'Assignment Checklist Questions Essay\r'

'1. Did you bewilder to the length requirement of the assignment? If not, reduce your intelligence services.Essay exit not be accepted if it is more than 50 words beyond the max. The render contains 1095 words.\r\n2. Did you design MLA send-off-page fix up and do it properly? Did you check your first-page against the textbook physical exercise? Proper MLA first page micturateat has been gived.\r\n3. Did you take on a lead in at the burst out of your introduction? If you don’t know what this is, you argon not ready to submit your assignment. The essay contains a captivating introduction.\r\n4. Did you briefly and neutrally summarize both offices of the roll in your introduction and/or did you provide inevit subject background and then add a transitional reprove before your thesis? The other side of the debate has been briefly call uped.\r\n5. Is your thesis the destruction sentence of the first divide, or do you hire a beloved reason it is not? The thesis is the last statement of the intro para.\r\n6. Did you include a parallel-structured essay map with your thesis sentence? The essay contains a parallel-structured essay map.\r\n7. Have you mathematical functiond third some bingle evince of view throughout? Check and harbour certain(predicate) you have not shifted into first mortal (I) or second person (you) without having a good reason. You can use a global look to to double check. Third person is used.\r\n8. Does each paragraph have a topic sentence (stated or implied) with at least two supporting points, details, and a outcome? Each paragraph contains all obligatory elements.\r\n9. Did you use a transitional word, phrase or sentence at the beginning of each embody paragraph? Did you use transitional words or phrases between sentences indoors paragraphs, as necessary? Transitions be used.\r\n10. Did you follow all 18 instructions on page two and three of this assignment dismissal? All 18 instructions have been used.\r\n 11. Did you right follow the four-step research inclusion method we\r\ndiscussed for both paraphrases and quotations? The four steps atomic number 18 as follows: introduce, limn according to MLA, credit your source parenthetically and discuss. search inclusion methods are followed.\r\n12. Did you check each use of research to determine whether you unified it? Which consolidation methods did you use? Check each instance and report it here. Do not skip this step.I am asking if you integrated paraphrases and quotations into your own writing by using each (1) a snippet; (2) a colon; (3) the author, title, or both. Author, Colon and Snippet methods were used. Avoided the use of titled integration due to lengthy titles which make it choppy. 13. Did you make sure that no paragraph ends with a quotation? No paragraph ends with a quotation.\r\n14. Did you check any(prenominal) titles you named in your essay against the handout I put on BB called Titles: Italics vs. Quotation Marks N o titles are used.\r\n15. Does your in-text quotation mark properly get together the corresponding Works Cited initiation? Check this very carefully †remember the first word/first word formula. Proper match of citations.\r\n16. Did you make sure to do your in-text and Works Cited entries in good order? Did you check each citation word for word and punctuation for punctuation against an example from our textbook or the MRU library handout or another redoubtable source? Make sure you checking against MLA, not APA. In text and works cited entries are correct.\r\n17. Did you create a suggestive, emphatic conclusion rather than wholeness in which you unnecessarily repeat the main supporting points? The conclusion is suggestive and emphatic.\r\nJeremy Roberts\r\nSharren Patterson\r\nGNED 1401\r\n26 October 2014\r\nThe Importance of pedagogics the final solution\r\nInhumanity reached a point in the archaean 1940s that give be spoken well-nigh for years beyond our existence. Th e largest race murder of the 20th century, the final solution, was describe by Samuel Totten as the â€Å"systematic, bureaucratic annihilation of half dozen million Jews by the Nazi regime and their collaborators as a central act of state during origination War II” (â€Å"A phone line”). This probatory event in archives presents an ongoing interchange regarding its role within amply school curriculums. The final solution’s profound personality is wherefore legion(predicate) individuals avoid teaching the character in school, patronage its historical significance.\r\nFarnham states that even though there is â€Å" strength for direct pain and guilt from [teaching the final solution], the significance of the subject in human as well as in historical terms is such that the lading [of teaching the subject] must be endured” (â€Å"Teaching the Holocaust” 274). Even though the subject posits to be taught with great care due to its sensitiv e nature, high school floor classes should include the Holocaust because it is a major event that assisted shape the serviceman we have sex in today. Including this act of genocide in curriculums forget provide an accurate representation of history, an ethical mannikin for students, and a foundation for our prox history.\r\nTo better represent history, it is paramount that the most accurate and detailed selective information about the Holocaust is taught to students. By detailing how and wherefore the event occurred, students pull up stakes be given an hazard to fully insure the pain and suffering individuals endured in Ger umpteen during this time period. â€Å"One of the values of Holocaust education, one hopes, is that it increases sensitivity to the suffering of others” (Farnham, â€Å"What is” 22). In addition to support students empathize with the suffering, Holocaust education should in addition address the role politics and media played in organi zing the despatch of millions of individuals. The views that led to this massacre were deeply embedded within the German culture and surrounding countries prior to the Holocaust.