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Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] edu 542 week 10 discussion

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    Music and health education are often considered learning domains best supported with in-person learning but over the past few years the development of technology to support learning in these areas has grown. Respond to the following: – Do you think that instruction for these two domains is enhanced …

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    Assignment Prompt & Instructions

    Music and health education are often considered learning domains best supported with in-person learning but over the past few years the development of technology to support learning in these areas has grown.

    Respond to the following:

    – Do you think that instruction for these two domains is enhanced or negatively impacted by technology? Support your response with your own research.

    – a month ago

  • [Solved] human services

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    – a month ago **files (1)** – ## assignment4.docx **## assignment4.docx** Choose a case study in _The Boy Who Was Raised as a Dog_ to focus on for this assignment and imagine the person in the case study is your client. You will then write a paper that includes the following: **Introduction** Summar…

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    Assignment Prompt & Instructions

    – a month ago

    **files (1)**

    – ## assignment4.docx

    **## assignment4.docx**

    Choose a case study in
    _The Boy Who Was Raised as a Dog_ to focus on for this assignment and imagine the person in the case study is your client.

    You will then write a paper that includes the following:

    **Introduction**

    Summarize the case study you chose.

    **Engage**

    · Apply knowledge of human behavior and person-in-environment to explain skills the social worker needs to engage with the client.

    · Identify other professionals you would collaborate with and explain what their role would be.

    · Cite research to support your ideas.

    **Assess**

    · Consider the ACEs questionnaire. Assess the adverse childhood experiences the client was exposed to that are found on the ACEs questionnaire.

    · Identify other adverse childhood experiences the client was exposed to that are not identified on the current ACEs questionnaire.

    · Citing research, explain the impact of the adverse childhood experiences you identified.

    **Research and describe at least one culturally responsive intervention to assist the client.**

    · Examples include psychoanalytic, behavioral, cognitive, person-centered, feminist, et cetera.

    **Develop a treatment plan for the client using the evidence-based method of intervention you researched.**

    · Identify two short term goals and two objectives for each goal.

    · Identify two long term goals and two objectives for each goal.

    · Explain how you would negotiate, mediate, and advocate on the client’s behalf.

    · Apply research to support your ideas.

    **Evaluate the effectiveness of your plan.**

    · Explain how you will evaluate the client’s progress.

    · Consider the client’s diversity needs in your evaluation.

    **Conclusion**

    Conclude your paper by summarizing how you used micro, mezzo, and macro skills in working with this client.

    **Additional Requirements**

    The assignment you submit is expected to meet the following requirements:

    ·
    **Written communication**: Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style and formatting.

    ·
    **Number of resources**: Most literature cited should be current, with publication dates within the past five years.

    ·
    **Length of paper**: 5 pages

    ·
    **Font and font size**: Times New Roman, 12 point.

    **## assignment4.docx**

    Choose a case study in
    _The Boy Who Was Raised as a Dog_ to focus on for this assignment and imagine the person in the case study is your client.

    You will then write a paper that includes the following:

    **Introduction**

    Summarize the case study you chose.

    **Engage**

    · Apply knowledge of human behavior and person-in-environment to explain skills the social worker needs to engage with the client.

    · Identify other professionals you would collaborate with and explain what their role would be.

    · Cite research to support your ideas.

    **Assess**

    · Consider the ACEs questionnaire. Assess the adverse childhood experiences the client was exposed to that are found on the ACEs questionnaire.

    · Identify other adverse childhood experiences the client was exposed to that are not identified on the current ACEs questionnaire.

    · Citing research, explain the impact of the adverse childhood experiences you identified.

    **Research and describe at least one culturally responsive intervention to assist the client.**

    · Examples include psychoanalytic, behavioral, cognitive, person-centered, feminist, et cetera.

    **Develop a treatment plan for the client using the evidence-based method of intervention you researched.**

    · Identify two short term goals and two objectives for each goal.

    · Identify two long term goals and two objectives for each goal.

    · Explain how you would negotiate, mediate, and advocate on the client’s behalf.

    · Apply research to support your ideas.

    **Evaluate the effectiveness of your plan.**

    · Explain how you will evaluate the client’s progress.

    · Consider the client’s diversity needs in your evaluation.

    **Conclusion**

    Conclude your paper by summarizing how you used micro, mezzo, and macro skills in working with this client.

    **Additional Requirements**

    The assignment you submit is expected to meet the following requirements:

    ·
    **Written communication**: Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style and formatting.

    ·
    **Number of resources**: Most literature cited should be current, with publication dates within the past five years.

    ·
    **Length of paper**: 5 pages

    ·
    **Font and font size**: Times New Roman, 12 point.

  • [Solved] griffith

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    topic: **Approaches to Qualitative Inquiry and Their Contributions to Criminal Justice** – a month ago **files (1)** – ## DevelopingResearchQuestionsAssignmentInstructions.docx **## DevelopingResearchQuestionsAssignmentInstructions.docx** COUR CJUS 750 ## Developing Research Questions Assignment Ins…

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    Assignment Prompt & Instructions

    topic:

    **Approaches to Qualitative Inquiry and Their Contributions to Criminal Justice**

    – a month ago

    **files (1)**

    – ## DevelopingResearchQuestionsAssignmentInstructions.docx

    **## DevelopingResearchQuestionsAssignmentInstructions.docx**

    COUR

    CJUS 750

    ## Developing Research Questions Assignment Instructions

    **Instructions**

    This paper requires you to create research questions based upon the literature review and annotated bibliography research.

    1. Think about your current understanding (working theory) of a research issue of interest to you in the criminal justice field (here again is where the previous
    **Literature Review Assignment** and
    **Annotated Bibliography Assignment**). What important concepts are part of this research interest and how do they relate? Begin a search of the relevant literature.

    2. Develop three to five research questions that help to focus your topic. List possible aspects of the conceptual context that would guide a literature review if you were to do one.

    3. Create a research statement (if you have not done so already) and create five to ten open-ended interview questions for your own research project. It is highly recommended that you pilot the questions with a friend, classmate, or family member. Ask them to pretend that they is one of your participants. Work together to reshape the questions. Then, it is recommended that you pilot the questions with someone who has had experiences similar to your research population or ask the questions of a research participant who is willing to collaborate with you on developing your questions. Reshape the questions again after reflecting upon what worked, what did not, and what new questions arose.

    4. Be sure to write down the answers to those questions (you will need them for another upcoming assignment).

    **Assignment Specifics:**

    1. Write an introduction about the assignment.

    2. Write at least two paragraphs with their research statement embedded. These paragraphs should also be supported with credible academic sources.

