Week 1 Discussion Welcome To The Discussion For Week 1

Week 1 Discussionwelcome To The Discussion Forweek 1please Respond In

Week 1 Discussionwelcome To The Discussion Forweek 1please Respond In

WEEK 1 DISCUSSION WELCOME to the discussion for WEEK 1. Please respond in complete sentences for each question, unless directed to do otherwise, demonstrating in your reply that you have read the material in order to receive full credit. There are three topics in Part 2 (please respond to ALL). Topic 1: Digital Media This week, you watched Digital Nation: Life on the Virtual Frontier Chapter 1: Distracted by Everything and Chapter 2: What's It Doing to Their Brains? Discussion: Professor Turkle believes that students are wrong to think that a “multitasking learning environment” will help them succeed as students. She believes that in order to learn certain things, we need to be still, quiet and focused on one thing at a time. Question #1: Do you agree with the professor’s opinion? Is it possible to learn while multi-tasking? Why or why not? NOTE : The focus here is learning and multitasking while using digital media.

Topic 2 : Digital Media's Impact on Society Discussion: This week you read " Intersection of American Media and Culture ", which explained how different technological transitions have shaped media industries. Question #1: How has technological developments in radio, television, the Internet, OR newspaper ( SELECT ONE ) influenced mass communication? Support your response. Topic 3 : Digital Future This week you read Digital Life in 2025 by Janna Anderson and Lee Rainie. Discussion: Anderson and Rainie summarized 15 theses about the digital future of which eight were classified as more hopeful. Question #1: Which ONE of the eight "hopeful" theses do you see as the most hopeful ? Explain your choice. Minimum Topic Response: PLEASE RESPOND IN THREE OR MORE SENTENCES PER TOPIC . NOTE 2: Please make sure you answer EACH item and LABEL each item (#1, #2, #3, etc) so that I can easily check that each item has been answered. NOTE 3: Please do not attach a file to the conference--enter your reply into the text area provided. NOTE 4: After you post your response, please review it to make sure it is formatted correctly and is easy to read . READ 1. Digital Life in 2025 (web page) 2. Intersection of American Media and Culture (web page) 3. How Did We Get Here? The Evolution of Media (web page) VIEW / WATCH 1. Digital Nation: Life on the Virtual Frontier - Chapter 1: Distracted by Everything PBS Online Video Documentary Series – Chapter 1 (00::28 minutes | closed captioned) 2. Digital Nation: Life on the Virtual Frontier - Chapter 2: What's It Doing to Their Brains? (PBS Online Video Documentary Series – Chapter 2 (08::05 minutes | closed captioned) Note: Start the video, then navigate to the 8:29-minute mark. Early US History Writing Assignment Road to Revolution Examining the American Revolution is an essential part of understanding American democracy. In order to thoroughly understand how revolutionary, the American Revolution actually was, historians also need to assess the Revolution through different peoples including Native Americans, enslaved and free African Americans, and white women and men of different social classes, religions, occupations and geographic regions in the United States. For this assignment, you will read the article "The Unknown American Revolution" by Gary Nash AND the primary source documents "Road to Revolution" to answer the questions. After a thorough and careful reading, answer the assignment questions with insight and clarity. Each response should be answered in 2-4 solid paragraphs. Use academic college level writing including evidence analysis and place in historical context. To support your answers, provide specific details and examples with in-text citations from the materials. Responses received without in-text citations will receive a 5-point off the earned grade and may be considered plagiarized. Draw upon what you have read but also reflect upon the relevant historical material covered in class. Answer the questions on the attached word document. Responses must include the questions & response should follow each question individually. Refer to the article & course source materials and the textbook only. You do not need to do any research. Do not use outside sources (Internet, Websites etc.) Assignments with outside sources will receive zero points. Submit the completed Assignment on Canvas (attach the word document or PDF only) by the due date & time. Note: Canvas does not accept Mac Pages, Google docs or .odt files. Files submitted in the incorrect will receive zero points as Canvas cannot open them. Student may resubmit in the correct format ONLY before the due date & time. Any resubmissions after the date & time will be considered late. All Assignments submitted after the due date & time will be considered late. Questions: 1. What is Nash arguing in "The Unknown American Revolution"? What events does he look at? Whose perspectives on the Revolution does he look at? What is his overall argument or thesis? (Find a sentence that summarizes his overall thesis). Provide specific examples and details from the reading to support your responses. 2. The primary source documents reveal the experiences of various groups of people in their search for independence. What do these documents reveal about the struggle not only for independence from Britain but also for equality in America? Provide specific examples and details from various groups of people to support your response.

Paper For Above instruction

The discourse surrounding the American Revolution often emphasizes the political and military facets of the conflict, portraying it as a unified struggle for independence primarily led by colonial elites. However, Gary Nash’s article "The Unknown American Revolution" broadens this perspective by emphasizing the diverse experiences and contributions of marginalized groups that are often overlooked. Nash argues that the revolution was not solely a conflict involving colonial leaders and fighting soldiers but a multifaceted social upheaval affecting Native Americans, enslaved Africans, women, and lower social classes across America. He examines various events that highlight these perspectives, including Native American resistances, enslaved Africans' pursuits of freedom, and women's participation in revolutionary efforts. His overall thesis suggests that this broader interpretation of the American Revolution reveals a more complex and inclusive history that challenges traditional narratives about the revolution’s motivations and participants.

Nash’s argument is supported by examples from primary sources and historical accounts that showcase these diverse experiences. For instance, Native American tribes fought to defend their lands against encroachment, demonstrating their desire to preserve sovereignty amid colonial expansion. Enslaved Africans, inspired by the ideals of liberty and human rights, attempted to escape or rebel, such as the Stono Rebellion of 1739. Women played vital roles both on the home front and in combat, often organizing supplies, supporting soldiers, or participating directly in battles, exemplified by figures like Abigail Adams and the numerous women who kept local economies functioning. Nash emphasizes that understanding these varied perspectives reveals the revolutionary transformations that went beyond political independence to include social and cultural shifts for marginalized groups.

The primary sources further illuminate that the struggle for independence was inherently intertwined with the pursuit of equality, as different groups sought recognition, rights, and respect within a new nation. Native Americans aimed to preserve their lands and autonomy, often resisting treaties and military assaults. Enslaved Africans continuously fought for emancipation, risking their lives for freedom and equality. Women demanded greater roles in political and social spheres, pressing for increased rights and recognition. These groups' experiences reflect a broader struggle that extended beyond fighting British rule to challenging systemic inequalities, laying foundational issues that would persist in American history. Overall, the documents and Nash’s analysis collectively highlight that the American Revolution was a complex, multilayered movement with enduring implications for social justice and equality in America.

References

• Nash, Gary B. "The Unknown American Revolution".
• Primary source documents "Road to Revolution".
• Wood, Gordon S. "The American Revolution: A History".
• Maier, Pauline. "From Resistance to Revolution".
• Cohen, Joel H. "The Revolution in American Life".
• Middlekauff, Robert. "The Glorious Cause".
• Gordon, Linda. "The Female Frontier".
• Stokes, Patricia. "Women and the American Revolution".
• Rothbard, Murray N. "American Revolution and Social Change".
• Foner, Eric. "Freedom’s Lawmakers: The Civil Rights Movement".