To prepare for this Discussion:Review this week’s Learning Resources, noting the ways in which indigenous groups ally themselves with others and adapt to change.Identify a threat to cultural and biological diversity and/or environmental justice and sustainability in an indigenous group.Investigate whether or not the indigenous group is partnering with an external activist to maintain cultural and biological diversity and/or promote environmental justice and sustainability.Detail the joint actions undertaken, or the opportunity for joint actions that could be undertaken, to work toward diversity, justice, or sustainability for indigenous peoples.With these thoughts in mind:By Day 3Post two paragraphs that describe the joint actions undertaken—or that could be initiated—toward maintaining cultural and biological diversity or promoting environmental justice and/or sustainability for the indigenous group you identified. Analyze to what extent diversity, justice, and sustainability are important for the future of indigenous peoples.Be sure to support your ideas by connecting them to the week’s Learning Resources, or something you have read, heard, seen, or experienced.Read a selection of your colleagues’ postings.By Day 5Respond to at least two of your colleagues’ postings that contain a perspective other than yours.Explain how your colleagues’ perspectives do either of the following:Align with or complement your perspective.Contrast with or are in opposition to your perspective.To prepare for this Discussion:Review this week’s Learning Resources, noting the ways in which indigenous groups ally themselves with others and adapt to change.Identify a threat to cultural and biological diversity and/or environmental justice and sustainability in an indigenous group.Investigate whether or not the indigenous group is partnering with an external activist to maintain cultural and biological diversity and/or promote environmental justice and sustainability.Detail the joint actions undertaken, or the opportunity for joint actions that could be undertaken, to work toward diversity, justice, or sustainability for indigenous peoples. Learning ResourcesRequired ReadingsWelsch, R.L. & Vivanco, L.A. (2017). Anthropology: Asking questions about humanity (2nd ed.). Oxford, U.K.: Oxford University Press. Chapter 7, “ Environmental Anthropology: Relating to the Natural World” (pp.165-181)“Social and Economic Inequality: Why Poor Neighborhoods and Marginalized People Face the Greatest Environmental Risks” (pp.185-186)“Anthropology Confronts Climate Change (pp. 186-187)The chapters from this course text provide details on biodiversity and environmental change.Aikau, H. K., & Spencer, J. H. (2007). Introduction: Local reaction to global integration—The political economy of development in indigenous communities. Alternatives: Global, Local, Political, 32(1), 1–8.This article focuses on indigenous groups from North America, South America, and Asia. The authors compare these groups as a case study of the effects of globalization, politics, development, and planning.Partlow, J. (2008, October 14). Doubt, anger over Brazil dams; As work begins along Amazon tributary, many question human, environmental costs. The Washington Post, A11.In this article, the author describes the construction of two hydroelectric dams on the Madeira River, a main tributary of the Amazon. Partlow shares the impact these dams have on the local indigenous groups and the environment.Valdivia, G. (2007). The “Amazonian trial of the century”: Indigenous identities, transnational networks, and petroleum in Ecuador. Alternatives: Global, Local, Political, 32(1), 41–72.This article details the participatory relationship of indigenous groups and organizations like FEINCE, OISE, and FOISE in the Ecuadoran Amazon. This relationship has been forced by a lawsuit against Chevron Texaco.Required MediaTEDx Talks. (Producer). (2013). Taking indigenous world-views seriously: Juan Barletti at TEDx University of St Andrews 2013 [Video]. Retrieved from Note: The approximate length of this piece is 10 minutes.

In this assignment, you will complete the following steps: Create: Create an outline with a thesis and supporting evidence for your point of view: The United States should or should not have helped Germany recover from World War II. Write: Write a five-paragraph argumentative essay based on your outline. This section is worth 10 points. See the scoring rubric below for more details on how you will be graded.Now that you have reviewed the causes and effects of both world wars, create an outline for an argumentative essay on whether the United States should have helped Germany recover from World War II. You will need to support your argument with at least three pieces of evidence to explain why. Use the historical facts that you have learned in this activity and in past lessons. You may also want to use the following resources: The Mackinac Center for Public Policy: "Germany and the Great Depression"PBS: "Berlin Blockade"Library of Congress: "The Marshall Plan"The Soviet Union and Europe After 1945The outline will help you organize and focus your essay. To make an outline, number the main topics with Roman numerals and the supporting subtopics with capital letters. Details that support a subtopic are numbered 1, 2, 3, and so forth. Generally, you should never have just one topic, subtopic, or supporting detail; if you have one, you should have at least a second. You may use short phrases or whole sentences but not both in the same outline. Use the outline template below. Notice that it begins with a thesis statement, which is a sentence that sums up your topic and opinion. Think of this sentence as an answer to a question. In this instance, your thesis statement should be the one-sentence answer to the question: "Should the United States have helped Germany following World War II?" As you form your opinion, consider these questions:How did World War I start?What happened to Germany at the end of World War I?What was life like in Germany after World War I?How and why was Hitler able to take power in Germany?Is there a connection between the end of World War I and the beginning of World War II?How did World War II begin?What were the effects of World War II?What was Germany like at the end of World War II?How did the future of Europe look at the end of World War II?What was the Soviet Union's position at the end of World War II?OutlineI. Introduction Thesis (Answer the question in a complete sentence: Should the United States have helped Germany recover from World War II?) A. Summary of First Reason (Simply list your reasons in a few sentences.) B. Summary of Second Reason C. Summary of Third ReasonII. First Reason A. Support B. Support III. Second Reason A. Support 1. Details 2. Details B. Support 1. Details 2. DetailsIV. Third Reason A. Support B. Support 1. Details 2. DetailsV. Conclusion (Restate your belief.) A. Summary of Reasons B. Possible Future ImpactThis section is worth 20 points. See the scoring rubric below for more details on how you will be graded.The final step in this activity is to write an argumentative essay based on your outline that answers the question "Should the United States have helped Germany recover from World War II?" Follow the guidelines below for writing your essay.Your essay should be five paragraphs long.Your first paragraph should contain your thesis statement and a summary of your supporting evidence.Your body paragraphs should focus on your supporting evidence.Cite your sources using MLA formatting.Use words or phrases to link ideas and sentences and to show the relationship between your opinion and your reasons.Maintain a formal style and objective tone; let the facts, rather than overly emotional language, make your argument.Your fifth paragraph should contain your concluding statement, which summarizes and follows from your thesis.Your final page should be a works-cited page for all the sources that you have used; these should also be cited within the body of your essay.For information on how to cite your sources by using MLA formatting and creating a works-cited page, visit the websites below.For a description of citing your sources within the body of your essay: https://owl.purdue.edu/owl/purdue_owl.html.For a description of a works-cited page: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_page_basic_format.html.For a sample works-cited page:https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_sample_works_cited_page.html.Here is the rubric on which your outline and essay will be graded. Outline (10 points)Points PossiblePoints AwardedThe student’s outline follows the template formatting and contains an introduction with a thesis, supporting evidence, and conclusion.5 The student's outline shows a clear organization of the supporting evidence.5 Write (20 points)Points PossiblePoints AwardedThe student’s essay effectively connects ideas and shows relationships between them.3 The student’s essay contains five paragraphs that follow the outline. 3 The student’s introduction contains a thesis, a precise claim with supporting evidence.4 The last paragraph contains a thoughtful, summarizing conclusion. 4 The student maintains a formal style and an objective tone.3 The student cites all sources quoted within the text of the essay and on a works-cited page.3 Total30 Comments: Copyright © 2018 Apex Learning Inc. Use of this material is subject to Apex Learning's Terms of Use. Any unauthorized copying, reuse, or redistribution is prohibited. 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