Discussion 1 – The Aftermath
Were the International Military Tribunals at Nuremberg and the Eichmann Trial held in Israel, anything more than “victor’s justice?”
When do you consider the statement of “just following orders” as valid and when is it not?
Use the information from the links in the mini lectures to discuss these questions. Don’t generalize; use the testimony and commentary from the defense and prosecution to support your point of view regarding each of these trial venues.
Discussion 2 – Accountability
Whom do we blame for what happened during the Holocaust? Should any one individual be totally held responsible for what occurred during WW II?
Is forgiveness or even reconciliation with Germany, and the German people possible? To help with this discussion consult Page 242 in the Landau text.
Put yourself in the position of a prisoner in a concentration camp. A dying Nazi soldier asks for your forgiveness. How would you respond upon hearing the soldier’s request? In The Sunflower, Simon Wiesenthal raises that question for readers.
Discussion 3- Hope or Doom
Comment and discuss the poem written by Bertold Brecht on Page 265 in the Landau text.
Category: gov
The research must develop a concreate thesis and support that thesis by providing multiple arguments with rich concrete examples comparing the countries (Russia, Iran, UK). You must also address any potential criticisms or weaknesses of your thesis.
Resources
> Russia
Pisklakova-Parker, Marina. “Gender Issues in Russia.” 19 June 2022, www.jstor.org/stable/resrep41975
Abbas S. M. S. (2016). Nigerian employees’ study on locus of control and subjective well being: North Eastern context. Indian Journal of Applied Research, 6 (4), 374–378.
Rebrey S. M. (2021). Gender equality: Interlinkages within SDGs and official development assistance. World and National Economy, 4 (in Russian). mirec.mgimo.ru/2021/2021-04/gender-equality-sgp
Rebrey S. (2022). Inequality of opportunities among women and men in Russia: An agency analysis based on the World Values Survey. Woman in Russian Society, 4, 22–32. doi.org/10.21064/WinRS.2022.4.3
Nikolaev I., Marchenko T., Tochilina O. (2018). The gender gap in pay. Society and Economy, 2, 59–79 (in Russian).
Kalabikhina I., Rebrey S. (2020). Household chores amid pandemic: Russia’s case. Woman in Russian Society, 3, 65–77 (in Russian). doi.org/10.21064/WinRS.2020.3.6
Muravyeva, Marianna. “Women’s Rights and the Russian Constitution: 30 years of Failure”, 2024/2/09, verfassungsblog.de/womens-rights-and-the-russian-constitution
Ferris-Rotman, Amie. “Putin’s War on Women”, April 9, 2018, foreignpolicy.com/2018/04/09/putins-war-on-women
“Protest, Persecution, And Prison: Women’s Anti-War Resistance In Putin’s Russia”, 9 Feb, 2023, iapss.org/protest-persecution-and-prison-womens-anti-war-resistance-in-putins-russia/
Human Rights Watch. (2022, March 9). Russia: Brutal Arrests and Torture, Ill-Treatment of Anti-War Protesters. Retrieved from Human Rights Watch: www.hrw.org/news/2022/03/09/russia-brutal-arrests-and-torture-ill-treatment-anti-war-protesters
> Iran
Tohidi, Nayereh. “Women’s rights and feminist movements in Iran.” An overview of how the Iranian women’s movement has emerged in the face of unique contexts, 2016, sur.conectas.org/wp-content/uploads/
Glob J Health Sci. 2014 Jul, 6(4): 226–235. www.ncbi.nlm.nih.gov/pmc/articles/PMC4825391/
Kaveh, T. M. et al. (2014). Comparative study of women’s political participation in the constitutional period, Pahlavi and the Islamic Republic of Iran. Quarterly Journal of Sociological Studies of Youth, 5(16), 107‒122.
Koulaei, E. (2019). Women’s social rights in Iran; Forty years after the revolution. per.euronews.com/2019/02/10/women-social-rights-in-iran-forty-years-after-the-revolution
Masoudnia, H., Nazari, M., & Mohammadifar, N. (2013). A comparative study of the presence of women in the legislature: Developments before and after the Islamic Revolution of Iran. Journal of Women in Development and Politics, 11(4), 575‒594.
