They Take Our Jobs Paper Assignment:

History 40

 

Students are required to write a 5-6 (up to 9) page type-written paper on the book They Take Our Jobs! and Twenty Other Myths about Immigration.  This paper requires students to clearly state the main arguments made by Aviva Chomsky, and present key, summarized points of evidence that she utilizes to support her claim. This is NOT an outside research paper, nor an opinion paper. This is a critical reflection paper identifying Chomsky’s arguments, claims, and evidence.

 

Paper Outline:

Because the text is outlined in six main thematic chapters, I expect students to explain the overall thesis (point/argument/contention) of each chapter, and then choose the required number of examples (myths) as support.

 

• Provide an introduction where you state the author, text name (italicize), and you provide Chomsky’s purpose in writing the text.

 

• Essay structure: After your intro, you can provide a paragraph for each of the myths you cover. Be sure in the first body paragraph for each section, you provide the overall thesis (her argument) concerning that particular section.

 

• After identifying Chomsky’s thesis for that section, you need to detail the number of myths that I list below for that section in paragraph format (the number of myths I want you to discuss in your paper vary by section, so please pay close attention to the number of myths I ask you to cover in each section).

 

• A good rule of thumb for an effective, structured essay: Write a paragraph per myth that you are discussing. What you are doing is identifying the myth, then summarizing with evidence why that myth is not an accurate reality of immigrants in the U.S.

 

• SECTION 1: Immigrants and the Economy: What is Chomsky’s overall thesis for the relationship between immigrants and the economy?

 

• Choose any 2 of the 6 myths in this section (your choice!) and identify why they are in fact myths. Provide a few examples and/or a summary of Chomsky’s evidence to support your claim.

 

 

• SECTION 2: Identify in your paper what Chomsky’s overall thesis is for the relationship between immigrants and the law.

 

• You will then choose 1 of the 3 myths of this section: Explain the myth, and provide a few examples to prove that it is in fact a myth.

 

 

• SECTION 3: What is Chomsky’s thesis on immigrants and race? What is the relationship between the two?
  • Choose 2 of the myths: Explain the myth, and provide a few examples to prove that it is in fact a myth.

 

• SECTION 4: Identify why the notion that immigrants come here only to “enjoy our high standard of living” is a myth. Provide support.

 

• SECTION 5: What is the current debate at the turn of the 20^th century? What are the most persistent notions on immigration, and how has government and society generally assessed immigration, and immigrants themselves?

 

• Please discuss and dissect Myth #s 15, 16, 17 and 20. Provide specific detail to support why this rhetoric is exactly that: myth.

 

• Provide a summary of Chomsky’s contentions made in the Epilogue. This will be your conclusion to the paper, where you use the information in the Epilogue to tie all of her discussion together, and ultimately restate her overall objective and thesis of the entire text. Please be thoughtful here. Make connections.

 

 

Technicalities:

• 5-6 (up to 9) double-spaced typed pages
• Size 12 font: Arial, Times New Roman, Cambria
• Standard 1”margins
• Numbered Pages
• Paper Title, Name, Class (Hist 40), Class Period (i.e. M/W 11:30 am), Professor’s Name, Due Date on page 1, top right or left corner
• Stapled Papers!!!!!!!
• No fancy folders necessary J
• Works Cited page: Please be prepared to utilize proper MLA (or Chicago) in-text citations. You can simply use the bottom of your last page to provide a short Works Cited, which only needs to give the proper MLA Works Cited for Chomsky’s book. No outside research or materials are necessary.
• Worth 100 points of the final grade

 

Due Thursday, November 15^th at the beginning of class! No emailed or late papers will be accepted!

 

 

 

 

Answer all parts. Be sure to write complete sentences, double space, set one-inch margins, and use Times Roman 12-point font.  For the essay questions, aim for one-and-a half to two pages for each.

A. Thomas Hobbes and John Locke were the 17th century’s preeminent political philosophers.

Identify and briefly explain one important similarity and one important difference in their political philosophies.