    3. Write at least one supportive paragraph before listing the research questions.

    4. Write at least one supportive paragraph before listing the interviewing questions.

    5. Write at least a one paragraph conclusion.

    Page 1 of 2

    **## DevelopingResearchQuestionsAssignmentInstructions.docx**

    COUR

    CJUS 750

    ## Developing Research Questions Assignment Instructions

    **Instructions**

    This paper requires you to create research questions based upon the literature review and annotated bibliography research.

    1. Think about your current understanding (working theory) of a research issue of interest to you in the criminal justice field (here again is where the previous
    **Literature Review Assignment** and
    **Annotated Bibliography Assignment**). What important concepts are part of this research interest and how do they relate? Begin a search of the relevant literature.

    2. Develop three to five research questions that help to focus your topic. List possible aspects of the conceptual context that would guide a literature review if you were to do one.

    3. Create a research statement (if you have not done so already) and create five to ten open-ended interview questions for your own research project. It is highly recommended that you pilot the questions with a friend, classmate, or family member. Ask them to pretend that they is one of your participants. Work together to reshape the questions. Then, it is recommended that you pilot the questions with someone who has had experiences similar to your research population or ask the questions of a research participant who is willing to collaborate with you on developing your questions. Reshape the questions again after reflecting upon what worked, what did not, and what new questions arose.

    4. Be sure to write down the answers to those questions (you will need them for another upcoming assignment).

    **Assignment Specifics:**

    1. Write an introduction about the assignment.

    2. Write at least two paragraphs with their research statement embedded. These paragraphs should also be supported with credible academic sources.

    3. Write at least one supportive paragraph before listing the research questions.

    4. Write at least one supportive paragraph before listing the interviewing questions.

    5. Write at least a one paragraph conclusion.

    Page 1 of 2

  • [Solved] Vocabulary 3-Day Unit Plan

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    Scarborough’s Upper Reading Rope stresses the importance of activating students’ background knowledge and building vocabulary, so they are better able to make sense of what is being read. Using background knowledge, students can see text-to-self, text-to-world, and text-to-text types of connections …

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    Assignment Prompt & Instructions

    Scarborough’s Upper Reading Rope stresses the importance of activating students’ background knowledge and building vocabulary, so they are better able to make sense of what is being read. Using background knowledge, students can see text-to-self, text-to-world, and text-to-text types of connections to create meaning from the text they read. By having a strong working knowledge of the meanings of keywords associated with the content they are reading, regardless of the type of text, students can increase comprehension. Having a strong working knowledge of the meaning of keywords associated with the content they are reading can increase a student’s comprehension.Create a three-day unit plan focused on vocabulary in cross-content areas, such as social studies,  science, and math. Select a grade level of focus and use the “ELM-316 Class Profile” and the “COE 3 Day Unit Plan” template to complete this assignment. The objective of this unit plan is to focus on how vocabulary skills can be supported while students acquire knowledge in other content areas. Additionally, there should be opportunities within the unit plan for students to practice each of the following:

    – _Phonology:_ Consider pronunciation, word stress, and intonation.
    – _Morphology:_ Include discussions on word formation, roots, prefixes, and suffixes.
    – _Syntax:_ Incorporate sentence structure and grammar rules related to the vocabulary.
    – _Semantics:_ Explore the meaning and usage of the vocabulary words in different contexts.
    – _Pragmatics_ **:** Discuss how the vocabulary is used in real-life situations and interactions.
    – _Orthography:_ Apply spelling rules and patterns to new vocabulary terms.

    Your 3-day unit plan should include the following:

    – **Title of Unit and Brief Summary:** Create a title for your unit and write a brief summary of each lesson based on the selected standards.
    – **Classroom and Student Factors/Grouping:** Considering the “ELM-316 Class Profile,” describe the important classroom and student factors and the effect of those factors on planning, teaching, and assessing students.
    – **Content Standards:** Select K-8 content standards from the state you plan to teach for social studies and math or science, along with a vocabulary-focused ELA standard for your chosen grade level.    NOTE: Your 3-day unit can integrate all content areas each day, or each day focus on the vocabulary skill within one of the content areas.
    – **Specific Learning Targets/Objectives:** Aligned to the selected social studies, math/science, and vocabulary-focused ELA content standards.
    – **Academic Language:** Key terms for each lesson.
    – **Unit Resources, Materials, Equipment, and Technology:** This should include at least one non-fiction or fiction book or reading to support the lesson each day.
    – **Depth of Knowledge Questions:** One developmentally appropriate question for each of the four levels of understanding and for each lesson. Indicate the level of each question.
    – **Anticipatory Set:** Explain how you will introduce each lesson and activate prior knowledge to trigger students’ curiosity and engagement in the lesson.
    – **Multiple Means of Representation:** Explain how you will present the content in developmentally appropriate and evidence-based ways to engage all students in instruction that supports young children’s learning. Provide strategies to differentiate for the students in the Class Profile, including students with exceptionalities (special education, 504s, gifted), English language learners, and early finishers.
    – **Multiple Means of Engagement:** Explain how you will facilitate and guide developmentally appropriate and challenging learning opportunities for each child to explore, practice, and apply the content.    Provide strategies to differentiate for the students in the Class Profile, including students with exceptionalities (special education, 504s, gifted), English language learners, and early finishers.
    – **Multiple Means of Expression:** Describe formative and summative assessment methods that will be used to monitor student progress during the lesson and modify instruction. Provide strategies to differentiate for the students in the Class Profile, including students with exceptionalities (special education, 504s, gifted), English language learners, and early finishers.
    – **Extension Activity and/or Homework:** Create a meaningful extension activity for each lesson that can be completed in the classroom or at home that will allow students to further explore the learning.

    In a 150-300 word reflection, discuss the following:

    – Describe how you would collaborate with a special education teacher, reading specialist, or administrator regarding the specific needs of a student who is not making progress. Explain how you would also communicate the same information with the family in a way to encourage continued student growth and engagement in meaningful tasks. Demonstrate awareness of both audiences in your tone and delivery.
    – Reflect on your unit plan and provide two research-based examples of how you would re-teach a portion of the learning for students who did not meet the objectives after reviewing the formative and summative assessment data.

