Expert answer:Multimedia Presentation Planning Worksheet
Expert answer:Download the Multimedia Presentation Planning Worksheet to help you start Project 3 off on the right foot. Since this course has entailed quite a bit of writing thus far, this assignment provides you with an opportunity to get creative. You have the choice of three tools—Prezi, PowerPoint, or Microsoft Word—to present your opinions and observations on the creation and value of historical inquiry as it relates to the work you have done on your first two projects.Maybe you have always wanted to try Prezi, you are already comfortable using PowerPoint, or you want to format your presentation as a newsletter in Word (feel free to get really creative here and have fun with this). No matter your preference, decide which tool would be the most effective method for you. Complete the worksheet to gather your thoughts around what text, visuals, and audio you might include in your multimedia presentation.
his100_multimedia_presentation_planning_worksheet.docx
his100_project3_multimedia_presentation_guidelines_and_rubric.pdf
research_plan__281_29__281_29.docx
his100_research_kit__3_.pdf
topic_exploration_worksheet_his_100__2_.docx
Unformatted Attachment Preview
HIS 100 Multimedia Presentation Planning Worksheet
Part 1: Brainstorming
Instructions: Brainstorm your thoughts on each question in preparation for creating an outline of your multimedia presentation, including specific examples as
appropriate.
State three historical
lenses that could be
applied to your topic
and explain how each
lens can be applied.
Describe how one of the
lenses you just
identified might change
how the Research Plan
and Introduction you
previously submitted in
Project 2 are written.
Discuss the conclusions
you can draw from
thinking about how
history is told. Consider
how the context of
historians’ own time
periods might influence
or bias how they
describe historical
events.
Describe how your
research of a historical
topic can help you
understand
contemporary issues,
and try to list at least
two related
contemporary issues
After taking this course,
what do you think
about the statement
“history repeats itself”?
Do you think this is
accurate? What
information from the
course guides you to
this conclusion?
Discuss your obligation
as a citizen of your
society to understand
the history behind
issues that impact you
every day.
Part 2: Outline
Instructions: Create a plan for your presentation. You will need to create 10–12 slides that respond to the critical elements in the Project 3 Rubric. (If you are
using Microsoft Word, your multimedia presentation should be 4–5 pages long.) The slide title suggestions are provided to help you develop your presentation.
The field for slide text is a place for you to develop your ideas for your presentation’s content, drawing from Part 1. The field for slide visuals and audio ideas is a
place to develop ideas for visuals and audio elements that can enhance your presentation and engage your audience. As you develop your ideas, you are
encouraged to provide details as to how you will use these elements to engage your audience.
Slide Title
Historical Lenses and History’s Value
My Topic
Three Historical Lenses
Lens 1
Lens 2
Lens 3
Slide Text
Slide Visuals and Audio Ideas
Historical Narrative
Our Lives
History’s Value
Does History Repeat Itself? My
Opinion
Does History Repeat Itself? Evidence
From the Course
Are Citizens Obligated to Know
History?
HIS 100 Project 3: Multimedia Presentation Guidelines and Rubric
Overview
“If you want to understand today, you have to search yesterday.”
—Pearl Buck
Your final longer term assignment in this course is to complete a multimedia presentation. The work you did on the topic exploration worksheet in Theme:
Questioning History and the research plan and introduction in Theme: Interpreting History will directly support your work on this project.
One of the prime benefits of studying history is that it allows us to learn about who we are and where we came from. The people and events of the past can
often shed light on the conditions and social norms of the present. Having historical awareness can inform various aspects of your life as well as future
aspirations. Learning from past failures and successes can shape ideals and values for years to come.
This is your final longer term project designed to help you understand the fundamental processes and value of studying history. In the first project, you selected
an intriguing historical event and completed the topic exploration worksheet. You investigated the types of research you might need to do to learn more about
the topic and developed research questions. In Project 2, you used this worksheet to complete a research plan and introduction. You selected one of your
research questions and did some secondary source research, speculated on primary source needs, and used the information to write the introduction and thesis
statement for a possible research paper.
In the third project, you will create a multimedia presentation that explores both major developments in historical inquiry as well as the value of examining
history.
