address how site administrators can strive to accommodate all stakeholders while taking responsibility for what happens on the school campus.

It is important to note that the first reaction most principals have to situations such as the one described in the case study is to deflect blame towards the school district. Although never easy, being a professional means working with what you have and making decisions with the resources available. Metaphorically, throwing your hands in the air and lamenting that the school district is to blame does nothing to address the issues. Successful school leaders develop a holistic perspective that sees the bigger picture.

The purpose of this assignment is to address how site administrators can strive to accommodate all stakeholders while taking responsibility for what happens on the school campus.

Part 1: Case Analysis

Respond to the case study by addressing the following :

  1. Brief summary of the case
  2. Identify the issues to be resolved
  3. Stakeholders involved in the issues
  4. One or two existing laws or court rulings that relate to the issues
  5. District policies that relate to the issues
  6. Possible solutions to the issues
  7. The solutions chosen to resolve the issues
  8. Action steps (2-5) for implementing each solution, including a timeline for each step
  9. Potential moral and legal consequences of each solution

Part 2: Rationale

Support the case analysis with a 250-500 word rationale explaining the solutions you chose and how each solution:

  • Reflects professional ethics, integrity, and fairness.
  • Promotes social justice and ensures that individual student needs inform all aspects of schooling.
  • Promotes collaboration, trust, learning, and high expectations.

Cite the case and any other source documents as appropriate.

If possible, share your analysis with your principal mentor and make revisions based on his or her feedback before submitting with Part 1.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and any source documents should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

At what point does the Haitian Revolution become “revolutionary”? 

Historians have to grapple with the multiple causes of events. In the historiography of the Haitian Revolution, historians were long split between the Revolution being driven by external factors—such as the view of R. R. Palmer that the events in Haiti were an outgrowth of the French Revolution—and arising out of internal factors—such as the view of C. L. R. James that events in Haiti were driven by the enslaved populace’s desire for freedom.

For this assignment: using at least three primary sources from Geggus’ The Haitian Revolution: A Documentary History, evaluate at least two causes of the Haitian Revolution. Your essay should be between 800 and 1000 words. Some questions to consider (you do not have to answer all of them):

At what point does the Haitian Revolution become “revolutionary”?

How do different groups within colonial/revolutionary Haiti disagree on the definitions of “liberty” and “freedom”?

What’s the role of Enlightenment ideas? Vodou cosmology? Kongolese ideas of kingship?

How much of the revolution is dependent on the military skills and strength of the participants?

Are there continuities in Haitian life between 1780-1810?

How are the sources we have available shaped by their creators?

What disagreements arise between French Revolutionary and Haitian leadership? Between the Haitian leadership and the farm workers?

What are the hazards of crediting the Haitian victory to yellow fever? Of ignoring environmental factors?

What then, are readers of Abraham and Isaac supposed to learn, to believe, based on what Abraham goes through, in contrast to the lessons readers are supposed to gather from reading about Laius and Oedipus? 

Abraham finds himself in a situation not entirely different from Laius, the father of Oedipus. Like Laius, Abraham is a leader of his people. Laius gets guidance, or a warning from an oracle who is in touch with Laius’s god, Apollo. Abraham is spoken to by his God.

Laius take action because his god tells him son will kill him. And for his part, Abraham is prepared to sacrifice his son because of direct instruction from his God.

But readers of this story from The Book of Genesis have a very different opinion of Abraham and his predicament than do readers of Oedipus Rex, and the difficulties of Laius, Oedipus’s father.

The author, or at least, the transcriber(s) of Abraham and Isaac, are trying to assert some pretty clear lessons about Abraham and his role in a new mono theocratic society.  The lesson asserts things about Abraham, and it also effectively discredits things about those pre-Abraham religions, those pagan religions, such as were believed in the time of Sophocles and Oedipus.

What then, are readers of Abraham and Isaac supposed to learn, to believe, based on what Abraham goes through, in contrast to the lessons readers are supposed to gather from reading about Laius and Oedipus?

Find a website related to your major that summarizes data and uses graphs, and share it with the class.  Let us know how it relates to your major and why it is of interest to you. 

The internet is host to a wealth of information and much of that information comes from raw data that have been collected or observed.

Many websites summarize such data using graphical methods discussed in this chapter.

Find a website related to your major that summarizes data and uses graphs, and share it with the class.  Let us know how it relates to your major and why it is of interest to you.