    Support your deliverable with 2-3 scholarly resources. Submit your COE 3-Day Unit Plan, reflection, and scholarly resources as a single document. While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide,

    – a month ago

  • [Solved] kids learn

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    In-depth study guidance and analytical solution covering kids learn.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] milla

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    Please see attachments – a month ago **files (3)** – ## Final-NewNegroandtheHarlemRenaissancePrimarySource11.docx – JamesWeldonJohnson-Students.pdf – JamesWeldonJohnson-Students.pdf **## Final-NewNegroandtheHarlemRenaissancePrimarySource11.docx** **Please download this copy and type in your answers!…

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    Assignment Prompt & Instructions

    Please see attachments

    – a month ago

    **files (3)**

    – ## Final-NewNegroandtheHarlemRenaissancePrimarySource11.docx

    – JamesWeldonJohnson-Students.pdf
    – JamesWeldonJohnson-Students.pdf

    **## Final-NewNegroandtheHarlemRenaissancePrimarySource11.docx**

    **Please download this copy and type in your answers!**

    **Directions:** Read each excerpt carefully, then complete Parts 1 – 3 in complete sentences using specific evidence from the text. Part 4 asks you to respond creatively by choosing one format and using it to demonstrate your understanding of both sources. Please type your answers directly into this document and submit it through the The New Negro and Harlem Renaissance Primary Source Assignment link on Canvas under Week 5.

    **Part I: Primary Source Analysis (18 points: 6 questions x 3 pts)**

    **Source A: Alain Locke, “Enter the New Negro”**

    1. According to Alain Locke, what is the “New Negro,” and how is this person different from the “Old Negro”? Use evidence from the reading to explain your answer. (
    _3 pts)_

    2. Locke argues that African Americans were beginning to experience a form of “spiritual emancipation.” What does he mean by this? Identify at least one change in Black attitudes or identity that Locke connects to this transformation.
    _(3 pts)_

    3. Locke argues for “less charity but more justice; less help, but infinitely closer understanding.” What does this statement reveal about what the New Negro expected from American society?
    _(3pts)_

    **Source B: James Weldon Johnson, “Harlem: The Culture Capital”**

    1. According to James Weldon Johnson, what made Harlem different from other Black communities in the United States? Identify at least two characteristics Johnson uses to describe Harlem.
    _(3 pts)_

    2. What role did the Great Migration and employment opportunities play in the growth of Harlem? Use specific evidence from Johnson’s account.
    _(3 pts)_

    3. Johnson calls Harlem “a large-scale laboratory experiment in the race problem.” What does he mean by this description? What does Harlem demonstrate, in Johnson’s view, about Black communities and race relations?
    _(3 pts)_

    **Part III: Comparing the Sources (6 points total)**

    1. Both Locke and Johnson describe Black communities creating new forms of independence, identity, and cultural expression. What do you think was most significant about this transformation, and why?
    _(6 pts)_

    **Part IV: Creative Extension (16 points total)**

    Imagine you have been invited to contribute to the very same 1925 issue of Survey Graphic that published Locke's and Johnson's pieces. Choose ONE of the three options below. Whichever you choose, your piece must directly engage with ideas from BOTH Source A and Source B — paraphrase or reference at least two specific, accurate details from the texts (you may quote briefly, but most of your engagement should be in your own words).

    **Option A: Magazine Feature:**

    Write a headline for your own Survey Graphic article, then a 250 – 300-word feature on an aspect of the New Negro movement not directly covered in the excerpts (for example: music, visual art, education, women's roles, or the Great Migration). Then, in 2–3 sentences, describe the photograph or illustration you would choose to accompany your article and explain why.

    **Option B: Dear Diary:**

    Write a 250 – 300-word diary entry from the perspective of a Harlem resident in 1925 who has just read both Locke's and Johnson's pieces in Survey Graphic. React to at least one specific idea from each author, and explain how their words change (or don't change) how this person sees their own life in Harlem.

    **Option C: Letter to the Editor & Reply**

    Write a 150 – 200-word letter to the editor of Survey Graphic from a skeptical reader — someone who doubts the movement's optimism. This could be a white reader unsettled by Locke's or Johnson's claims, or a Black reader who disagrees with one author's approach. Then write a 100-150-word reply, in the voice of Locke or Johnson, defending the original argument using evidence from their own essay.

    **Creative Rubric:**

    ·
    **Historical understanding and use of both sources – 8 pts**

    ·
    **Accuracy and specific evidence – 4 pts**

    ·
    **Creativity/engagement with the chosen format – 2 pts**

    ·
    **Clarity and completion – 2 pts**

    **JamesWeldonJohnson-Students.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jamesweldonjohnson-students-pdf)

    **JamesWeldonJohnson-Students.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jamesweldonjohnson-students-pdf-10599437)

    **JamesWeldonJohnson-Students.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jamesweldonjohnson-students-pdf-10599437)

    **## Final-NewNegroandtheHarlemRenaissancePrimarySource11.docx**

    **Please download this copy and type in your answers!**

    **Directions:** Read each excerpt carefully, then complete Parts 1 – 3 in complete sentences using specific evidence from the text. Part 4 asks you to respond creatively by choosing one format and using it to demonstrate your understanding of both sources. Please type your answers directly into this document and submit it through the The New Negro and Harlem Renaissance Primary Source Assignment link on Canvas under Week 5.

    **Part I: Primary Source Analysis (18 points: 6 questions x 3 pts)**

    **Source A: Alain Locke, “Enter the New Negro”**

    1. According to Alain Locke, what is the “New Negro,” and how is this person different from the “Old Negro”? Use evidence from the reading to explain your answer. (
    _3 pts)_

    2. Locke argues that African Americans were beginning to experience a form of “spiritual emancipation.” What does he mean by this? Identify at least one change in Black attitudes or identity that Locke connects to this transformation.
    _(3 pts)_

    3. Locke argues for “less charity but more justice; less help, but infinitely closer understanding.” What does this statement reveal about what the New Negro expected from American society?
    _(3pts)_

    **Source B: James Weldon Johnson, “Harlem: The Culture Capital”**

    1. According to James Weldon Johnson, what made Harlem different from other Black communities in the United States? Identify at least two characteristics Johnson uses to describe Harlem.
    _(3 pts)_

    2. What role did the Great Migration and employment opportunities play in the growth of Harlem? Use specific evidence from Johnson’s account.
    _(3 pts)_

    3. Johnson calls Harlem “a large-scale laboratory experiment in the race problem.” What does he mean by this description? What does Harlem demonstrate, in Johnson’s view, about Black communities and race relations?
    _(3 pts)_

    **Part III: Comparing the Sources (6 points total)**

    1. Both Locke and Johnson describe Black communities creating new forms of independence, identity, and cultural expression. What do you think was most significant about this transformation, and why?
    _(6 pts)_

    **Part IV: Creative Extension (16 points total)**

    Imagine you have been invited to contribute to the very same 1925 issue of Survey Graphic that published Locke's and Johnson's pieces. Choose ONE of the three options below. Whichever you choose, your piece must directly engage with ideas from BOTH Source A and Source B — paraphrase or reference at least two specific, accurate details from the texts (you may quote briefly, but most of your engagement should be in your own words).