This assessment addresses the following course outcomes:
Investigate major developments in the progression of historical inquiry for informing critical questions related to historical narrative
Articulate the value of examining historical events for their impact on contemporary issues
Prompt
Now that you have done some research with primary and secondary sources and written an introduction for a possible history paper, you will turn your
attention to thinking about the creation and value of historical inquiry. You will use the research you have done throughout this course, as well as course
materials, to inform your thoughts. To present your opinions and observations, you will create a multimedia presentation that addresses the following critical
elements. While these questions may seem “big,” remember that you are addressing them in a presentation, not a paper, and can use bullet points, visuals, or
other methods. These critical elements will be evaluated from the information you provide in your multimedia presentation.
Specifically, the following critical elements must be addressed:
I.
II.
Articulate how different historical lenses impact how people perceive an historical event.
A. Explain how historical lenses could be applied to your topic. For instance, are there aspects of this event that might interest a political historian
and what are they?
B. Choose one of the lenses referenced above, and detail how the historical narrative you started in your research and introduction might change
through this lens. For instance, how might the “story” of your event change when studied through its political aspects?
C. Discuss what conclusions you can draw about the “telling” of history in relation to the “teller.” How does this impact for you what “history” is?
Be sure to back up your opinions with information learned throughout the course.
Based on your conclusions, articulate the value of studying history.
A. Describe how you could apply to our lives today what you have learned from the event you have studied. Be sure to reference specific
contemporary issues. For instance, what specific issues that we encounter today could benefit from lessons learned from your event?
B. Discuss your opinion of the adage that “history repeats itself.” Do you agree or disagree? Be sure to explain why you have this opinion with
information you have learned throughout the course.
C. Discuss your obligation as a citizen of your society to understanding the history behind issues that impact you every day. For instance, what civic
duties you can be better at if you know more about their history? How can being a more informed member of society benefit you and society?
Supporting Work and Resources
Throughout Theme: Making History, there are opportunities to work directly on different elements of the multimedia presentation.
1. In learning block 7-2, you will organize your thoughts and arguments as you work on your presentation.
2. In learning block 7-3, you will explain the value of history as you determined it during the course of your project. You will address the importance of the
study of history (and of your topic). Questions will be used to help you organize your thoughts.
3. In learning block 8-3, submit your finalized version of Project 3, the multimedia presentation.
4. For your presentation, you may use PowerPoint, Prezi, Microsoft Word, or another presentation platform of your choosing. Reference the resources
below for assistance getting started with PowerPoint or Prezi.
For support on developing a multimedia presentation, refer to the PowerPoint Training (Windows PC or Mac) or Prezi Training Atomic Learning tutorials from
learning block 7-2. Log in to Atomic Learning using your SNHU email address as your username and your SNHU email password as your password. Be sure to
include notes as needed in your presentation in order to meet the outlined critical elements.