(10 points)

B. This semester we have studied state-building in England/Great Britain (which was covered on the first exam), France, Prussia, and Russia, focusing much attention on important rulers such as France’s Louis XIV, Prussia’s Frederick William the Great Elector, Frederick William I, Frederick II (“the Great”); and Russia’s Ivan IV (“the Terrible”), Peter I (“the Great”), and Catherine ii (“the Great”). Among these rulers, select the three you consider the most successful in the task of creating a strong state; rank them as 1, 2, and 3; and explain the reasons for your selections in terms of the quality of leadership each provided and his/her achievements. Finally, what obstacles did each of your choices have to overcome in order to create a strong monarchy?

(45 points)

C. In his essay “What is Enlightenment?” (1784), Immanuel Kant explains enlightenment as “man’s release from his self-incurred tutelage.” What did he mean? What views did he and the other philosophes advance on three of the following topics: politics, economics, law and justice, sex and marriage, the press, and education? Where possible, be sure to mention relevant books by individual philosophes on the subjects you choose. Why were the philosophes so critical of organized religion? What was Deism and why did so many philosophes embrace it? Briefly explain three important effects of the Enlightenment.

(45 points)

Bonus: What, n your opinion, does it mean to be enlightened today?

(3 points)

Course Project Part 1: Speech Outline

Assignment Overview

For your speech outline, you will begin compiling ideas for your speech and consider how you can use research to support you in developing your speech. Possible topics include an aspect related to your field of study, topics in the news, or any other topics of interest. Keep in mind that talking about what you know and are passionate about can make the speech easier to write, as well as present.

This is the first of a five-part project to compose and present a persuasive or informative speech. You will present the final speech to your instructor only, in Week 11, via YouTube video. Review the Course Project Details to review the timeline of deliverables and the descriptions of the different parts of the project.

Assignment Details:

Perform the following tasks:

• Create a 1-2 page (250-500 word) speech outline in Word to be submitted by the end of Week 4.
  • Include the following in your outline:
    • Main topic summary – Briefly describe the main topic you will be presenting in your speech (3-5 sentences).
    • Background – Briefly describe why you chose your topic (3-5 sentences).
    • Speech type– Define if your speech will be informative, persuasive, or entertainin
    • Supporting topics – Briefly discuss at least three supporting topics (i.e. subtopics) that will be discussed in your speech (3-5 sentences).
    • Conclusion – Summarize the main points of your speech and the angle or position that you plan on taking (5-7 sentences).
    • References – Brainstorm and briefly describe three ways references found via your research will help in writing and delivering your speech (3-5 sentences).

Hint: Review the Speech Grading Guidelines to get an idea of how your final speech will be graded.

Grading:

Gradable items in assignment	Points
Summarized main topic in brief but adequate detail.	30
Provided background explanation of topic.	30
Defined clearly speech type.	15
Articulated clearly supporting topics (i.e. subtopics).	15
Provided conclusion summarizing main points.	15
Described three ways references provided help.	15
Error-free grammar, spelling, punctuation.	10
Correct formatting – double-spacing, Times New-Roman, 12pt font.	10
Total Points	140

Course Project Part 2: Resources and References

Assignment Overview

Your speech should incorporate at least two resources of information, which you paraphrase, summarize, and/or quote. Using LIRN and the Internet, identify at least two sources of information that will be used to support your speech. At least one of these resources of information must be obtained through the LIRN online library resource.

This is the second of a five-part project to compose and present a persuasive or informative speech. You will present the final speech to your instructor only, in Week 11, via YouTube video. Review the Course Project Details to review the timeline of deliverables and the descriptions of the different parts of the project.

Assignment Details:

Perform the following tasks:

• Create a 2-page (500 words) Word document outlining your resources (see below) to be submitted by the end of Week 6.
• Develop a Reference page.
  • Include the following:
    • Paraphrase, summarize, and/or quote information you will use in your speech from no less than two resource
    • Explain how you will use this information to support your main and supporting topics within your speech.
    • Consider using this Source Materials and Reference List worksheet to assist you with this part of your project. This worksheet does not need to be turned in to your instructor.
    • Provide a reference list in proper APA styl

Hints: Locate the following resources on the Internet to help you format the references page and paraphrase, summarize, and/or quote the information from your sources. Your instructor can help you determine the best sources to use.

