Assignment Checklist Questions Essay

1. Did you adhere to the length emergency of the assignment? If non, reduce your words.Essay will not be accepted if it is more than 50 words beyond the max. The essay contains 1095 words.2. Did you consumption MLA scratch line-page format and do it properly? Did you check your first off-page against the textbook deterrent example? Proper MLA first page format has been used.3. Did you include a lead in at the start of your introduction? If you go int know what this is, you be not ready to submit your assignment. The essay contains a captivating introduction.4. Did you soon and neutr all in ally summarize both sides of the debate in your introduction and/or did you provide necessary background and thus add a transitional sentence before your dissertation? The other side of the debate has been briefly addressed.5. Is your thesis the last sentence of the first paragraph, or do you have a good rationality it is not? The thesis is the last statement of the intro para.6. Did yo u include a parallel-structured essay map with your thesis sentence? The essay contains a parallel-structured essay map.7. Have you used third person point of locating throughout? Check and fetch sure you have not shifted into first person (I) or min person (you) without having a good reason. You can use a global search to double check. third person is used.8. Does individually paragraph have a idea sentence (stated or implied) with at least two supporting points, details, and a conclusion? Each paragraph contains all necessary elements.9. Did you use a transitional word, phrase or sentence at the beginning of distri saveively body paragraph? Did you use transitional words or phrases between sentences inside paragraphs, as necessary? Transitions are used.10. Did you follow all 18 instructions on page two and three of this assignment loss? All 18 instructions have been used.11. Did you correctly follow the four-step research inclusion method wediscussed for both paraphrases an d quotations? The four move are as follows introduce, present according to MLA, credit your source parenthetically and discuss. Research inclusion methods are followed.12. Did you check each use of research to determine whether you integrated it? Which integration methods did you use? Check each instance and report it here. Do not skip this step.I am asking if you integrated paraphrases and quotations into your own writing by using either (1) a snippet (2) a colon (3) the author, title, or both. Author, Colon and snippet methods were used. Avoided the use of titled integration due to lengthy titles which made it choppy. 13. Did you make sure that no paragraph ends with a quotation? No paragraph ends with a quotation.14. Did you check any titles you named in your essay against the dismissal I put on BB called Titles Italics vs. Quotation Marks No titles are used.15. Does your in-text citation properly consort the corresponding flora Cited entry? Check this very carefully rememb er the first word/first word formula. Proper match of citations.16. Did you make sure to do your in-text and Works Cited entries correctly? Did you check each citation word for word and punctuation for punctuation against an example from our textbook or the MRU library handout or some other reputable source? Make sure you checking against MLA, not APA. In text and kit and caboodle cited entries are correct.17. Did you create a suggestive, emphatic conclusion rather than one in which you unnecessarily reiterate the main supporting points? The conclusion is suggestive and emphatic.Jeremy RobertsSharren PattersonGNED 140126 October 2014The Importance of training the final solutionInhumanity reached a point in the early 1940s that will be spoken about for years beyond our existence. The largest genocide of the 20th century, the final solution, was described by Samuel Totten as the systematic, bureaucraticannihilation of six million Jews by the Nazi regime and their collaborators as a central turning of state during World War II (A Note). This significant event in biography presents an ongoing discussion regarding its constituent within game domesticate curriculums. The Holocausts profound constitution is why numerous individuals avoid breeding the radical in school, despite its diachronic significance.Farnham states that even though there is potential for direct pain in the neck and guilt from teaching the Holocaust, the significance of the subject in human as well as in historical terms is such(prenominal) that the burden of teaching the subject must be endured (Teaching the Holocaust 274). Even though the subject needs to be taught with great care due to its sensitive nature, high school history classes should include the Holocaust because it is a major event that helped shape the world we live in today. Including this act of genocide in curriculums will provide an accurate representation of history, an ethical framework for students, and a invent ion for our incoming history.To better escort history, it is paramount that the most accurate and detailed culture about the Holocaust is taught to students. By detailing how and why the event occurred, students will be given an opportunity to fully understand the pain and miserable individuals endured in Germany during this time period. One of the values of Holocaust education, one hopes, is that it increases sensitivity to the suffering of others (Farnham, What is 22). In addition to helping students empathize with the suffering, Holocaust education should also address the role administration and media played in organizing the massacre of millions of individuals. The views that led to this massacre