In order to complete this assignment, you need to have read the Group Discussion Board Forum 1 Instructions, the Star Trek episode synopsis found in the Module/Week 3 Reading & Study folder, and chapter 3 of the Hasker textbook. You also need to have viewed the video presentation “The Mind/Body Problem” and the PointeCast presentation “Proposed Solutions to the Mind/Body Problem.” If you have not done so, stop now to read and view that material.
For your thread: After reading the synopsis (or viewing the episode), write a substantive response (at least 350 words) and post it in the forum. Your thread must address the first question below. You may also address several of the other questions, but the bulk of your response must be on the first question and relating the story to chapter 3 of the Hasker textbook as well as both the video presentation “The Mind/Body Problem” and the PointeCast presentation “Proposed Solutions to the Mind/Body Problem.” Any quotes from sources must be cited and will not count towards your word count.
From your reading of Hasker, and using the categories he uses, what view of the mind/body problem do you think is exhibited by Picard? By Maddox? Support your answer.
Maddox lists 3 criteria for a being to be sentient: intelligence, self-awareness, and consciousness. Are these adequate? Can you think of other properties or characteristics a being needs to have in order to be considered a “person”? What might they be?
Do you think that artificial intelligence to the level as it is presented in the story will someday be possible? Why or why not?
Do you think Maddox is right when he claims that Picard is being “irrational and emotional” in his view of Data?
Do you agree with the JAG officer’s final ruling? Why or why not?
If A.I. does become possible, will we have obligations to treat machines “ethically”?

NO PLAGIARISM

FOLLOW THE INSTRUCTIONS COMPLETELY

ORIGINAL THOUGHTS ONLY

Background
The year is 1916. The Great War (WWI) has been raging for over a year. The United States has remained neutral and stayed out of the conflict. Opinion in the States is sharply divided as to what our role should be in this conflict. Should we stay out of it completely and only offer humanitarian aid to victims of the war? Or should the US join the war? If the US joins the war, who should we support?

First watch this video that describes the state of the United States at the start of World War I. (9:26)
https://www.youtube.com/watch?v=57JKPEryvXQ

Next, watch this short clip on Woodrow Wilson and how he wanted to make the world safe for Democracy. (1:26)

• Woodrow Wilson makes the world safe for Democracy – http://www.pbs.org/wgbh/americanexperience/features/the-great-war-woodrow-wilson-decider/

Lastly, take a look at these three (3) online exhibits that show how poster art was used to sway opinions of the American people either for or against the war.

• New York’s Library of WWI Propaganda – https://www.nypl.org/events/exhibitions/overhere/more
• Library of Congress Selling America on WWI Online Exhibit – http://americanhistory.si.edu/advertising-war
• Echoes of the Great War – American Experiences of WWI (includes positions for and against the war) – https://www.loc.gov/exhibitions/world-war-i-american-experiences/online-exhibition/?loclr=blogloc

Think about the different opinions about America’s involvement in World War I, all the different people who have those options, and why. You will choose one position for or against joining the war and one perspective for this assignment.

Assignment
Your assignment is to create a “propaganda poster” either for or against the US entering WWI. Your poster must be a combination of graphics, photos, or other images that you find from your research and a short slogan or other motivational saying supporting your cause. You must provide a reference on the poster worksheet for each graphic, photo, or other image that you use in your poster unless you created it yourself. There is a list of resources to get your started at the end of this assignment that are also listed in the course shell.

Your “poster” can be on a PowerPoint slide, a Google slide, Google Drawing, a Word doc, a pdf, or other presentation format. Once you have created your poster, it is best to save it to a pdf format. You will also fill out the poster worksheet to explain your poster and list the sources you used in making your poster. Upload both your poster and the poster worksheet through the submit button here in Blackboard.

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Requirements

• Create a poster. Requirements for the poster:
  1. Clearly convey one of the positions listed below. The United States should:
     • Remain neutral and only proving humanitarian aid.
     • Join the Allies.
     • Join the Central Powers.
  2. Have at least one statement that advocates for your position.
     • e.g. Dogs for neutrality!! Don’t let your masters pull you into this needless war!! Who will defend them when you are gone?
  3. Include information about who you are and why you are advocating for that position either in an additional statement or in a graphic form.
     • Are you an immigrant supporting your home country or your new country?
     • Are you a union worker who agrees or disagrees with the union position on the war?
     • Are you a concerned US citizen speaking out about US policies or issues of equality?
     • This does not have to be based on who you are now.
  4. Have at least one illustration, photograph, or other graphic that helps convey your position.
  5. Be easy to read and show some thought about the design. (Don’t just slap images and words on a slide and call it done.)
• Turn in the poster worksheet, completely filled out. Change the file name to your last name, first name and section number

See the sample poster, Dogs Against War!

A tutorial on how to design a propaganda poster – https://www.slideshare.net/lindou/google-drawing-propaganda-posters

A tutorial on Google Drawing – http://www.lindajdougherty.com/2016/01/googe-drawings-for-poster-creations.html

Need help with PowerPoint? Use this guide here – http://guides.lib.unc.edu/posters/pptwindows2016

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Course Objectives

• Recognize the major turning points in American history since the Civil War.
• Specify ways that women and minorities have responded to challenges and made contributions to American culture.
• Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
• Use technology and information resources to research issues in contemporary U.S. history.
• Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

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Links for Research and Images

African-Americans in the War

• Eugene Bullard – African American who joined the French Foreign Legion and fought for France
  • http://www.pbs.org/wgbh/americanexperience/features/the-great-war-eugene-bullard-american-france/
• Harlem Hellfighters – African American unit in France
  • https://www.youtube.com/watch?v=eEuoAl1elLU

Anti-War Effort

• Online articles on the Anti-War effort of WWI, including a section on Labor and Socialism
  • http://depts.washington.edu/antiwar/WW1_intro.shtml
• The Industrial Workers of the World (IWW) Anti-War Resolution
  • https://www.iww.org/sv/history/resolutions/Convention_war_1916
• Walter Fuller’s exhibits for the Anti-Preparedness League opposed to the War
  • http://www.theletterworthpress.org/WalterFuller/Documents&images.html#WaW
• Jingo the Dinosaur – the mascot for the Anti-Preparedness League
  • https://www.smithsonianmag.com/science-nature/jingo-the-dinosaur-a-world-war-i-mascot-57348765/

Immigrants and Other Social Movements

• Library of Congress Online Resources on Immigration (has information on many different groups who immigrated to America)
  • https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/index.html
• Harvard University Open Collection on Immigration
  • http://ocp.hul.harvard.edu/immigration/scope.html
• Mapping America’s Social Movements – includes experiences for immigrants, African Americans, women, labor movements, and many others.
  • http://depts.washington.edu/moves/index.shtml
• WWI and the Suffragettes
  • https://www.nps.gov/articles/womens-suffrage-wwi.htm

 

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