• Purdue OWL – Click on “Using Research” in the left navigation; click on “Quoting, Paraphrasing, and Summarizin”
• Citation Machine– automated citing and referencing of sources.

Grading:

 

Gradable items in assignment	Points
Correctly paraphrase, summarize, or quote from two resources.	50
Explained how information from resources supports speech.	50
Used proper APA style for citations and for references.	20
Error-free grammar, spelling, punctuation.	10
Correct formatting – double-spacing, Times New-Roman, 12pt font.	10
Total Points	140

Course Project Part 3: Written Speech Draft

Assignment Overview

Over the past few weeks, you have created a rough outline and conducted research for writing your speech. Based upon what you have already created for this project, you will write a draft of your speech to be submitted to your instructor by the end of the day Sunday for feedback. You will then have the opportunity to incorporate feedback in the next part of this project.

This is the third of a five-part project to compose and present a persuasive or informative speech. You will present the final speech to your instructor only, in Week 11, via YouTube video. Review the Course Project Details to review the timeline of deliverables and the descriptions of the different parts of the project.

Assignment Details:

Perform the following tasks:

• Create a minimum 1-page (250 words) written draft speech in Word to be submitted by the end of Week 8.
  • Include/adhere to the following in your written speech:
    • Title pag
    • Written speech (portion you will deliver in Part 4).
    • Reference page using APA styl
    • Summary regarding feedback received from your instructor on your initial draft and how it was incorporated into your final speech (5-7 sentences).
    • Double-spaced, Times New Roman, 12pt fon

Hints: Refer to the following resource located on the Internet to help you paraphrase, summarize, or quote your source materials.

• Purdue OWL – Click on “Using Research” in the left navigation; click on “Quoting, Paraphrasing, and Summarizin”

Grading:

 

Gradable items in assignment follow Written Assignment Rubric	Points
Completed the following as directed:
Organization	40
Content of speech	60
Feedback summary	20
Style	10
Writing Conventions	10
Total Points	140

Course Project Part 4: Written Speech Final

Assignment Overview

Over the past few weeks, you have conducted research and created a rough outline and submitted a draft for your speech. Based upon the feedback provided from the draft you have already created for this project, you will prepare your final copy by end of day Sunday for instructor grading.

This is the fourth of a five-part project to compose and present a persuasive or informative speech. You will present the final speech to your instructor only, in Week 11, via YouTube video. Review the Course Project Details to review the timeline of deliverables and the descriptions of the different parts of the project.

Assignment Details:

Perform the following tasks:

• Create a minimum 1-page (250 words) written final speech in Word to be submitted by the end of Week 9.
  • Include/adhere to the following in your written speech:
    • Title pag
    • Written speech (portion you will deliver in Part 4).
    • Reference page using APA styl
    • Summary regarding feedback received from your instructor on your initial draft and how it was incorporated into your final speech (5-7 sentences).
    • Double-spaced, Times New Roman, 12pt fon

Hints: Refer to the following resource located on the Internet to help you paraphrase, summarize, or quote your source materials.

• Purdue OWL – Click on “Using Research” in the left navigation; click on “Quoting, Paraphrasing, and Summarizin”

Grading:

 

Gradable items in assignment follow Written Assignment Rubric	Points
Completed the following as directed:
Organization	40
Content of speech	60
Feedback summary	20
Style	10
Writing Conventions	10
Total Points	140

 

Part 1: Government websites by State/local questions from Governing Cal. State & Local Governments-3

Your task is Search for government website within from your LA county district# 

Submit (3) websites relevant to (3) questions from readings documents, Governing Cal. State & Local Governments-3 below:  

Choose 3  questions choices from the following:

•   Example of local government’s Legal Framework: general-law v. charter?  search  (1) either a city or school district or special district within your County # map, click Zipcode Map
• Example of a Los Angeles County government One type of service website?
• Example of the LAFCo’s role, incorporation process, website?
• Example of a City government services website? within your County # map, click Zipcode Map
• Example of a  City Government representation system, mayor-council vs. council-manager system? within your County # map, click Zipcode Map
• Example of  a County  limited -purpose of Special districts,
• Example of a  regional government and the problem it addresses?

