Bering Strait Importance Of Historical Theory Questions

Bering Strait Importance Of Historical Theory Questions

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Bering Strait Importance Of Historical Theory Questions

1. Last week we learned about the importance of historical thinking and thorough analysis based on context. Practice analyzing the context of the Bering Strait Theory (BST) articles from last week. Who was the author? When/where were the articles published? Who is the intended audience? Why should the author’s credentials, time and place of publication, and intended audience be considered? (“The Danger of a Single Story” TED Talk by Chimamanda Ngozi Adichie

2). According to the author, what are the controversies surrounding the Bering Strait Theory? In contrast, what are the current scientific perspectives on the Bering Strait theory, according to last week’s PowerPoint lecture? Why are both theories important to consider, and why do you think we began our course by investigating this topic?

3. Based on this week’s Module 3 materials on the “Follow the Corn” chapter and the “1491” article, why might it be important to briefly learn about the peoples’ history of the Valley of Mexico, Central America, and South America? In other words, how might the history of the Olmec, Maya, Aztec, and Inca challenge “single stories” or encourage us to think differently about how American history is taught?
4. What is Dunbar-Ortiz’s overall argument in the chapter, “Follow the Corn”? In other words, what seems to be the main idea or most important take-away? Please include direct quotes from the chapter to support your response.
5. How might this week’s Module 3 materials connect to at least one of our key terms from last week’s Module 2?
6. What was overall argument of Winona LaDuke’s TED Talk? What connections did you see to our “Follow the Corn” chapter, and why might it be significant in our understanding of this week’s material?
7. Lastly, please share your own thoughts/reactions/reflections on this week’s materials.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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