Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Discussion Questions based on Josiah Strong’s and Aguinaldo’s documents:
1. How does Josiah Strong justify the idea of world domination by Anglo-Saxons?
Answer: Josiah justified the US attempt at world domination using religion, American values, and the idea of “survival of the fittest”. He argued that it was inevitable, either these non-christian civilizations would rise to the occasion or be dominated by the more powerful nation.
2. Why does Aguinaldo think that the United States is betraying its own values? In what ways does Aguinaldo think that Americans misunderstand the Filipinos?
Answer: Aguinaldo believes that the US is betraying its own values because he believes that the U.S. is forcing Filipinos to live in designated zones, where poor sanitation, starvation, and disease killed thousands. These harsh and intolerable living conditions go against the U.S government’s attempt of providing equality to all kinds of US citizens. Aguinaldo thinks that the Americans misunderstand Filipinos by viewing them as either ignorant savages, uneducated dummies, or something similar to the Mohawk Indians. This in turn makes America believe that they can’t function on their own.
“You went to the Philippines under the impression that their inhabitants were ignorant savages…. We have been represented by your popular press as if we were Africans or Mohawks Indians. We smile and deplore the want of ethnological knowledge on the part of our literary friends. We are none of these. We are simply Filipinos….”
3. How do these documents reflect different definitions of liberty?
Answer: Josaih’s document reflected the idea of manifest destiny which states that US was both justified and inevitable. His idea was that the US was liberating the world by incorporating the constitution into other counties governments because Americans have a lot of liberties. From Emilio’s perspective however, the US was not giving them a chance to liberate themselves. Emilio compared the Philippines to the US pre-revolution, Americans treating the Philippines like Britain treated their colonies. Both countries were trying to achieve the same thing but had different beliefs on how liberation could be reached.
Questions based on the Cartoons:
Louis Dairymple. “School Begins.” Puck. (Keppler & Schwarzmann, New York: 1899).
Victor Gillam. “A Lesson for Anti-Expansionists.” Judge. (Arkell Publishing Company, New York: 1899).
1. Describe what you see in each of the two cartoons. There are a lot of details, so look closely.
Answer: In the first cartoon labeled: In Louis Dairymple. “School Begins.” Puck. (Keppler & Schwarzmann, New York: 1899), it shows Uncle Sam as a teacher. There is a book on his desk that is titled “U.S. First Lessons in Self-Government”. He is standing behind his desk in front of his new students who are labeled as Cuba, Porto Rico, Hawaii, and Philippines. They appear very unhappy. In the back of the classroom, there are students labeled as California, Texas, New Mexico, Arizona and Alaska. It looks like an African American boy is cleaning the windows while a Native boy stands by the door reading a book upside down titled, “ABC”. A chinese boy stands right outside the door of the classroom. In the second cartoon labeled: Victor Gillam. “A Lesson for Anti-Expansionists.” Judge. (Arkell Publishing Company, New York: 1899), it depicts Uncle Sam in a time frame from 1783 to 1800. In 1783 he is shown as a baby. As time goes on, Uncle Sam starts to acquire new outfits along with new weaponry as he gets older. Uncle Sam gets much bigger as time goes on and by 1899, it looks as though he’s going to literally burst open. At the very right of the picture, there are many hands trying to make offers with Uncle Sam. The last caption states that these hands are trying to be on good terms with Uncle Sam.
2. Compare their messages. Which of the two cartoons is pro-expansionism, and which is against it? Support your claims with specific examples.
Answer: Dairymple’s illustration depicted the US trying to help these developing countries through expansionism because in the picture, the US is acting like a teacher trying to discipline their colonies who are depicted as disobeying children. Gillam depicted the US as a fat business man who is collecting upon his assets.
3. What details of the two cartoons embody the idea of “the white man’s burden” discussed in this week’s lecture, and why do you think they do so? Make sure to address at least two details from one of the cartoons.
Answer: One detail is on the “School Begins” Entails Uncle Sam mainly lecturing and scolding the brown kids on the front row. This reflects that this could end up happening in the Philippines during the colonization of America. Also, at the time since other Islander regions did not have a government like the U.S, “Until they can govern themselves.” – found on the blackboard behind all of the students.
The Second detail is on “A Lesson For Anti-Expansionists” which shows a timeline of uncle Sam growing up. In these figures show that he has been conquering land all of his life and this picture shows that he is no different than the other imperialist regions in Southeast Asia, during 1899.
(Optional): If time permits, share your final thoughts on the topic and/or sources.
Answer: It is interesting to note what Emilio Aquinaldo says about America towards the end on how The United States represents Life and Liberty, and yet they go to all these lands and take that away from those native people. He shows a different side in America’s government and challenges it’s legitimacy.
“…In the face of the world you emblazon humanity and Liberty upon your standard, while you cast your political constitution to the winds and attempt to trample down and exterminate a brave people whose only crime is that they are fighting for their liberty.”
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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