The Process?  Search government websites based on Three (3) of the above bullet point or questions,

NOTE: the above questions are from module 3 click, Governing Cal. State & Local Governments

Source for the websites either google the name of the Local government from The map or use the LA County website click  https://lacounty.gov/government/

Part 2: Census and Demographics

Three website guides — Submit (2) websites and data relevant to the above (3) government websites Above:

County Statistics is an option:

• Go to the  Los Angeles County, click  https://lacounty.gov/government/  > Census 2020  >
• Once on 2020 Census click top of the page tab resources > additional resource > census maps & profiles by county district number [your group # zipcode map] click, https://census.lacounty.gov/
• Zipcodes, map, and stat is a good start  to review demographic and other activity within [your group # zipcode map]

Equity  website on economic, earnings outcomes option:

• Go to click,  https://opportunityatlas.org/     to review the orientation  to the website and [click LA story]

–Background story to the website: click, NPR story (Links to an external site.)

(or copy/paste to URL:  https://www.npr.org/2018/11/12/666993130/zipcode-destiny-the-persistent-power-of-place-and-education )

Review for terms and possible national topic (left column) that may apply to your zip codes,

Equity  website on broad demographic, economic, readiness  option:

Go to, https://nationalequityatlas.org/

Click TAB INDICATORs > demographics and equity  dropbox 

General Los Angeles County data by Zipcode  option

Go to Additional Database: Los Angeles click,  http://www.laalmanac.com/cities/ci99a.php 

Since 1998, the Los Angeles Almanac has been a unique online reference devoted to providing statistical and narrative information about the people, places, and stories that make up the incredible panorama of Los Angeles County.

checklist

Did you include state/local group #.  click, People

How do I view my Canvas groups as a student?

https://community.canvaslms.com/docs/DOC-10661-421255565 (Links to an external site.)

1. does the submission include:

•  (3) government websites ? Are the websites of governments within the LA county board district = your group #?
• (3)  URL/links of each of the website by question example?
• (3) labeles or Titles

Are the government website(s) relevant to the questions? Explain with a note/sentence “how you found the site/relevant answer” 

Part 2

Part 2 census/demographic

• Did you include at least (2) two (website sources)? with url/links?
• zip code?
• Example of Data category that interested you?

Title your selection, i.e., the demographics, equality, and location, & Zipcode and how you found the data about people, economic status within your group# district, or Los Angeles County?

Read the passages below and write an essay that addresses the following:

• What is the position in each passage?
• What evidence or reasons are given in support of each position?
• Which position is more convincing and why?

Do no additional research on the topics other than using a dictionary.

The Controversy:  Does fracking contribute to global warming?

 

Passage 1.  Pro:  from “Fracking Contributes to Global Warming” by Louis W. Allstadt

The fracking that’s going on right now is the real wake-up call on just what extreme lengths are required to pull oil or gas out of the ground now that most of the conventional reservoirs have been exploited—at least those that are easy to access.

First of all you have to look at what is conventional oil and gas. That was pretty much anything that was produced until around 2000. It’s basically a process of drilling down through a cap rock, an impervious rock that has trapped oil and gas beneath it. And once you’re into that reservoir—which is really not a void, it’s porous rock—the natural pressure of the gas will push up the gas and oil.

Now what’s happened is that the prospect of finding more of those conventional reservoirs, particularly on land and in the places that have been heavily explored like the US and Europe and the Middle East just is very, very small. And the companies have pretty much acknowledged that. All of them talk about the need to go to either nonconventional shale or tight sand drilling or to go into deeper and deeper waters or to go into really hostile Arctic regions and possibly Antarctic regions.

