please no plagiarism and please have it turn it in ready and have knowledge of subject please
Review the complete instructions for the Final Project can be found in Week 5. Use this discussion forum to share the topic you are planning to address and the ideas you have for the Final Project as well as two scholarly sources.
For help finding sources for your Final Project, see the HIS 104 Library Research Guide .
Read your two scholarly sources thoroughly before posting so that you can discuss them. Your initial post should address the following items:
· Explain the topic that you have chosen to address in your Final Project, as well as the sub-topic you will focus on.
· Cite two scholarly sources you have found so far in APA Style.
· Describe what you have learned from these two scholarly sources about your topic and focus.
· Describe how you will use these two scholarly sources in your Final Project.
· Identify other sources and information you still need to find.
· Describe the next steps towards completing your Final Project.
Your initial discussion post is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to at least two of your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Initial posts should be at least 250 words
Explain the topic that you have chosen to address in your Final Project, as well as the sub-topic you will focus on.
The topic I have chosen to address in the final project is Genocide, and the subtopic is Rwanda.
Cite two scholarly sources you have found so far in APA Style.
Cameron, H. (2012). BRITISH STATE COMPLICITY IN GENOCIDE: RWANDA 1994. State Crime Journal, 1(1), 70-87. Retrieved May 13, 2021, from http://www.jstor.org.proxy-library.ashford.edu/stable/41917771 (Links to an external site.)
Uvin, P. (1997). Prejudice, Crisis, and Genocide in Rwanda. African Studies Review, 40(2), 91-115. doi:10.2307/525158
Describe what you have learned from these two scholarly sources about your topic and focus.
The sources have provided me with information about the genocide in Rwanda, such as who, what, when, where, why, and how questions.
Describe how you will use these two scholarly sources in your Final Project.
I will use the scholarly resources to learn and research about the genocide that took place in Rwanda.
Identify other sources and information you still need to find.
The other sources and information that I need to find are the victim’s statements and the aggressor’s reasoning.
Describe the next steps towards completing your Final Project.
I will use the scholarly resources to learn and research about the genocide that took place in Rwanda. Then I will use the information that I found in the resources to complete a draft PowerPoint presentation for the final project. After I am done with the draft, I will review and revise the PowerPoint until I am confident that I have answered the prompts.
1. Think about a persuasive speech that you would like to present on a topic of your choice. The speech can be for any context and any length, but it must be persuasive.
2. See the list of example speech occasions and purposes for inspiration, if needed.
3. Plan your speech, considering what your introduction, main points, and conclusion will include.
4. Organize your speech, following the structure of Monroe’s Motivated Sequence. Your speech should include an introduction, body, and conclusion. The introduction should contain your key message. The body should cover your main topics and support to back up your main points. Make sure that all support is relevant and from credible sources. Your conclusion should summarize your main points and provide a call to action.
5. Create notes or bullet points that you can refer to while presenting your speech.
6. Practice presenting your speech. Aim for a speech that is 3 to 5 minutes in length.
7. Before filming, review the rubric to ensure that you understand how you will be evaluated.
8. Film yourself presenting the speech. Be sure that you can be easily seen and heard, and direct your speech to the camera.
9. Review your video to ensure that you can be seen and heard. Refilm as needed.
10. Review the checklist and requirements to ensure that your Touchstone is complete.
11. Upload your video using the blue button at the top of this page.
· Product recommendation
· Presenting academic work (argumentative paper, research, or report)
· Academic speech and debate
· Speech at a community gathering (PTA meeting, boy/girl scout convention, town hall, homeowner’s association, athletic league, school board meeting, etc.)
· Community action speech (asking for something, promoting a policy, etc.)
· Political speech (on behalf of a candidate, yourself as candidate, etc.)
· Presenting to colleagues or peers (pitching ideas, etc.)
· Presenting to superiors (project proposal)
· Convention presentation (pitching new products, rally speech, teachable moments, etc.)
_ I have selected a speech purpose that is persuasive. _ My speech follows the structure of Monroe’s Motivated Sequence. _ My speech has an introduction, body, and conclusion. _ The introduction includes my key message (thesis). _ The body includes my main points and support. _ I have selected sources that are credible and support that is relevant. _ I have used language that is appropriate to my audience. _ The conclusion summarizes my main points and includes a call to action. _ I have filmed a video of myself presenting my speech. _ The video of my speech is 3 to 5 minutes in length. _ I have reviewed the video and I can be easily heard and seen. _ I have adhered to all of the requirements. _ I have read through the rubric and I understand how my Touchstone will be evaluated.
· Imperialism/Colonialism. Examine the history and impact of nineteenth century European Imperialism and Colonization by focusing on a specific region. Here are some suggestions.
· French Colonialism in Vietnam (Indochina) Dutch Colonialism in Indonesia
· British French or Portuguese colonialism in the Africa
· British colonialism in India
· Belgian Congo
· Cold War and Decolonization. Examine a movement for independence in Asia, Africa, or the Middle East. Then consider the main leaders, their ideology and goals, the tactics they used and the legacies of imperial/colonial practices that needed to be overcome. What kind of government did the newly independent state adopt and what was the impact of the Cold War on the struggle for independence? Here are some suggestions.
· India’s struggle from British rule
· Vietnam’s struggle against the French
· British colonies in Africa such as Ghana or Kenya
· French Colonies in Africa including Algeria
· The Belgian Congo
· Portuguese colonies of Mozambique and Angola
· Genocide. Examine the conditions which made genocide possible, as well as the role of instigators/leaders, perpetrators, bystanders, and victims of genocide. Choose one of the following.
· Herero in German South West Africa
· Communist Revolutions. Examine the background that led to the Revolution. Then look at the goals and hopes. What were some of the achievements and failures? What was and lasting global impacts of one of the major communist revolutions. Choose one of the following.
· The Russian revolution of 1917
· The Chinese revolution of 1949
· Gender. Examine the ways that understandings and experiences of gender change over time by looking at a specific historical turning point. Here are some suggestions.
· Women’s movements for the vote in other countries
· The United Nations Decade for Women
· Masculinities in the Middle East or Africa
· The history of approaches to sexuality in a specific region or society outside of the United States (e.g. India, Africa, Asia).
· The history of gender in a specific region or society outside of the United States (e.g. India, Africa, Asia).
· Race. Examine conceptions of race and the construction of racial hierarchies, as well as resistance and change in racial ideas by focusing on a specific period and society outside of the United States. Here are some suggestions.
· The History of Race in Brazil.
· Comparative Slavery in Latin America and the Caribbean
· Race in South Africa, the beginning of Apartheid (segregation)