- Research your issue.
- Read and analyze the resources about your chosen issue in the the Primary and Secondary Sources for United Nations Briefing PDF document. These resources provide important historical context for current discussions about these issues that you’ll want to discuss in your presentation.
- Note: You can do some of your own research to add to the resources provided. If you decide to do so, make sure that you choose reliable sources.
- Present your issue. For this project, create 8–12 slides with speaker notes. To learn more about creating a presentation, refer to the Supporting Materials section. Remember to cite your sources.In your presentation, Dr. Turner has asked you to do the following:
- Describe your chosen issue.
- Describe your research approach.
- How did you analyze primary and secondary sources on the issue? What questions did you ask about the documents?
- How did you identify the facts to make your point? What did you learn from the documents about the history of your issue?
- Analyze your issue.
- What is the history of the issue? Describe the issue based on your analysis of the primary and secondary sources that you researched.
- How have historians described and interpreted this issue in the past? How has this changed over time? (Note: Be sure to discuss multiple perspectives and focus on how these perspectives changed over time.)
- How did various groups present the issue throughout history (including social, economic, and political interests)? Have these presentations changed or remained the same over time?
- Relate your issue to the present.
- How does the history of your issue relate to current circumstances?
- What are the similarities and differences between past and present?
- Explain how history informs current discussions about the topic.
- How could historical context and inquiry inform current discussion and future decisions about your issue? Historical context refers to the norms and values of a particular time in history. For example: Take the current issue of expanding voting rights to prisoners in the United States. When analyzing this issue, it’s important to consider the historical context of voting rights in this country. In 1865, the 15th Amendment to the Constitution gave African American men the right to vote. In 1920, women were given the right to vote by the 19th Amendment. Understanding this context can help inform your discussion of the issue.
Describes the history of the issue based on an interpretation of primary and secondary sources.
On slide four, this criteria is asking you to describe the history of climate change based on the interpretations in the primary and second sources in the United Nations Briefing document. You have not yet included a primary and secondary source from this list. You must incorporate at least one primary and one secondary source from this list and elaborate on your discussion of climate change over time. It might help to create a timeline. In your speaker’s notes, explain what specific laws and regulations have been put into place. When did the history of the topic begin? When did it become a truly global issue?
Examines how historians and other (social, economic, political) groups perceived and recorded their interpretations of the issue over time
On slide six, I don’t see references. You are certainly moving in the right direction here. Just be sure to cite your sources and explain your points. Use the speaker notes to expand on the bullet points you make in the slides (slides five and six). Think about how historians, economists, and politicians have discussed this topic over time. What has changed? What ideas have stayed the same? How do politics play a role in pollution (in U.S.A, or anywhere)? How do economists, environmental scientists, politicians, and historians differ in their views? In other words, did you note any biases from specific groups of people throughout the history of the topic? For example, you could compare Clinton’s stance in 2005 to Bush’s in 1989 to see how the political perception has changed over time. Additionally, in your next submission, please be sure to add the historian’s perspective (with cited evidence to support your assertions) and be sure to address how their perspective (and that of the other groups) has changed over time. I strongly recommend taking a look at these additional sources to help you master this criterion:
Explains how historical context and inquiry could inform current discussions and future decisions related to the issue
In your next submission, you will need to explain how historical context and inquiry could inform both current discussions and future decisions related to climate change. The project resource, “Explore the Past to Understand the Present and Shape the Future” provides the quote, “Explore the past–shape the future”. This quote is meant to underscore the fact that we study history not to simply understand the past, but also to utilize history and all the lessons it contains when modeling and planning our future. For example, could it be used to shape political policies? What about economic regulations? Or social action? Adding a couple of specific ways that historical context and inquiry can be used will lead to mastery of this criterion
Expert Solution Preview
Introduction:
As a medical professor responsible for creating assignments and evaluating student performance, it is essential to provide clear and concise instructions for the assignments. In this case, the assignment requires the students to research, analyze, and present the history and current state of a particular issue – climate change. The students must integrate primary and secondary sources from the United Nations Briefing PDF document, providing historical context and identifying relevant facts to support their analysis.
Answer:
Describes the history of the issue based on an interpretation of primary and secondary sources.
On slide four, the criteria ask the students to describe the history of climate change based on interpretations from the primary and secondary sources in the United Nations Briefing document. The students must incorporate at least one primary and one secondary source and provide an overview of climate change over time. Creating a timeline could assist in organizing the information. Additionally, the students should explain the laws and regulations implemented and when climate change transitioned from a local issue to a global one.
Examines how historians and other (social, economic, political) groups perceived and recorded their interpretations of the issue over time
On slide six, the students must examine how historians, as well as other social, economic, and political groups, have perceived and recorded their interpretations of climate change over time. They should cite the sources and explain their perspectives, taking into account any biases within each group. The students should note any changes or similarities in perspectives over time, and how politics has influenced pollution regulation in the USA or other regions. In the next submission, the students must also include the historian’s perspective with evidence to support their assertions, addressing how their perspective and that of other groups has changed.
Explains how historical context and inquiry could inform current discussions and future decisions related to the issue
The final part of the assignment requires the students to explain how historical context and inquiry could inform current discussions and future decisions related to climate change. The students could discuss how past actions have influenced the present and what lessons can be learned to shape future actions regarding climate change. They must also provide specific examples of how historical context and inquiry can impact political, economic, and social actions related to climate change.