Negin, V. (2019). Women have to work many times more than men to be seen. www.isna.ir/news/97120804542
Maliheh, Mousanejad. “Women’s Status in the Process of Socio-Political Development in Iran”, 22 March 2023 ink.springer.com/chapter
Hashem, Kaitlyn. “Iran: The Politics of Women’s Rights and Hypocrisy”, 21 Feb 2023 carnegieendowment.org/sada/89079
Mittelhammer, Barbara. Sepehri, Tara. Tahmasebi, Sussan. “Rethinking the EU’s Approach to Women’s Rights in Iran”, 25 April 2023, carnegieeurope.eu/2023/04/25/
Burkova, Rozalina. “It’s a Men’s Club” Discrimination Against Women in Iran’s Job Market. May 25, 2017, www.hrw.org/report/2017/05/26/its-mens-club/discrimination-against-women-irans-job-market
> UK
Francis-Devine, Brigid. Hutton, Georgina. “Women and the UK economy”, 04 March, 2024, https://commonslibrary.parliament.uk/research-briefings/sn06838/
Holly Dustin, Dr Helen Mott and Nicola Waterworth, with Gillian Cowell and Janet Veitch. “Gender equality and the empowerment of women and girls in the UK”, October 2016, www.britishcouncil.org/research-insight/gender-equality-empowerment-women-girls-uk
BUSINESS ENVIRONMENT PROFILES – UNITED KINGDOM. “Female Participation Rate in the Labour Force” 04 October, 2022, https://www.ibisworld.com/uk/bed/female-participation-rate-in-the-labour-force/157/
Bosworth, Derek. “Opportunities and outcomes in education and work: Gender effects”, November, 2015, assets.publishing.service.gov.uk/media/5a815349ed915d74e33fd95d/
Esteban Ortiz-Ospina, Sandra Tzvetkova and Max Roser. “Women’s Employment”, March 2018, https://ourworldindata.org/female-labor-supply
Ambavat, Shruti. “Women’s Progress in the UK Workplace”, 26 February, 2024, https://diversity-mark-ni.co.uk/womens-progress-in-the-uk-workplace/
Catalyst, Quick Take: Women in the Workforce – UK (July 9, 2020). www.catalyst.org/research/women-in-the-workforce-uk/
Higher Education Statistics Agency (HESA), Higher Education Student Statistics: UK, 2018/19 – Student Numbers and Characteristics (January 29, 2020) www.hesa.ac.uk/news/16-01-2020/sb255-higher-education-student-statistics/numbers
Office for National Statistics, Female Employment Rate (Aged 16 to 64, Seasonally Adjusted) (June 16, 2020) www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/timeseries/lf25/lms
Kate, Whiting. “This UK campaign is working to close the politics gender gap”, 11 May, 2021, https://www.weforum.org/agenda/2021/05/politics-gender-gap-uk-50-50-parliament/
What was NY state’s response to the initial days and months of the COVID-19 pandemic? Was it multifaceted? From what you’ve learned in the course, what mechanisms were in place and then used to institute regulations during the initial months? Was it an overstepping of power? How involved was the NY State Legislature in the decision making process?
Students are to complete a written assignment analyzing a policy (one) advocated by their respective congressional district winner in the US House of Representatives’ 2022 mid-term election that is also supported by their Party. Discuss any differences between the Representative’s position on that policy. This analysis should include discussion of alternative positions on the policy within their own Party and those of other political actors.
Realizing some incumbents only need to be consuming oxygen in order to win reelection, if a candidate does not exist in the student’s district with enough background resources for the student to meet the assignment requirement, then they may choose a replacement candidate of their choosing from a different race. This will be at the instructor’s discretion and should be done early in the course. Waiting till the last minute is likely to result in the request being declined. If they prefer to write about a specific representative other than the one in their congressional district they must request permission from the instructor and explain why they should be given such a dispensation. This too will be at the instructor’s discretion and should also be done early in the course. Waiting till the last minute is even more likely to result in the request being declined. .
The candidate may be from either party. You are writing about the winner and, perhaps, the loser in passing. The student should explain if the winner is the incumbent, a challenger, or an open field without a sitting member running for reelection. The methods for winning support from the constituency on the chosen policy advocated by the Representative. Was the candidate’s stance on the policy popular or controversial in the district?
The student should also analyze the following points:
Name and explain at least one major policy supported by the chosen candidate. Did this impact the decision of the voter?
