the 3 questions below in a 2-to-2.5-page (500 to
    700 words), double-spaced in 12-point font (80 points total).
  7. What was Radical Reconstruction? What promises did it hold for freed African
    Americans in the south? In what ways did white southerners resist Radical
    Reconstruction and how did this resistance contribute to its failure? What were the
    consequences for African Americans? Use evidence from Who Built America? Vol. 1 to
    support your answers.
  8. What actions did Susan B. Anthony and other women’s rights activists take to pursue
    universal suffrage, along with other political, legal, and economic opportunities in the
    1860s and 1870s? What kind of opposition did they face and why? Use evidence from
    Who Built America? Vol. 1 to support your answers.
  9. How do the events of 1877—including the end of Reconstruction and the Great Railroad
    Uprising—relate to themes about race relations, social class and labor relations, and the
    possibilities for collective action in earlier moments in American history that we have
    discussed in this course? Are these themes still relevant today? Use evidence from 1877:
    The Grand Army of Starvation and Who Built America? Vol. 1 to support your answers. Part 3: Extra Credit (worth up to 20 extra points).
    Write a 1-to-2 page double-spaced response based on your viewing
    of Paul Robeson: Here I Stand that answers these questions: why did Paul Robeson (Rutgers
    College, class of 1919) become a civil rights leader and a labor activist? How did communism
    shape his politics? Why did Robeson remain steadfast in his beliefs despite his career suffering
    by the late 1940s and 1950s? Are there other current actors, musicians, artists, or other
    celebrities who are politically engaged like Robeson was?

Sample Solution

stems in place for early identification and intervention. Pupil premium awarded to raise attainment and also different strategies are used to engage with the disadvantaged families to increase parental engagement and improve academic performance. Technological: Smart apps and devices are fast and furious, schools are confronted with challenging issues from online risks such as violation of privacy or fraud, schools are expected to educate children by raising awareness about these risks and how to avoid them, however budget restrictions is causing to be a barrier on latest ICT equipment and software. 3.4 Explain how a range of analytical tools can be used to investigate & address key management issues within a school: Using analytical tools widens the approach of thinking, enabling SBMs to solve a problem, be predictive and be implementable. I believe the aim of using analytical tools is to sharpen the focus of the analysis and to ensure methodical, balanced approach, e.g. SWOT- helps to focus on internal and external factors, which SBMs can use to identify issues as well as barriers and solutions, useful to spot danger and improve weakness. PESTLE tool can be used to analyse various external factors, which impact schools. SWOT (Appendix 3) Increase parent engagement by holding quarterly workshops: analysis clearly indicates the benefits of this objective and it will add much value to the school. It has highlighted the budget strain for additional workshops but the opportunity highlighted a possible solution parent’s contribution, another weakness could be lack of staff, however PTA involvement can tackle this. The analyses tool has highlighted issues on both the internal and external factors and also solutions. PESTLE (Appendix 4) After school clubs with Parents: Looking at the possible impact on introducing the above, Economic impact is the lack of budget to host the clubs and staff, a possibility maybe parent funding. Social: Support provided to disadvantaged families and engaging with the community. Parents will be trained on using ICT equipment’s and software’s and learn about online safety for children.
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