Both the horizontal drilling and fracturing have been around for a long time. The industry will tell you this over and over again—they’ve been around for 60 years, things like that. That is correct. What’s different is the volume of fracking fluids and the volume of flowback that occurs in these wells. It is 50 to 100 times more than what was used in the conventional wells.

The other [difference] is that the rock above the target zone is not necessarily impervious the way it was in the conventional wells. And to me that last point is at least as big as the volume. The industry will tell you that the mile or two between the zone that’s being fracked is not going to let anything come up.

But there are already cases where the methane gas has made it up into the aquifers and atmosphere. Sometimes through old well bores, sometimes through natural fissures in the rock. What we don’t know is just how much gas is going to come up over time. It’s a point most people haven’t gotten. It’s not just what’s happening today. We’re opening up channels for the gas to creep up to the surface and into the atmosphere. And methane is a much more potent greenhouse gas in the short term—less than 100 years—than carbon dioxide.

Source Citation

Allstadt, Louis W. “Fracking Contributes to Global Warming.” Natural Gas, edited by Dedria Bryfonski, Greenhaven Press, 2015. Opposing Viewpoints. Opposing Viewpoints in Context, Accessed 12 Dec. 2016. Originally published as “Former Mobil VP Warns of Fracking and Climate Change,” Truthout.org, 19 July 2013.

 

 

Passage 2.  Con:  from “Fracking Does Not Contribute to Global Warming” by Coral Davenport

A new study in the Proceedings of the National Academy of Sciences concludes that hydraulic fracturing—the controversial technique behind the nation’s recent oil and gas boom—doesn’t appear to contribute significantly to global warming, as many environmental groups have warned.

It’s great news for oil and gas companies such as ExxonMobil, Shell, and Chevron, which have relied on breakthroughs in so-called fracking technology to cheaply unlock vast new reserves of domestic oil and natural gas that had been trapped underground in shale-rock formations.

“It’s very good news,” said Richard Keil, a spokesman for ExxonMobil, of the study. “This is a groundbreaking survey. It’s the most extensive one that’s been done yet, and it serves to add important new evidence that hydraulic fracturing does not contribute to climate change—it does not contribute methane emissions at levels higher than those set by the Environmental Protection Agency [EPA].”

The study concluded that the majority of hydraulically fractured natural gas wells have surface equipment that reduces on-the-ground methane emissions by 99 percent, although it also found that elsewhere on fracking rigs, some valves do allow methane to escape at levels 30 percent higher than those set by EPA. Overall, however, the study concludes that total methane emissions from fracking are about 10 percent lower than levels set by EPA.

The $2.3 million study was conducted by scientists at the University of Texas, with funding provided by nine energy companies, including ExxonMobil, and one environmental group, the Environmental Defense Fund. A spokesman for the University of Texas said that while the companies contributed money to the study, they had no input on the research or results, which were subject to independent peer review before being published in the Proceedings of the National Academy of Sciences, one of the nation’s most prestigious scientific journals.

University of Texas researchers say their yearlong study, which involved measuring methane emissions from 190 natural gas production sites in the Gulf coast, mid-continent, Rocky Mountains, and Appalachia, is far more comprehensive than [other studies], which relied on existing data rather than new fieldwork.

Source Citation

Davenport, Coral. “Fracking Does Not Contribute to Global Warming.” Natural Gas, edited by Dedria Bryfonski, Greenhaven Press, 2015. Opposing Viewpoints. Opposing Viewpoints in Context, Accessed 12 Dec. 2016. Originally published as “New Study Says Fracking Doesn’t Contribute to Global Warming,” National Journal, 16 Sept. 2013.

Essays will be evaluated on the following criteria:

1. IDEAS–focus on topic; effective support; explains & discusses main points
2. ORGANIZATION–underlying plan to guide reader; progresses logically
3. WORDING / DICTION–clear, straight-forward, lacks wordiness & inappropriate expressions
4. SENTENCES–clear & well-constructed; avoids fragments & run-ons; variety in structure & length
5. GRAMMAR–reflects standard written English; spelling & punctuation do not interfere with meaning
6. MEETS OBJECTIVE–follows written assignment directions