Name and explain one major policy supported by the candidate’s party. In addition to the student’s chosen race they are writing about, did the policy have a general impact on all party candidates?
How did various interest groups and public opinion affect this policy?
What particular groups and individuals supported or opposed this policy?
This paper should be 3-5 pages in length using standard font sizes and margins (see below). No cover page should be included. It should be submitted in MS Word format. Alternative formats are not allowed. Paper format is 12 point font, double spaced with 1 inch margins. This paper is a written assignment, not bullet point response. Writing style matters. Students are encouraged to use campus resources to help them with writing. You are expected to proofread your paper and pay attention to style, grammar and spelling. Papers with significant readability problems or that are not written as a paper will lose points. More details and the grading rubric will be discussed in class well in advance of the paper.
The paper should use at least three academic sources (the textbook counts as one) and additional acceptable sources. These can include candidate web-pages, policy papers, and reputable news articles but not editorials, opinion pieces, punditry, including similar pieces masquerading as “news analysis,” advocacy group materials. Wikipedia and like sites do not count as an acceptable source.
Reminder that this is a political science paper, not an opinion piece, punditry, or exercise in creative editorializing. Points will be lost for disparaging the candidate, their opponents, or their constituent groups. Including snide and sarcastic phrasing. Your writing style for this paper should reflect the tone of dispassionate analysis. It is however acceptable in your conclusion to make a normative evaluation of the policy’s costs, benefits, and whether this would overall help the country, work as intended, and the like. This should be phrased in an analytical tone – you aren’t writing a press release/issue advocacy paper.
Investigative journalist Steve Emerson originally documented the existence of jihad in America. Then, Brian Jenkins found 46 publicly recorded attacks or attempted attacks from radicalized individuals between 9/11/2001 and December 2009. More recently, Ryan Mauro and the Clarion Project exposed radical Islamic groups inside America. Do you agree or disagree with these findings? If there is a radical Islamic presence inside America, what should be done about radical ideology and by whom? Prior to preparing your answer, you may want to watch “The Third Jihad” linked in the Learn section of this module.
The Third Jihad Radical Islam’s Vision for America A Clarion Project Film (youtube.com) https://youtu.be/-eTZwqYjvyA
I will attach the instructions in the attached files. There are 4 different topics to be discussed. Please write this from a US perspective.
Required format:
Size 12 font
1 inch margins
Double-spaced
Minimum of one page, max of two. Your heading, title, and citation are not included in the one page minimum.
MUST USE A NEWS SOURCE FROM THE LIST FOUND IN THE LINK BELOW. Any other source is subject to grade penalties.
Your article must be published within 7 days of the due date for this assignment.
Written content must be ½ summary of what the article was about, ½ importance/implications/analysis. ANY OTHER FORMATS ARE SUBJECT TO GRADE PENALTIES. This means do NOT include your personal opinion.
Topic of article must be about American government or politics.
Do not copy content directly from the article unless you cite it properly. Any student found not in compliance with the TCC Student Code of Conduct regarding academic dishonesty will be referred to the VPAA for further discipline.
Must be uploaded to Canvas as a Word doc.
https://docs.google.com/document/d/1821XVRgwlPHLDrmZPfjF8SJvnTWJQIWmsAIfqaAEHC8/edit?usp=sharing
News sources to read for class
Name Ideological Orientation Website
The Wall Street Journal Center-Right
www.wsj.com
The New York Times Center-Left www.nytimes.com
The Washington Post Center-Left www.washingtonpost.com
NPR Left www.npr.org
The Associated Press Middle www.ap.org/en-us/
Reuters International www.reuters.com/
The Economist International www.economist.com
Al-Jazeera International https://www.aljazeera.com/
The Texas Tribune Middle https://www.texastribune.org/
Current events grading rubric (10)
Current events grading rubric (10)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSummary Content
5 pts
Exceptional
Information from credible online web source is clearly summarized. Includes strong supporting details address the who, what, where, when, why or how questions.
4 pts
Good
Information from credible online web source is clearly summarized. Includes supporting details address the who, what, where, when, why, or how questions.
3 pts
Proficient
Summary may be unclear or incomplete. There is a need for more supporting details. Summary is only a few sentences.
0 pts
Missing or Inadequate
Too much information was directly copied from the article or important details are left out. Details or summary may be confusing or simply missing.