    **Option A: Magazine Feature:**

    Write a headline for your own Survey Graphic article, then a 250 – 300-word feature on an aspect of the New Negro movement not directly covered in the excerpts (for example: music, visual art, education, women's roles, or the Great Migration). Then, in 2–3 sentences, describe the photograph or illustration you would choose to accompany your article and explain why.

    **Option B: Dear Diary:**

    Write a 250 – 300-word diary entry from the perspective of a Harlem resident in 1925 who has just read both Locke's and Johnson's pieces in Survey Graphic. React to at least one specific idea from each author, and explain how their words change (or don't change) how this person sees their own life in Harlem.

    **Option C: Letter to the Editor & Reply**

    Write a 150 – 200-word letter to the editor of Survey Graphic from a skeptical reader — someone who doubts the movement's optimism. This could be a white reader unsettled by Locke's or Johnson's claims, or a Black reader who disagrees with one author's approach. Then write a 100-150-word reply, in the voice of Locke or Johnson, defending the original argument using evidence from their own essay.

    **Creative Rubric:**

    ·
    **Historical understanding and use of both sources – 8 pts**

    ·
    **Accuracy and specific evidence – 4 pts**

    ·
    **Creativity/engagement with the chosen format – 2 pts**

    ·
    **Clarity and completion – 2 pts**

    **JamesWeldonJohnson-Students.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jamesweldonjohnson-students-pdf)

    **JamesWeldonJohnson-Students.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jamesweldonjohnson-students-pdf-10599437)

    **## Final-NewNegroandtheHarlemRenaissancePrimarySource11.docx**

    **Please download this copy and type in your answers!**

    **Directions:** Read each excerpt carefully, then complete Parts 1 – 3 in complete sentences using specific evidence from the text. Part 4 asks you to respond creatively by choosing one format and using it to demonstrate your understanding of both sources. Please type your answers directly into this document and submit it through the The New Negro and Harlem Renaissance Primary Source Assignment link on Canvas under Week 5.

    **Part I: Primary Source Analysis (18 points: 6 questions x 3 pts)**

    **Source A: Alain Locke, “Enter the New Negro”**

    1. According to Alain Locke, what is the “New Negro,” and how is this person different from the “Old Negro”? Use evidence from the reading to explain your answer. (
    _3 pts)_

    2. Locke argues that African Americans were beginning to experience a form of “spiritual emancipation.” What does he mean by this? Identify at least one change in Black attitudes or identity that Locke connects to this transformation.
    _(3 pts)_

    3. Locke argues for “less charity but more justice; less help, but infinitely closer understanding.” What does this statement reveal about what the New Negro expected from American society?
    _(3pts)_

    **Source B: James Weldon Johnson, “Harlem: The Culture Capital”**

    1. According to James Weldon Johnson, what made Harlem different from other Black communities in the United States? Identify at least two characteristics Johnson uses to describe Harlem.
    _(3 pts)_

    2. What role did the Great Migration and employment opportunities play in the growth of Harlem? Use specific evidence from Johnson’s account.
    _(3 pts)_

    3. Johnson calls Harlem “a large-scale laboratory experiment in the race problem.” What does he mean by this description? What does Harlem demonstrate, in Johnson’s view, about Black communities and race relations?
    _(3 pts)_

    **Part III: Comparing the Sources (6 points total)**

    1. Both Locke and Johnson describe Black communities creating new forms of independence, identity, and cultural expression. What do you think was most significant about this transformation, and why?
    _(6 pts)_

    **Part IV: Creative Extension (16 points total)**

    Imagine you have been invited to contribute to the very same 1925 issue of Survey Graphic that published Locke's and Johnson's pieces. Choose ONE of the three options below. Whichever you choose, your piece must directly engage with ideas from BOTH Source A and Source B — paraphrase or reference at least two specific, accurate details from the texts (you may quote briefly, but most of your engagement should be in your own words).

    **Option A: Magazine Feature:**

    Write a headline for your own Survey Graphic article, then a 250 – 300-word feature on an aspect of the New Negro movement not directly covered in the excerpts (for example: music, visual art, education, women's roles, or the Great Migration). Then, in 2–3 sentences, describe the photograph or illustration you would choose to accompany your article and explain why.

    **Option B: Dear Diary:**

    Write a 250 – 300-word diary entry from the perspective of a Harlem resident in 1925 who has just read both Locke's and Johnson's pieces in Survey Graphic. React to at least one specific idea from each author, and explain how their words change (or don't change) how this person sees their own life in Harlem.

    **Option C: Letter to the Editor & Reply**

    Write a 150 – 200-word letter to the editor of Survey Graphic from a skeptical reader — someone who doubts the movement's optimism. This could be a white reader unsettled by Locke's or Johnson's claims, or a Black reader who disagrees with one author's approach. Then write a 100-150-word reply, in the voice of Locke or Johnson, defending the original argument using evidence from their own essay.

    **Creative Rubric:**

    ·
    **Historical understanding and use of both sources – 8 pts**

    ·
    **Accuracy and specific evidence – 4 pts**

    ·
    **Creativity/engagement with the chosen format – 2 pts**

    ·
    **Clarity and completion – 2 pts**

    **JamesWeldonJohnson-Students.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jamesweldonjohnson-students-pdf)

    **JamesWeldonJohnson-Students.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jamesweldonjohnson-students-pdf-10599437)

  • [Solved] tasha

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    please see attachments – a month ago **files (2)** – ## EssayPrompt1-Final2.docx – ## AfricanAmericanHistory-PlanningWorksheetEssay11.docx **## EssayPrompt1-Final2.docx** African American History Since 1877 Primary Source Essay Instructions Assignment Overview: This document essay is an opportunity …

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    Assignment Prompt & Instructions

    please see attachments

    – a month ago

    **files (2)**

    – ## EssayPrompt1-Final2.docx

    – ## AfricanAmericanHistory-PlanningWorksheetEssay11.docx

    **## EssayPrompt1-Final2.docx**

    African American History Since 1877

    Primary Source Essay Instructions

    Assignment Overview: This document essay is an opportunity for you to critically engage with course materials, express your understanding, and analyze themes, events, and experiences discussed in African American History. You will use sources from the assigned list to write your essay.
    **Sources outside of this list are not allowed.**

    Important Dates to Remember:

    · Essay Planning Worksheet due Sunday, September 13th at 11:59 pm

    · Primary Source Essay #1 due Sunday, September 27th at 11:59 pm

    Assigned Sources:

    1. 14th Amendment

    2. 15th Amendment

    3. Black Code of Mississippi

    4. Ida B. Wells – Barnett, “Lynch Law in America”

    5. NAACP,
    _Thirty Years of Lynching in the United States_

    6. Walter F. White, “The Eruption of Tulsa”

    7. W.E.B DuBois, “Returning Soldiers”

    **Prompt:**

    Between Reconstruction and the end of World War I, African Americans confronted a widening gap between the constitutional promise of citizenship and its lived reality. These documents represent different moments, genres, and strategies within that struggle.