Project 3 Rubric
Guidelines for Submission: Your multimedia presentation should be approximately 10–12 slides. You are encouraged to include a combination of text, visuals
and sound in order to support your work.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
Critical Elements
Historical Lenses: Your
Topic
Exemplary (100%)
Meets “Proficient” criteria and
choice of historical lenses and
details demonstrates insight
into the topic
Meets “Proficient” criteria and
details demonstrate highly
developed connections
between the narrative and the
lens
Proficient (85%)
Explains how various historical
lenses could be applied to the
topic
Historical Lenses:
Conclusions
Meets “Proficient” criteria and
details demonstrate highly
developed connections
between conclusions and
course information
Discusses conclusions drawn
about the “telling” of history in
relation to the “teller,” backed
up by information learned
throughout the course
Value: Our Lives
Meets “Proficient” criteria and
connections between past and
present demonstrate a nuanced
insight into historical
application
Meets “Proficient” criteria and
connections between opinion
and course information
demonstrate a nuanced insight
into historical application
Meets “Proficient” criteria and
connections between citizen
obligations and impactful issues
demonstrate a nuanced insight
into historical application
Describes what can be applied
from studying the event to
current day, referencing specific
contemporary issues
Historical Lenses:
Historical Narrative
Value: Opinion
Value: Obligation
Details how the historical
narrative begun in the research
and introduction might change
through a chosen historical lens
Explains opinion of the adage
that “history repeats itself” and
is backed up by information
learned throughout the course
Discusses obligation as a citizen
of society to understand the
history behind impactful issues
Needs Improvement (55%)
Explains how various historical
lenses could be applied to the
topic but is overly generalized
or has inaccuracies
Details how the historical
narrative begun in the research
and introduction might change
through a chosen historical lens
but is cursory or has
inaccuracies
Discusses conclusions drawn
about the “telling” of history in
relation to the “teller,” but lacks
backup by information learned
throughout the course, or is
cursory or has inaccuracies
Describes what can be applied
from studying the event to
current day but lacks reference
to specific contemporary issues,
or is cursory or has inaccuracies
Explains opinion of the adage
that “history repeats itself” but
lacks backup by information
learned throughout the course,
or is cursory or has inaccuracies
Discusses obligation as a citizen
of society to understand the
history behind impactful issues
but is overly generalized
Not Evident (0%)
Does not explain how various
historical lenses could be
applied to the topic
Value
16
Does not detail how the
historical narrative begun in the
research and introduction might
change through a chosen
historical lens
16
Does not discuss conclusions
drawn about the “telling” of
history in relation to the “teller”
16
Does not describe what can be
applied from studying the event
to current day
16
Does not explain opinion on the
adage that “history repeats
itself”
16
Does not discuss obligation as a
citizen of society to understand
the history behind impactful
issues
16
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
Total
4
100%
Running head: MILITARY
1
Military
Brendon Cronin
SNHU
2
MILITARY
Military
Relevant Sources
It is, in this manner, essential to building up an arrangement for additionally inquire about
into the theme. It will incorporate the utilization of different sources that will make a more inside
and out comprehension of the American-Japan relations at this period prompting the besieging.
One source that I have found that will be essential in the examination is Zeiler (2004), who
investigates the circumstance amongst Japan and America as the Second World War finished up.
Iriye (2014) is another critical source who gives a past filled with the Japanese-American
relations and will give a superior comprehension of the issues that prompted the possible shelling
of Japan. These sources can be gotten to through the web in full peruse see. Perusing these
sources will give critical data into the issues that prompted the bombarding in Japan.
Introduction
Japan is one of the world’s best majority rule governments and biggest financial
prudence. The U.S. – Japan Association is the foundation of U.S. defense welfares in Asia is
crucial to provincial solidness and success. The Alliance depends on shared compelling interests
and qualities, including the upkeep of dependability in the Asia-Pacific district (Iriye 2014). The
protection and advancement of monetary and political flexibilities; bolster for fair establishments
and human rights; and, the extension of success for the general population of the two nations and
the worldwide group overall.
Recorded Overview of Japan-America Relations
The U.S. – Japan Association, was reinforced in 2015 via the arrival of the modified U.S.
– Japan security Rules, which accommodate new and extended types of security-situated
MILITARY
3
collaboration. Japan gives bases and budgetary and material help to U.S. forward-conveyed
powers, which are fundamental for keeping up strength in the area (Iriye 2014). In 2016 January,
the Japan and United States marked another five-year bundle of host country bolster for U.S.
powers in Japan. In 2016 December, the U.S restored a noteworthy part of the Northern Exercise
Region, about 10,000 sections of land, diminishing the measure of area used by the U. S on
Okinawa by near 20%.
As a result of the two nations’ joined financial and political effect on the globe, the U.S. Japan correlation has turned out to be worldwide in choice (Iriye 2014). Japan and the United
States participate on a wide scope of global issues, including improvement help, worldwide
wellbeing, natural and asset security, and ladies’ strengthening. The nations additionally team up
in science and innovation in such territories as cerebrum science, maturing, irresistible infection,
customized drug, and extensive space investigation. We are working earnestly to grow officially
stable individual’s to-individuals ties in training, science, and different zones.
The United States and Japan team up nearly on universal conciliatory activities. The U.S
counsels with the Republic of Korea and Japan on an arrangement in regards to North Korea.