were deeply embedded within the German grow and surrounding countries prior to the Holocaust.However, it was the radical leader, Adolf Hitler, who utilized politics, media, and technology to impose his final solution. The following statement from Totten emphasizes the splendor of teaching how the genocide took place The education that students receive about the Holocaust has to be unique, powerful and sorrowing(a) of perfunctory nature. . . . The teachers also need to appreciate and teach the fact that the persecution and extermination of the Jews . . . was bureaucratic in nature, and that modern technology was used to maximize the killing process. Most of importly, though, teachers andstudents need to realize that the Jews were killed not for what they were or for what they perform or believed, but for the fact that they were that, all Jews were to be exterminated simply because they existed. (A Note) care such a significant event out of high school curriculums might increase the likelihood of misconceptions and stereotypes. Kitson states, there are many students who have misconceptions and stereotypes related to the Holocaust all Germans are Nazis, the Jews were helpless victims and didnt fight back, Jews living in Germany were not German, and all vic tims died in gas chambers (42). Providing accurate information to todays youth about the Holocaust allows students the opportunity to eliminate misconceptions and understand the suffering that millions of individuals endured because of the dread(a) influence and power that Adolph Hitler had.Broadening a students view of how and why the Holocaust occurred is rightful(prenominal) as important as outlining and understanding its unethical nature. Inclusion of this event in high school curriculum will help young students broaden their perspectives, and shape their moral foundation. Farnham asserts this point by stating, this is a moral function, for being able to imagine the effect of ones contemplated deed on another person is necessary to any moral or ethical judgment one might make of a proposed act (What is 22). Teaching the Holocaust, in combination with using our imagination, allows us to imagine of the conditions of the victims, and, in turn, increases our empathy towards them (Farnham, What is 22).The subjects controversial nature will provide the type of engaging context that students require to think critically about the effects of their decisions. In addition, this subject provides context for individuals to examine the use and abuse of power, and the role and responsibilities of individuals, organizations, and nations when confronted with civil rights violations and/or policies of genocide (Totten, A Note). In-depth analysis of the Holocausts unethical nature will allow students to form and further strengthen their moral and ethical principles to which they hold themselves accountable in decision making.The development of students moral and ethical framework is not only vital to their future actions and decisions, but also the future of humanity.Through the teaching of the Holocaust, todays youth are given an example of one of the very worst acts of inhumanity. Students will learn that it was not only Germany who was responsible. Numerous countries r efused to accept Jewish refugees, and, in doing so, were partly responsible for the events that took place. Totten provides graphic insight towards the inactivity of surrounding nations when he explains, Germany alone is not to blame.If Hitler turned Europe into a pressure cooker for the Jews, then much of the free world helped to seal it by refusing to accept Jewish refugees (A Note). By detailing this fact, students are made aware of the risk of exposure of staying silent, apathetic and indifferent in the face of others oppression (Totten, A Note). Students will understand how important it is to maintain their values and have the confidence to actually stand up against what they believe is right or wrong. Teaching the Holocaust will allow us to help guide our future generations to make chastely sound decisions.There are very few events throughout the course of history which contain such a breadth of material. Learning about the Holocaust can be a transformative experience for st udents because it engages them to subscribe to numerous elements, including, human rights, morals and ethics, and political injustice. It is for this reason that the Holocaust should not only be taught in high school, but should also be considered as one of the main topics for history classes. Although teaching the topic would not guarantee a world free of injustices or inhumane acts, the implementation of Holocaust into high school curriculums would be a way for the current educated population to help guide future generations towards a better society and a future history that everyone can be proud of.Works CitedFarnham, James F. Teaching the Holocaust A Rationale for Dealing with the Absurd. The Journal of General Education 33.4 (1982) 273-283. Penn country University Press. Web. 11 Oct. 2014. Farnham, James F. What is the Value of Teaching the Holocaust? The Journal of General Education 41 (1992) 18-22. Penn evoke University Press. Web. 11 Oct. 2014. Kitson, Alison. Challenging Stereotypes and Avoiding the Superficial A SuggestedApproach to Teaching the Holocaust. Teaching History. 104 (2001) 41-8. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. Teaching the Holocaust The Imperative to Move Beyond Cliches. Canadian Social Studies 33.3 (1999) 84-7. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. A Note Why Teach about the Holocaust? Canadian Social Studies 31.4 (1997) 176-178. ProQuest. Web. 11 Oct. 2014.