    **Write a 2 – 3 page compare / contrast essay examining how two or more of the assigned primary sources reveal the gap between the rights promised to African Americans and the realities they experienced after 1877.**

    You may choose which sources you want to compare, but you must use only the seven sources listed below. Your essay should not simply summarize each source separately. Instead, use the sources together to develop a historical argument about African American freedom, citizenship, equality, resistance, or racial oppression after Reconstruction.

    Questions to Consider:

    · What does each source reveal about African American rights, freedom, or citizenship?

    · What similarities do you see between the sources?

    · What differences do you see in the authors, perspectives, time periods, or historical circumstances?

    · How do the sources demonstrate the difference between legal rights and lived experiences?

    · What forms of racial control, discrimination, or violence appear in the sources?

    · How do African Americans respond to or challenge these conditions?

    · Does the latter source suggest that conditions for African Americans had changed? Why or why not?

    · What can we learn by placing these sources in conversation with one another?

    Your essay should ultimately answer a question such as:

    **What do these sources reveal about the struggle for African American freedom and equality after Reconstruction?**

    You are not required to answer this exact question; your thesis should reflect the specific sources and comparison you choose.

    **Essay Requirements:**

    · Be
    **2–3 full pages**

    · Have a clear
    **thesis statement**

    · Compare and/or contrast
    **at least two of the assigned sources**

    · Use
    **only the seven assigned sources**

    · Include specific evidence from the sources

    · Explain the significance of the evidence rather than simply summarizing it

    · Identify similarities and/or differences between the sources

    · Connect the sources to the broader history of African Americans after Reconstruction

    · Use proper grammar, organization, and paragraph structure

    **## AfricanAmericanHistory-PlanningWorksheetEssay11.docx**

    **African American History Since 1877**

    **Primary Source Essay #1 — Planning Worksheet**

    _Due Sunday, September 13th at 11:59 pm_

    Complete this worksheet and submit it before you begin writing your essay. It is designed to help you plan a focused, evidence-based argument and to give your instructor a chance to give you feedback before the final draft is due (Sunday, September 27th). This worksheet will not be graded for polish — answer in complete sentences where indicated, but bullet points and rough notes are fine elsewhere.

    | | |
    | — | — |
    | **Name:** | |
    | **Date:** | |

    ### **1. Choose Your Sources**

    _Which sources have you chosen to compare? You must use at least two, and only sources from the assigned list below._

    | | | |
    | — | — | — |
    | **Source A** | **Source B** | **Source C (optional)** |
    | | | |

    **See list of sources on the instructions provided.**

    ### **2. Why These Sources?**

    _Why did you choose this pairing? What made you curious about putting these sources in conversation with each other?_

    ### **3. Draft Thesis Statement**

    _Write a working thesis: one to two sentences making an arguable claim about African American freedom, citizenship, equality, resistance, or racial oppression after Reconstruction — based on your chosen sources. A thesis is an argument, not a summary._

    ### **4. Evidence and Analysis Plan**

    _For each source you chose, identify one or two specific pieces of evidence (a quote, statistic, or example) and explain its significance — what it reveals, not just what it says._

    **Source 1: ____________________________ Evidence:**

    **Significance / what it reveals:**

    **Source 2: ____________________________ Evidence:**

    **Significance / what it reveals:**

    **Source 3 (optional, if using more than two): ____________________________ Evidence:**

    **Significance / what it reveals:**

    ### **5. Comparing the Sources**

    _Answer the questions that are most relevant to your chosen sources. You do not need to address every question — focus on what serves your argument._

    **What similarities do you see between the sources?**

    **What differences do you see (authors, perspectives, time periods, or historical circumstances)?**

    **How do the sources show the gap between legal rights and lived experience?**

    **What forms of racial control, discrimination, or violence appear, and how do African Americans respond to or challenge them?**

    **If your sources span different time periods, do later sources suggest conditions had changed? Why or why not?**

    ### **6. Planned Essay Structure**

    _Sketch a rough outline. This can change as you write — this is just a starting map._

    **Introduction / thesis:**

    **Body paragraph 1 (main point + evidence):**

    **Body paragraph 2 (main point + evidence):**

    **Body paragraph 3 (main point + evidence, if applicable):**

    **Conclusion — broader significance for African American history after Reconstruction:**

    ### **7. Questions for Your Instructor**

    _Is there anything you're unsure about — your thesis, your source pairing, or your argument — that you'd like feedback on?_

    **_Instructor Feedback (do not write below this line):_**

    **## AfricanAmericanHistory-PlanningWorksheetEssay11.docx**

    **African American History Since 1877**

    **Primary Source Essay #1 — Planning Worksheet**

    _Due Sunday, September 13th at 11:59 pm_

    Complete this worksheet and submit it before you begin writing your essay. It is designed to help you plan a focused, evidence-based argument and to give your instructor a chance to give you feedback before the final draft is due (Sunday, September 27th). This worksheet will not be graded for polish — answer in complete sentences where indicated, but bullet points and rough notes are fine elsewhere.

    | | |
    | — | — |
    | **Name:** | |
    | **Date:** | |

    ### **1. Choose Your Sources**

    _Which sources have you chosen to compare? You must use at least two, and only sources from the assigned list below._

    | | | |
    | — | — | — |
    | **Source A** | **Source B** | **Source C (optional)** |
    | | | |

    **See list of sources on the instructions provided.**

    ### **2. Why These Sources?**

    _Why did you choose this pairing? What made you curious about putting these sources in conversation with each other?_

    ### **3. Draft Thesis Statement**

    _Write a working thesis: one to two sentences making an arguable claim about African American freedom, citizenship, equality, resistance, or racial oppression after Reconstruction — based on your chosen sources. A thesis is an argument, not a summary._

