Question.5521 - Extra Credit Reflection PapersHIS 101: US History IExtra Credit Reflection PapersAssignment:Students have the opportunity to earn extra credit for the course. Students are encouraged to visit (virtually or in person) a historic site or museum, attend a lecture (virtual or in person), view a film, explore a virtual exhibit, or otherwise engage with a historical topic outside of coursework. Once a student does so, they may write an extra credit reflection paper. The reflections are short, 250 to 500-word papers that focus on the subject the student observed and how it relates to course materials, assignments, and discussions. The paper must be analytical and not merely a description of the student's experience or why the student or a friend/family member liked it. The material (film, museum, exhibit, lecture, activity) reflected upon cannot be something that was shared in the course materials, including module activities and links from course files. The material does not have to be strictly academic. Students may, for example, watch a popular film and write an analytical reflection that connects the film to the course. Please note that the material analyzed in the reflection paper must have been engaged with during the semester and students may not use experiences that took place prior to the start of the semester. Students are permitted to write as many extra credit reflection papers as they would like throughout the semester. Each reflection submitted will be graded individually. Students are not guaranteed to receive any points for an extra credit reflection paper, but each paper will be worth up to 10 points that will be added to a student's final grade, which is out of 1000 points.
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Extra xxxxxx Reflection xxxxxx HIS xx History xxxxxxx College xxx The xxxx Years x Slave xxx US xxxxxxxxxx brutal xxxxxxx call xx American xxxxxxx among xxxxxx before xxx Civil xxx rang xxxxx while xxxxxxxx Years x Slave xxxxxxx Directed xxxx Solomon xxxxxxx s xxxxxxx the xxxx was xxxxxxxxxx in xxxxxxx brutality xx the xxxx and xxxx and xxxx in xxxxx favouring xxxxxxx To xxxxxxx s xxxxxx I xxx also xxxxxxxx to xxxxxxx -The xxxxx and xxxxxxx and xxxxxx -The xxx of xxx Union xxxxxxx they xxxxx similar xxxxxxx Lastly xxx film xxx a xxxxxxxxxx of xxxx had xxxx depicted xx Corbett xx al xx how xxxxxxx was xxxxxxxxx by xxxxxxx and xxx legalized xxx most xxxxxx thing xxxxxxxxx in xxx film xxx that xxxxxxx was xxxxxxx made xxxxxxxxx in xx organized xxxxxx and xx one xxx permitted xx go xxxxxxx this xxxxxxxxxxx Corbett xx al xxxxx us xxxx slave xxxxxxxxxxxx and xxxx such xx the xxxxxxxx Slave xxx of xxxxxxxx that xxxxx masters xxxx safe xxxxx the xxx whereas xxxxxx were xx their xxxxx In xxx film xxxx Solomon xxxxxxx was xxxx black xx was xxxxxxxxx and xxxx into xxxxxxx with xx remedy xxxxx the xxx implying xxxx no xxxxxx stood x chance xx seeking xxxxxxx Corbett xx al xxxx directly xxxxxxx to xxxxxx when xx is xxxxxxx that xxx only xxx slavery x system xx economics xxx an xxxxxxxxxxx deeply xxxxxxxxx in xxxxxxxx culture xx a xxxxxx of xxx visual xxxxxx of xxxx movie xx depicted xxx plantation xxxxxx in xxxxx enslaved xxxxxx were xxxxxxxxxx with xxxxxx and xxxxxxxxxxxxx subordination xxxx National xxxxxxxx slaves xxxx viewed xx property xx federal xxx and xxx no xxxxxx Seeing xxxxxxxx in xxx film xxxx me xxxxxx how xxxx enslaved xxxxxx went xxxxxxx similar-similarly xxxxxxxxxx was xxxxxxx to xxxxxx and xxxxxx that xxxxxxxxx plantation xxxx and xxxxx relations xx some xxx or xxxxxxx slaves xxx resist xx matter xxxxxxxx manner xx ghastly xxxxxxxx was xxxxx inflicted xxxx them xxxxxxx et xx note xxxx resistance xxxx the xxxx of xxxxxxxx foundations xxxxxx attempts xxx low-scale xxxxxxx In x practically xxxxxxxxxxxxxx and xxx so xxxxxxxx Patsey xx the xxxxx was xxxxxxxxx to xxxxxxxxxxxxxx brutality xxx never xxxx her xxxxxxx her xxxxxx ringing xxx Module xx discussion xx actual xxxxxxxxxx which xxxxxxxx individuals xxxxxxxx in xxxxxxx on xx life xx forms xx resistance xxxx were xxx necessarily xxxxxxxx The xxxxx emphasized xxx activities xx abolitionist xxxxxxxxx and xxxxxxxxxxxx as xx the xxxxxx of xxxxxxx by xx abolitionist xx Canada xx fact xxxx is x historical xxxx because xxxxx were xxxxxxxxxxxxx and xxxxxxxxx who xxxxxx to xxxx slaves xxxxxxxx Battlefield xxxxx We xxxx also xxxxxxxx with xxxx topics xx Module xxxxx we xxxxxxx about xxxxxxxxxxxxx and xxx Emancipation xxxxxxxxxxxx to xxx abolition xx slavery xxxxx a xxxxx awakened xx and xxx rhetorical xxxxxxx on xxxxxxx learned xx Modules xxx for xxx first xxxx clicked xxx me xxx dramatization xx legal xxxxxxxxxx resistance xxx final xxxxxxx gave x first-hand xxxxxxxxxx about xxxxxxx as xx instrument xx American xxxxxxx With xxxxxxxxxx fidelity xx the xxxxxx and xxxxxxxxxxx narration xxxx was xxx history xxxx which x was xxxx to xxx through xxxx than xxxxxxx reading xx texts xxxxxxxxxxxxxxxxxx Battlefield xxxxx November xxxxxxx in xxx United xxxxxx American xxxxxxxxxxx Trust xxxxx www xxxxxxxxxxxx org xxxxx articles xxxxxxxxxxxxxxxxxxxxxxxxxxxx P x Janssen x Lund x M xxxxxxxxxxx T x Vickery x S x S xxxxxxx Openstax xxxx University xxxxxxx S xxxxxxxx November xxxxx a xxxxx English xxx Searchlight xxxxxxxx National xxxxxxxx January xxx Emancipation xxxxxxxxxxxx National xxxxxxxx https xxx archives xxx exhibits xxxxxxxxxxxxxxxxxx emancipation-proclamationMore Articles From HIS 101 OT 2 - United States History I
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