\r\nHowever, it was the alkali leader, Adolf Hitler, who utilized politics, media, and technology to impose his â€Å"final solution.” The future(a) statement from Totten emphasizes the importance of teaching how the genocide took pip: [T]he education that students receive about the Holocaust has to be unique, powerful and bereft of perfunctory nature. . . . [The teachers] also need to appreciate and teach the event that the persecution and extermination of the Jews . . . was bureaucratic in nature, and that modern technology was used to increase the killing process. Most importantly, though, teachers and students need to realize that the Jews were killed not for what they were or for what they practised or recalld, but for the fact that they were; that, all Jews were to be exterminated simply because they existed. (â€Å"A Note”)\r\nKeeping such a profound event out of high school curriculums expertness increase the likelihood of misconceptions and stereotypes. Kitson states, there are many students who have misconceptions and stereotypes related to the Holocaust: all Germans are Nazis, the Jews were benefactorless victims and didn’t fight back, Jews living in Germany were not German, and all victims died in gas domiciliate (42). Providing accurate information to today’s offspring about the Holocaust allows students the opportunity to eliminate misconceptions and understand the suffering that millions of individuals endured because of the tremendous influence and power that Adolph Hitler had.\r\n extend a student’s view of how and why the Holocaust occurred is just as important as outlining and understanding its unethical nature. Inclusion of this event in high school curriculum will help young students broaden their perspectives, and sha pe their deterrent example foundation. Farnham asserts this point by stating, â€Å"[t]his is a moral function, for being able to imagine the effect of one’s contemplated act on another person is necessary to any moral or ethical judgment one might make of a proposed act” (â€Å"What is” 22). Teaching the Holocaust, in combination with using our imagination, allows us to conceive of the conditions of the victims, and, in turn, increases our empathy towards them (Farnham, â€Å"What is” 22).\r\nThe subject’s controversial nature will provide the type of engaging background that students require to think critically about the personal effects of their decisions. In addition, this subject provides context for individuals to examine the â€Å"use and abuse of power, and the role and responsibilities of individuals, organizations, and nations when confronted with civil rights violations and/or policies of genocide” (Totten, â€Å"A Note” ). In-depth analysis of the Holocaust’s unethical nature will allow students to form and further strengthen their moral and ethical principles to which they allow in themselves accountable in decision making.\r\nThe development of students’ moral and ethical framework is not scarcely bouncy to their future actions and decisions, but also the future of humanity. through the teaching of the Holocaust, today’s youth are given an example of one of the very surpass acts of inhumanity. Students will learn that it was not only Germany who was amenable. many countries refused to accept Jewish refugees, and, in doing so, were partly responsible for the events that took place. Totten provides graphic insight towards the inactivity of surrounding nations when he explains, â€Å"Germany alone is not to blame.\r\nIf Hitler turned Europe into a pressure cooker for the Jews, then much of the free world helped to seal it by refusing to accept Jewish refugees” (â⠂¬Å"A Note”). By detailing this fact, students are made aware of the â€Å"danger of staying silent, apathetic and indifferent in the face of others’ oppression” (Totten, â€Å"A Note”). Students will understand how important it is to maintain their values and have the confidence to actually stand up against what they believe is right or wrong. Teaching the Holocaust will allow us to help guide our future generations to make morally sound decisions.\r\nThere are very few events throughout the course of history which contain such a breadth of material. culture about the Holocaust can be a transformative experience for students because it engages them to consider numerous elements, including, human rights, ethics and ethics, and political injustice. It is for this reason that the Holocaust should not only be taught in high school, but should also be considered as one of the main topics for history classes. Although teaching the topic would not guarantee a world free of injustices or inhumane acts, the executing of Holocaust into high school curriculums would be a way for the current educated population to help guide future generations towards a better company and a future history that everyone can be proud of.\r\nWorks Cited\r\nFarnham, James F. â€Å"Teaching the Holocaust: A Rationale for Dealing with the Absurd.” The Journal of planetary information 33.4 (1982): 273-283. Penn State University Press. Web. 11 Oct. 2014. Farnham, James F. â€Å"What is the shelter of Teaching the Holocaust?” The Journal of General Education 41 (1992): 18-22. Penn State University Press. Web. 11 Oct. 2014. Kitson, Alison. â€Å"Challenging Stereotypes and Avoiding the superficial: A Suggested\r\nApproach to Teaching the Holocaust.” Teaching History. 104 (2001): 41-8. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. â€Å"Teaching the Holocaust: The Imperative to Move beyond Cliches.” Canadian Social Studies 33.3 (1999): 8 4-7. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. â€Å"A Note: Why Teach about the Holocaust?” Canadian Social Studies 31.4 (1997): 176-178. ProQuest. Web. 11 Oct. 2014.\r\n'