The U.S arranges with Australia and Japan beneath the protection of the Defense Cooperation
Forum and Trilateral Strategic Dialog and the Security. In Southeast Asia, united states. – Japan
participation progresses maritime security and financial improvement. Outside Japanese
political, Asia and budgetary help have permanently helped U.S. endeavors on an assortment of
global issues emerging, comprising fear based oppression and countering ISIL (Iriye 2014).
Attempting to halt the spread of rising pandemic contaminations and Ebola, progressing
environmental objectives, keeping up solidarity notwithstanding Russian hostility in eastern
Ukraine, helping creating nations, countering theft, and going to bat for human rights and vote
MILITARY
based system. Japan is a vital accomplice in the second-biggest supporter of the UN and United
Nations spending plan. Japan extensively bolsters the U.S on limitation and atomic issues.
The U.S set up conciliatory associations with Japan in 1858. Amid World War II,
political relationships amid Japan and the United States were disjoined about the battle that took
after Japan’s 1941 assault on Pearl Harbor, Hawaii. Following quite a while of battling in the
area of Pacific, Japan marked a tool of admission of defeat in 1945(Iriye 2014). Ordinary
strategic relations were restored in 1952, when the Utmost Commander-in-chief for the
Associated Powers, which had administered the after Allied war control of Japan from 1945,
scattered. The Security amongst Japan and Treaty of Mutual Cooperation and the U.S was
marked in 1960.
Components that Contributed to the Japanese Bombing
To thoroughly inspect the elements that prompted the United States to drop a nuclear
bomb on the city of Nagasaki, one can take a gander at the occasion because of two noteworthy
choices. The vital decision concerned the utilization of recently created atomic weapons instead
of other military strategies to secure an opportune Japanese surrender (Iriye 2014). The second
option was to utilize a few of these weapons rather than just a single. Despite the fact that the
Truman organization showed little delay or uncertainty over the choice to use nuclear weapons,
it is critical to inspect what factors added to these quick activities.
It was trusted that dropping a nuclear bomb on Nagasaki would resolve various issues
more straightforwardly than drawing out the customary fighting until the point when Japan at
long last surrendered vanquish(Iriye 2014). The essential objective of this extraordinary power
was to convey a quick end to the war in the Pacific; however, an auxiliary goal was to show the
4
MILITARY
5
military and mechanical may of the United States to partners and adversaries around the globe.
The utilization of various atomic weapons influenced it to clear to Japan and the world that
Truman’s risk of “absolute pulverization” was proposed to be done unless Japan conveyed what
the United States wanted―unconditional surrender (Cite).
The potential utilization of nuclear weapons against the Japanese was engaging the
United States since it was viewed as an emotional and conclusive approach to end the war.
Preceding the choice to utilize atomic weapons, Japan and the United States were inconsistent
over the terms by which the Japanese would surrender to the Americans, which did only draw
out the military clash. Japanese administration wanted to end the war to outsiders, however,
could not go to an understanding of what terms would be satisfactory for their surrender (Iriye
2014). Japanese pioneers did not need the fight to end with the Japanese individuals feeling
despair, and miserable toward their legislature and are necessary to protect their national way of
life and additionally racial pride. Hence, the Japanese trusted that a “keep going stand” on the
Japanese home front would furnish them with the way to surrender effortlessly to the Americans.
The Bombing of Japan
On, 1945 August 6, the U.S released its first atomic missile in the town of Hiroshima.
The rocket was called “Young man,” a uranium gun kind bomb that exploded with about thirteen
kilotons of power. At the season of the shelling, Hiroshima was household to 280,000-290,000
consistent folks and likewise 43,000 officers. Approximately 166,000 and 90,000 individuals are
accepted to have kicked the bucket from the missile on the four-month era resulting in the blast
(Zeiler 2004). The U.S. Division of Energy has assessed that following five years there were at
least 200,000 mortalities because of the bombarding, while the town of Hiroshima has evaluated
6
MILITARY
that 237,000 individuals were murdered straightforwardly or by implication by the bomb’s
belongings, including consumes, …
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