5 pts
This criterion is linked to a Learning OutcomeGrammar and Spelling
5 pts
Exceptional
Writer makes little or no errors in grammar or spelling that distracts the reader from the content. Every paragraph contains sentences that are well-constructed. There are varied beginnings and rich and appropriate vocabulary.
4 pts
Good
Writer makes very few errors in grammar or spelling that distracts the reader from the content. Most sentences are well-constructed with varied beginnings and vocabulary.
3 pts
Proficient
Writer makes some major errors in grammar or spelling. Some sentences may not be well-constructed. Similar words are used too often.
0 pts
Missing or Inadequate
Writer makes many errors in grammar or spelling. Sentences lack structure and appear incomplete or are confusing.
5 pts
This criterion is linked to a Learning OutcomeImportance/Implications
5 pts
Exceptional
Insightfully gives their Importance/implications with extremely strong thoughts and ideas. Writer uses prompts to push thinking and transitions. Writer does not include their personal opinion.
4 pts
Good
Tells what their thoughts of the article are, with detail and description. Attempts to push thinking with some prompts. Writer includes some of their own opinion.
3 pts
Proficient
Attempts to tell thoughts about the article. Lacks thoughtful ideas that relate to the article. Writer includes mostly only their personal opinion.
0 pts
Missing or Inadequate
Response is inappropriate to the content of the article. Writer only gives personal opinion.
5 pts
This criterion is linked to a Learning OutcomeArticle
5 pts
Exceptional
Article is from an approved news source. All the required information is cited clearly in document.
4 pts
Good
Article is from approved news source. Most of the required information is complete.
3 pts
Proficient
Article may not be from approved news source. The title, source, or one other piece of information may be missing.
0 pts
Missing or Inadequate
Article may be missing and other important information about the article is missing OR is not from an approved news source.
5 pts
Total Points: 20
Discussion 1 – Forms of Jewish Resistance
Many people assume that the Jews went to their death in the Nazis constructed gas chambers “like sheep to the slaughter.” However, Elie Wiesel has said, “The question is not why all the Jews did not fight, but how so many of them did.”
Discuss your position on this important question using references from your text and from the web.
Discussion 2 – Rescue as a Priority
Discuss the meaning of the following statement:
It has been observed that when studying the history of the Holocaust, rescue was the exception, destruction the rule.
Discussion 3 – The Legacy of Anne Frank
What does the experience of Anne Frank and her family teach us about the Holocaust, and specifically, about the goodness and kindness of people in general?
Discussion 4 – The Righteous Overcome Indifference
Discuss why righteous individuals despite the dangers involved, sought to overcome their indifference regarding the suffering of others? What reasons did they provide for their acts of courage?
(Refer to the Hallie story in your Anthology about the village of Le Chambon, and How Goodness Happened There)
Discussion 5 – Rescue of the Jews of Denmark
Every European nation, including Nazi Germany, can show examples of how individuals and organizations worked vigorously to save Jewish people from the horrors of the Holocaust.
However, only in Denmark did almost everyone, from shopkeepers and fishermen to King Christian X, actively work to rescue the Jews? Discuss the question:
“Why did the non-Jewish population of Denmark act differently towards their Jewish citizens than people from other Nazi occupied territories throughout Europe?”
Discussion 6 – Witness to a Crime in Progress
It’s the middle of the night, and you hear screams coming from your neighbor’s house. A crime is in progress.
How would you respond? What are the risks of getting involved? What are the consequences of not getting involved?
Knowing your community as you do, what support could you expect from the other neighbors under the circumstances? What might be some of the rationales for getting involved or not getting involved?
Each student will pick an article, editorial, etc and write about it. Analyze, critique, discuss, criticize, judge, or praise the article or editorial. Be sure to reference which one article, etc. by copying and pasting the link to the article in your response and referring its title and source. Each discussion should be two paragraphs.
CURRENT ARTICLE IN NEWS
Pick an expressed power from Article I, Section 8. Define it and use several examples of how that expressed power exists in our current federal government.
What are some expressed powers given to the New York State Congress that are similar to the expressed powers in the Constitution?
What are the expressed powers of the president? What are some of the implied powers of the president? Are they constitutional? Does the governor of New York have similar powers? Does the governor of New York wield too much power?