    ### **4. Evidence and Analysis Plan**

    _For each source you chose, identify one or two specific pieces of evidence (a quote, statistic, or example) and explain its significance — what it reveals, not just what it says._

    **Source 1: ____________________________ Evidence:**

    **Significance / what it reveals:**

    **Source 2: ____________________________ Evidence:**

    **Significance / what it reveals:**

    **Source 3 (optional, if using more than two): ____________________________ Evidence:**

    **Significance / what it reveals:**

    ### **5. Comparing the Sources**

    _Answer the questions that are most relevant to your chosen sources. You do not need to address every question — focus on what serves your argument._

    **What similarities do you see between the sources?**

    **What differences do you see (authors, perspectives, time periods, or historical circumstances)?**

    **How do the sources show the gap between legal rights and lived experience?**

    **What forms of racial control, discrimination, or violence appear, and how do African Americans respond to or challenge them?**

    **If your sources span different time periods, do later sources suggest conditions had changed? Why or why not?**

    ### **6. Planned Essay Structure**

    _Sketch a rough outline. This can change as you write — this is just a starting map._

    **Introduction / thesis:**

    **Body paragraph 1 (main point + evidence):**

    **Body paragraph 2 (main point + evidence):**

    **Body paragraph 3 (main point + evidence, if applicable):**

    **Conclusion — broader significance for African American history after Reconstruction:**

    ### **7. Questions for Your Instructor**

    _Is there anything you're unsure about — your thesis, your source pairing, or your argument — that you'd like feedback on?_

    **_Instructor Feedback (do not write below this line):_**

    **## EssayPrompt1-Final2.docx**

    African American History Since 1877

    Primary Source Essay Instructions

    Assignment Overview: This document essay is an opportunity for you to critically engage with course materials, express your understanding, and analyze themes, events, and experiences discussed in African American History. You will use sources from the assigned list to write your essay.
    **Sources outside of this list are not allowed.**

    Important Dates to Remember:

    · Essay Planning Worksheet due Sunday, September 13th at 11:59 pm

    · Primary Source Essay #1 due Sunday, September 27th at 11:59 pm

    Assigned Sources:

    1. 14th Amendment

    2. 15th Amendment

    3. Black Code of Mississippi

    4. Ida B. Wells – Barnett, “Lynch Law in America”

    5. NAACP,
    _Thirty Years of Lynching in the United States_

    6. Walter F. White, “The Eruption of Tulsa”

    7. W.E.B DuBois, “Returning Soldiers”

    **Prompt:**

    Between Reconstruction and the end of World War I, African Americans confronted a widening gap between the constitutional promise of citizenship and its lived reality. These documents represent different moments, genres, and strategies within that struggle.

    **Write a 2 – 3 page compare / contrast essay examining how two or more of the assigned primary sources reveal the gap between the rights promised to African Americans and the realities they experienced after 1877.**

    You may choose which sources you want to compare, but you must use only the seven sources listed below. Your essay should not simply summarize each source separately. Instead, use the sources together to develop a historical argument about African American freedom, citizenship, equality, resistance, or racial oppression after Reconstruction.

    Questions to Consider:

    · What does each source reveal about African American rights, freedom, or citizenship?

    · What similarities do you see between the sources?

    · What differences do you see in the authors, perspectives, time periods, or historical circumstances?

    · How do the sources demonstrate the difference between legal rights and lived experiences?

    · What forms of racial control, discrimination, or violence appear in the sources?

    · How do African Americans respond to or challenge these conditions?

    · Does the latter source suggest that conditions for African Americans had changed? Why or why not?

    · What can we learn by placing these sources in conversation with one another?

    Your essay should ultimately answer a question such as:

    **What do these sources reveal about the struggle for African American freedom and equality after Reconstruction?**

    You are not required to answer this exact question; your thesis should reflect the specific sources and comparison you choose.

    **Essay Requirements:**

    · Be
    **2–3 full pages**

    · Have a clear
    **thesis statement**

    · Compare and/or contrast
    **at least two of the assigned sources**

    · Use
    **only the seven assigned sources**

    · Include specific evidence from the sources

    · Explain the significance of the evidence rather than simply summarizing it

    · Identify similarities and/or differences between the sources

    · Connect the sources to the broader history of African Americans after Reconstruction

    · Use proper grammar, organization, and paragraph structure

    **## AfricanAmericanHistory-PlanningWorksheetEssay11.docx**

    **African American History Since 1877**

    **Primary Source Essay #1 — Planning Worksheet**

    _Due Sunday, September 13th at 11:59 pm_

    Complete this worksheet and submit it before you begin writing your essay. It is designed to help you plan a focused, evidence-based argument and to give your instructor a chance to give you feedback before the final draft is due (Sunday, September 27th). This worksheet will not be graded for polish — answer in complete sentences where indicated, but bullet points and rough notes are fine elsewhere.

    | | |
    | — | — |
    | **Name:** | |
    | **Date:** | |

    ### **1. Choose Your Sources**

    _Which sources have you chosen to compare? You must use at least two, and only sources from the assigned list below._

    | | | |
    | — | — | — |
    | **Source A** | **Source B** | **Source C (optional)** |
    | | | |

    **See list of sources on the instructions provided.**

    ### **2. Why These Sources?**

    _Why did you choose this pairing? What made you curious about putting these sources in conversation with each other?_

    ### **3. Draft Thesis Statement**

    _Write a working thesis: one to two sentences making an arguable claim about African American freedom, citizenship, equality, resistance, or racial oppression after Reconstruction — based on your chosen sources. A thesis is an argument, not a summary._

    ### **4. Evidence and Analysis Plan**

    _For each source you chose, identify one or two specific pieces of evidence (a quote, statistic, or example) and explain its significance — what it reveals, not just what it says._

    **Source 1: ____________________________ Evidence:**

    **Significance / what it reveals:**

    **Source 2: ____________________________ Evidence:**

    **Significance / what it reveals:**

    **Source 3 (optional, if using more than two): ____________________________ Evidence:**

    **Significance / what it reveals:**

    ### **5. Comparing the Sources**

    _Answer the questions that are most relevant to your chosen sources. You do not need to address every question — focus on what serves your argument._

    **What similarities do you see between the sources?**

    **What differences do you see (authors, perspectives, time periods, or historical circumstances)?**

    **How do the sources show the gap between legal rights and lived experience?**

    **What forms of racial control, discrimination, or violence appear, and how do African Americans respond to or challenge them?**

    **If your sources span different time periods, do later sources suggest conditions had changed? Why or why not?**

    ### **6. Planned Essay Structure**

    _Sketch a rough outline. This can change as you write — this is just a starting map._

