HIST 122 An Analysis of The Doolittle Raid Discussion Responses
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
The perfect number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
HIST 122 An Analysis of The Doolittle Raid Discussion Responses
Description
just need a response to each of these discussion posts.:
1) For this weeks discussion I’m going to talk about a import event in World War 2. There are many events that come to mind. From D-Day to the battle of Iwo Jima. I’m going to talk about the Doolittle Raid. The Doolittle Raid took place on April 18th 1942. It was in retaliation due to the Japanese Attacking Peral Harbor. After the attack on December 7th 1941 moral in the United States was at a all time low. The Americans needed a win. The idea came from U.S. Navy Capt Francis S Low with the idea of launching U.S. Army Air Force bombers off the deck of a Navy carrier. The commander who was picked to lead this mission was Lt Col James Doolittle. They picked the B-25 Mitchel for the raid which was heavily modified doubling the fuel range, removing the radios and adding fuel tanks where turrets use to be. Mock tail guns were added out of broom sticks that were painted black. On April 1 1942 the B-25s were loaded onto the USS Hornet at Naval Air Station Alameda and the carrier took off out of San Francisco Bay. There were 5 groups that would take off from the USS Hornet hitting targets in Tokyo, Yokohama, Yokosuka, Nagoya, Osaka and Kobe. On April 18th a Japanese Patrol boat found the task force heading towards Japan. The USS Nashville quickly sank the ship. However a message was intercepted by the USS Hornet of the Japanese’s Patrol boat alerting the Japanese’s of American ships. Lt Col Doolittle was hoping to launch his B-25s 400-600 miles from the Japanese coast. The order to launch was given and the B-25s were more then 820 miles away. The Raiders were ordered to avoid all nonmilitary targets especially the Imperial Palace. The first B-25 took off at 8:20am and all the Raiders were airborne within a hour. The Raiders flow low to the ground to avoid Japanese radar. When the raiders were about to hit their targets they climbed to 1200 feet dropped there bombs then decreased altitude to treetop level. An estimated 14 tons of bombs were dropped on the Japanese’s mainland. The raiders did damage to factories, ammunition dumps, naval facilities and military barracks. The Japanese fired flack at the Raiders but didn’t hit any of the B-25s. After the raid all B-25 made their way to China. Since it was deemed imposable to land the B-25 back on the USS Hornet. Only 3 of the 16 B-25 failed to reach China. One was low on fuel and went to Vladivostok in the USSR. Two crews were captured by the Japanese in China after bailing out of there B-25. The bombing did very little physical damage against the Japanese. But it was a enormous psychological effects on the U.S. and Japanese. It showed the Japanese that they are not safe and the the U.S. can strike their country. After what happen in Peral Harbor it was a huge win for Americans everywhere. It boosted the moral of every Soldier, Airmen, Marine and Sailor.
Ronnie
2) Italy, Japan, and Germany all participated in acts of aggression leading up to the second world war. Within their own countries, they saw changes to more hostile leaders. In 1922 Benito Mussolini came to power in Italy and in 1933 Adolf Hitler came to power in Germany (Imperial War, 2018). A few years after Mussolini came to power in Italy, they invaded what is now Ethiopia with hopes to take over some of their land (Imperial War, 2018). Britain and France attempted to respond to Italy, but they were not successful, which gave Germany confidence to move military to Rhineland (Imperial War, 2018). Again, Britain did not respond with strength. A couple years later Hitler took over Austria and shortly after he threatened war when he wanted to take over Czechoslovakia (Imperial War, 2018). During this same time period, Japan was also looking at expanding it land and did so by invading part of China and taking over the area (“A specter abroad”, 2019). After successfully taking over a portion of China in 1931, they invaded the rest of China in 1937 (“A specter abroad”, 2019). The final straw, and the start of World War II, was when Germany invaded Poland in September 1939 (Imperial War, 2018). A year later the Tripartite Act formed the Axis, which was made up of Germany, Italy, and Japan (“A specter abroad”, 2019). The combination of Italy, Japan, and Germany’s aggression and Britain and France not holding a strong front, led to the second global war.
HIST 122 An Analysis of The Doolittle Raid Discussion Responses
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: The student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly address the relevant content; failing to identify or inaccurately explain key concepts or ideas; ignoring or incorrectly explaining key points or claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not fully explaining the relevant content; identifying some of the key concepts or ideas, though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims or points, but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates a solid understanding of the relevant material by correctly addressing most of the relevant content, identifying and explaining most of the key concepts and ideas, using correct terminology, explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates an exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content, identifying and explaining all of the key concepts and ideas, using correct terminology, explaining the reasoning behind key points and claims, and substantiating, as necessary or useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of sources (worth a maximum of 20% of the total points) |
Zero points: The student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out of 20 points: Sources are seldom cited to support statements, and/or the format of the citations is not recognized as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable The student fails to provide an adequate synthesis of the research collected for the paper. |
10 out of 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. There are frequent errors in the APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors in the formation of the references and citations. And/or there is a significant use of highly questionable sources. |
15 out of 20 points: Credible scholarly sources are used effectively to support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in references and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to provide compelling evidence to support claims and are clearly and fairly represented. The APA 6th Edition format is used accurately and consistently. The student uses references above the maximum required in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: The student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas or points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or there are numerous grammatical, spelling, and punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering, and/or repetitive; poor organization; and/or some grammatical, spelling, and punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation; and logical organization; and the essay is error-free. |
Structure of the Paper (worth 10% of total points) |
Zero points: The student failed to submit the final paper. |
3 points out of 10: The student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: The appearance of the final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. The font size might not conform to size requirements. The student also significantly writes too much or too little paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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