    **Introduction / thesis:**

    **Body paragraph 1 (main point + evidence):**

    **Body paragraph 2 (main point + evidence):**

    **Body paragraph 3 (main point + evidence, if applicable):**

    **Conclusion — broader significance for African American history after Reconstruction:**

    ### **7. Questions for Your Instructor**

    _Is there anything you're unsure about — your thesis, your source pairing, or your argument — that you'd like feedback on?_

    **_Instructor Feedback (do not write below this line):_**

    **## EssayPrompt1-Final2.docx**

    African American History Since 1877

    Primary Source Essay Instructions

    Assignment Overview: This document essay is an opportunity for you to critically engage with course materials, express your understanding, and analyze themes, events, and experiences discussed in African American History. You will use sources from the assigned list to write your essay.
    **Sources outside of this list are not allowed.**

    Important Dates to Remember:

    · Essay Planning Worksheet due Sunday, September 13th at 11:59 pm

    · Primary Source Essay #1 due Sunday, September 27th at 11:59 pm

    Assigned Sources:

    1. 14th Amendment

    2. 15th Amendment

    3. Black Code of Mississippi

    4. Ida B. Wells – Barnett, “Lynch Law in America”

    5. NAACP,
    _Thirty Years of Lynching in the United States_

    6. Walter F. White, “The Eruption of Tulsa”

    7. W.E.B DuBois, “Returning Soldiers”

    **Prompt:**

    Between Reconstruction and the end of World War I, African Americans confronted a widening gap between the constitutional promise of citizenship and its lived reality. These documents represent different moments, genres, and strategies within that struggle.

    **Write a 2 – 3 page compare / contrast essay examining how two or more of the assigned primary sources reveal the gap between the rights promised to African Americans and the realities they experienced after 1877.**

    You may choose which sources you want to compare, but you must use only the seven sources listed below. Your essay should not simply summarize each source separately. Instead, use the sources together to develop a historical argument about African American freedom, citizenship, equality, resistance, or racial oppression after Reconstruction.

    Questions to Consider:

    · What does each source reveal about African American rights, freedom, or citizenship?

    · What similarities do you see between the sources?

    · What differences do you see in the authors, perspectives, time periods, or historical circumstances?

    · How do the sources demonstrate the difference between legal rights and lived experiences?

    · What forms of racial control, discrimination, or violence appear in the sources?

    · How do African Americans respond to or challenge these conditions?

    · Does the latter source suggest that conditions for African Americans had changed? Why or why not?

    · What can we learn by placing these sources in conversation with one another?

    Your essay should ultimately answer a question such as:

    **What do these sources reveal about the struggle for African American freedom and equality after Reconstruction?**

    You are not required to answer this exact question; your thesis should reflect the specific sources and comparison you choose.

    **Essay Requirements:**

    · Be
    **2–3 full pages**

    · Have a clear
    **thesis statement**

    · Compare and/or contrast
    **at least two of the assigned sources**

    · Use
    **only the seven assigned sources**

    · Include specific evidence from the sources

    · Explain the significance of the evidence rather than simply summarizing it

    · Identify similarities and/or differences between the sources

    · Connect the sources to the broader history of African Americans after Reconstruction

    · Use proper grammar, organization, and paragraph structure

    **## AfricanAmericanHistory-PlanningWorksheetEssay11.docx**

    **African American History Since 1877**

    **Primary Source Essay #1 — Planning Worksheet**

    _Due Sunday, September 13th at 11:59 pm_

    Complete this worksheet and submit it before you begin writing your essay. It is designed to help you plan a focused, evidence-based argument and to give your instructor a chance to give you feedback before the final draft is due (Sunday, September 27th). This worksheet will not be graded for polish — answer in complete sentences where indicated, but bullet points and rough notes are fine elsewhere.

    | | |
    | — | — |
    | **Name:** | |
    | **Date:** | |

    ### **1. Choose Your Sources**

    _Which sources have you chosen to compare? You must use at least two, and only sources from the assigned list below._

    | | | |
    | — | — | — |
    | **Source A** | **Source B** | **Source C (optional)** |
    | | | |

    **See list of sources on the instructions provided.**

    ### **2. Why These Sources?**

    _Why did you choose this pairing? What made you curious about putting these sources in conversation with each other?_

    ### **3. Draft Thesis Statement**

    _Write a working thesis: one to two sentences making an arguable claim about African American freedom, citizenship, equality, resistance, or racial oppression after Reconstruction — based on your chosen sources. A thesis is an argument, not a summary._

    ### **4. Evidence and Analysis Plan**

    _For each source you chose, identify one or two specific pieces of evidence (a quote, statistic, or example) and explain its significance — what it reveals, not just what it says._

    **Source 1: ____________________________ Evidence:**

    **Significance / what it reveals:**

    **Source 2: ____________________________ Evidence:**

    **Significance / what it reveals:**

    **Source 3 (optional, if using more than two): ____________________________ Evidence:**

    **Significance / what it reveals:**

    ### **5. Comparing the Sources**

    _Answer the questions that are most relevant to your chosen sources. You do not need to address every question — focus on what serves your argument._

    **What similarities do you see between the sources?**

    **What differences do you see (authors, perspectives, time periods, or historical circumstances)?**

    **How do the sources show the gap between legal rights and lived experience?**

    **What forms of racial control, discrimination, or violence appear, and how do African Americans respond to or challenge them?**

    **If your sources span different time periods, do later sources suggest conditions had changed? Why or why not?**

    ### **6. Planned Essay Structure**

    _Sketch a rough outline. This can change as you write — this is just a starting map._

    **Introduction / thesis:**

    **Body paragraph 1 (main point + evidence):**

    **Body paragraph 2 (main point + evidence):**

    **Body paragraph 3 (main point + evidence, if applicable):**

    **Conclusion — broader significance for African American history after Reconstruction:**

    ### **7. Questions for Your Instructor**

    _Is there anything you're unsure about — your thesis, your source pairing, or your argument — that you'd like feedback on?_

    **_Instructor Feedback (do not write below this line):_**

  • [Solved] neva

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This assignment is designed to bridge our historical course concepts with current events. As a media-rich class, you will need to use tools or apps to record and save an audio or videocast. – **Instructions:** Find a recent, credible news story that relates to the politics of trade, immigration, cor…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    This assignment is designed to bridge our historical course concepts with current events. As a media-rich class, you will need to use tools or apps to record and save an audio or videocast.

    – **Instructions:** Find a recent, credible news story that relates to the politics of trade, immigration, corporate taxation, or some other topic relevant to the readings and media for the week. Record a 3-5 minute video or audiocast where you briefly summarize the news story and explicitly connect it to the historical themes we read about in Chapter 4.

    – [\
    \
    chapter4.pdf](https://www.sweetstudy.com/files/chapter4-pdf-10595221 "chapter4.pdf")

    – a month ago

  • [Solved] greg

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    conflict with my sons football coach after my son was not getting any playing time. – Identify a particular situation where you experience conflict (e.g., with your family, at work, or in a volunteer group). – Describe your typical conflict style in that context and illustrate how you have used that…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    conflict with my sons football coach after my son was not getting any playing time.

    – Identify a particular situation where you experience conflict (e.g., with your family, at work, or in a volunteer group).

    – Describe your typical conflict style in that context and illustrate how you have used that style.

    – Reflect on if and when you might want to change that style.

    – It is suggested that you interview a family member or close friend. Describe the different conflict styles and ask them how they perceive your conflict style.

    – Alternatively, you may analyze your conflict style across multiple contexts.

    – a month ago

  • [Solved] greg

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachments – a month ago **files (1)** – ## bqdie-BIOL100L-WorksheetLabModule2Modified-OrganicMoleculesandFood.docx **## bqdie-BIOL100L-WorksheetLabModule2Modified-OrganicMoleculesandFood.docx** **BIOL100L – DL** **Laboratory Module 2** **Organic Molecules and Food** Name Date **Objectiv…

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    Assignment Prompt & Instructions

    please see attachments

    – a month ago

    **files (1)**

    – ## bqdie-BIOL100L-WorksheetLabModule2Modified-OrganicMoleculesandFood.docx

    **## bqdie-BIOL100L-WorksheetLabModule2Modified-OrganicMoleculesandFood.docx**

    **BIOL100L – DL**

    **Laboratory Module 2**

    **Organic Molecules and Food**

    Name

    Date

    **Objectives –** What do you think is the objective of this laboratory module? Write the objectives in bullet form bellow.
    **(2 points)**

    · Objective 1

    · Objective 2

    **Chemical Tests for Organic Molecules –** Fill in the following table based on the information gathered from the background section of the laboratory module. What is the name of the test used to test for each molecule? What main chemical reagent is used each test? What would be the positive result? What would be the negative result?
    **(8 points)**

    | |
    | — |
    | |

    | | | | |
    | — | — | — | — |
    | Molecule | Name of the Test and Main Chemical Reagent used | Positive Result | Negative Result |
    | Protein | | | |
    | Fat | | | |
    | Carbohydrates – Simple Sugars | | | |
    | Carbohydrates -<br>Starch | | | |

    **Some Internet investigation….. (5 points)**

    Do an internet search and find some more information about the organic molecules found in food. What is the difference between Simple sugars and Starch? What is the difference between a protein and an aminoacid? What is the difference between a Saturated Fat and an Unsaturated Fat? Which of these two kinds of fat are liquid at room temperature?

    Write one paragraph talking about these organic molecules and addressing the questions I ask as a guide. Include the proper references for the websites you used and a URL link.
    **NOTE: All references should be in the format provided in the Discussion Board assignment. I will not accept Wikipedia as a source. Find another website!**

    **Foods (30 points)**

    | |
    | — |
    | Use this table to report the results you observed from completing the experiment in the Food section of the lab module. Use a <br>**+** sign to indicate the presence of the molecule in the food tested, and use a <br>**–** sign to indicate the absence of the tested molecule. |

    | | | | | |
    | — | — | — | — | — |
    | | | | | | |
    | — | — | — | — | — |
    | Food | Simple Sugars | Starch | Proteins | Fats |
    | Potatoes | | | | |
    | Orange Juice | | | | |
    | Almonds | | | | |
    | Eggs | | | | |
    | Salmon | | | | |
    | Fresh Milk | | | | | |

    Based on the results you obtained, which of the foods tested do you think would be the most complete source of nutrition for a human? Explain why.
    **(2 points)**

    Do some research using your book and the internet and tell me why your body might benefit from the addition of almonds in your diet. Explain how.
    **(3 points)**

    **## bqdie-BIOL100L-WorksheetLabModule2Modified-OrganicMoleculesandFood.docx**

    **BIOL100L – DL**

    **Laboratory Module 2**

    **Organic Molecules and Food**

    Name

    Date

    **Objectives –** What do you think is the objective of this laboratory module? Write the objectives in bullet form bellow.
    **(2 points)**

    · Objective 1

    · Objective 2

    **Chemical Tests for Organic Molecules –** Fill in the following table based on the information gathered from the background section of the laboratory module. What is the name of the test used to test for each molecule? What main chemical reagent is used each test? What would be the positive result? What would be the negative result?
    **(8 points)**

    | |
    | — |
    | |

    | | | | |
    | — | — | — | — |
    | Molecule | Name of the Test and Main Chemical Reagent used | Positive Result | Negative Result |
    | Protein | | | |
    | Fat | | | |
    | Carbohydrates – Simple Sugars | | | |
    | Carbohydrates -<br>Starch | | | |

    **Some Internet investigation….. (5 points)**

    Do an internet search and find some more information about the organic molecules found in food. What is the difference between Simple sugars and Starch? What is the difference between a protein and an aminoacid? What is the difference between a Saturated Fat and an Unsaturated Fat? Which of these two kinds of fat are liquid at room temperature?

    Write one paragraph talking about these organic molecules and addressing the questions I ask as a guide. Include the proper references for the websites you used and a URL link.
    **NOTE: All references should be in the format provided in the Discussion Board assignment. I will not accept Wikipedia as a source. Find another website!**

    **Foods (30 points)**

    | |
    | — |
    | Use this table to report the results you observed from completing the experiment in the Food section of the lab module. Use a <br>**+** sign to indicate the presence of the molecule in the food tested, and use a <br>**–** sign to indicate the absence of the tested molecule. |

    | | | | | |
    | — | — | — | — | — |
    | | | | | | |
    | — | — | — | — | — |
    | Food | Simple Sugars | Starch | Proteins | Fats |
    | Potatoes | | | | |
    | Orange Juice | | | | |
    | Almonds | | | | |
    | Eggs | | | | |
    | Salmon | | | | |
    | Fresh Milk | | | | | |

    Based on the results you obtained, which of the foods tested do you think would be the most complete source of nutrition for a human? Explain why.
    **(2 points)**

    Do some research using your book and the internet and tell me why your body might benefit from the addition of almonds in your diet. Explain how.
    **(3 points)**