Category: History

A. Discuss three major changes in race relations (i.e., laws, amendments, labor arrangements, working conditions, migration patterns, socioeconomic changes) that resulted from Reconstruction (suggested length of 2–3 paragraphs).
B. Describe two consequences of industrialization on American politics and/or society (suggested length of 2–3 paragraphs).
C. Explain the rise of the Progressive movement (suggested length of 2–3 paragraphs) by doing the following:
1. Describe the role of religion and social morality in promoting Progressive reforms.
2. Describe two reform movements that helped to define the Progressive Era.
3. Discuss one impact of the Progressive movement on American politics (i.e., amendments, legislation, diplomatic decisions).

D. Explain (suggested length of 2–3 paragraphs) the role of American imperialism in leading the United States into two of the following conflicts:
• Hawaiian Annexation
• War in the Philippines
• Spanish-American War
• World War I
E. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content.
1. Include the following information when providing source references:
• author
• date
• title
• location of information (e.g., publisher, journal, or website URL)

Prompt
For this source analysis paper, you will analyze “The Great Turn.”
In preparation for the drafting and writing of this paper, read the following primary sources:
A Year of Great Changes by Iosif Stalin, November 7, 1929
https://snhu-media.snhu.edu/files/course_repository/undergraduate/his/his235/extra_stalin_a_year_of_great_change.pdf
Problems of Agrarian Policy in the USSR by Iosif Stalin, December 27, 1929
https://snhu-media.snhu.edu/files/course_repository/undergraduate/his/his235/lecture8_stalin_problems_of_agrarian_policy.pdf
Examine the above documents, taken from speeches given by Iosif Stalin shortly after his ascension to power.
In what terms, and on what grounds, does he justify his abandonment of NEP in favor of policies like the First Five-Year Plan and the collectivization of agriculture?
Use additional resources to support your conclusions as necessary. Address the following critical elements for this task:
Communicate a clear thesis statement regarding Stalin’s political practice of statism.
Define “statism” under Stalin’s leadership, and evaluate Stalin’s justification for abandoning Russia’s New Economic Policy (NEP) in favor of statism.
Define and analyze the impact of Stalin’s First Five-Year Plan.
Evaluate Stalin’s justification for the collectivization of agriculture.
Analyze the impact of Stalin’s statism on the history of Russia.
What to Submit
Submit the assignment as a Word document with double spacing, 12-point Times New Roman font, one-inch margins, and in Chicago citation.

Your final research project requirements are a paper 4 pages in length; the cover page and reference page are not included in the page count, but are still included using APA formatting.
Please be sure to include 4 full pages of text!
We are using APA formatting for this paper.
Be sure to include at least the 2 primary and 2 secondary sources you had approved in week 2. Your thesis statement should be included from week 4. Remember, you do not need to include any wording about who your audience is, rather, just focus the paper with needed elements to communicate your topic to them.

No idea is more fundamental to Americans’ sense of themselves as individuals and as a nation than freedom.” (Foner, et al, Preface to Give Me Liberty!, xxxi)
If there is a single idea that has unified the narrative of this course on American history it is the idea of freedom. Yet, as we have seen, freedom is a far more complicated idea that it might first seem. When Thomas Jefferson wrote the Declaration of Independence he stressed the universal and innate character of human freedom, prior to the establishment of any political state:
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” (Jefferson, Declaration of Independence)
Certainly, Jefferson’s aim was to conceive of a more fundamental—and unalienable—concept of freedom than that which colonists exercised under the “English Liberties” established by the British constitutional monarchy. Yet, in practice, freedom in American history is far more inconsistent, contested, restricted, denied, and that many have had to struggle to attain freedom’s basic exercise.
For the third and final paper of the course you will develop a unique historical argument about the meanings of freedom since the end of the Civil War: how it was exercised by some and not others; how some Americans conceived of their own freedom as dependent upon its denial to others; how it has been achieved by some and then lost; how Americans have used the idea of freedom to define their sense of identity in different historical contexts.
Requirements for Paper 3:
Choose three events from three separate historical periods in which the idea of freedom is present in some sense. Each event you choose must come from the following historical periods (one event from each period):
Reconstruction to the Progressive Era (1865-1920)
World War I through Watergate (1914-1973)
Neoliberalism to the present (1970-2024)
For each event you choose, explain how freedom was exercised, attained, restricted, denied, or otherwise struggled for.
For each event explain either the continuity of freedom over time (how it endured, or was reinforced), or its discontinuity (how it was modified or changed from earlier periods).
To support your argument, in your paper, for each event that you analyze, discuss (at least) one primary source from the course reading assignments (either from Voices of Freedom or other assigned readings, but not from sources other than those assigned). Also, select sources that were not analyzed in previous papers (do not choose Douglass, Luce, or Wallace).
Based on your historical analysis, develop a thesis about the meaning and significance of the idea of freedom in American history. For example: Why is freedom significant? Why is it contested? Why is it elusive?
For the paper it is absolutely imperative that you cite your sources using one of the acceptable academic citation styles (MLA, APA, Chicago, etc.), and that the citations appear correctly in the body of your paper. If you fail to submit a paper with citations you will fail the assignment. You must cite your sources.
Your paper must be submitted to Turnitin. There is a link to upload your paper on this page.
The paper must include the following:
A descriiptive title.
A thesis statement and an argument.
Provide evidence from primary sources among the course readings to support your thesis statement. The evidence must come from the texts themselves.
Use in-text citations when quoting or paraphrasing a source (either parenthetical citations or footnote/endnotes).
Include a bibliography at the end of your paper.
1000-1500 words (a minimum of 4 full pages, roughly, 4-6 pages).
10 or 12-point readable font, double-spaced, with 1” margins
Submit your paper on Canvas using the Turnitin link. You will only be able to submit your paper once. You must submit the file in a .doc, .docx, or .pdf file format, but not in a .pages format or with a Google Docs link.

Please respond to the following essay prompt. Your answer
should draw upon lecture notes and course readings (both the three monographs that we read and the weekly primary and secondary source readings). You are NOT allowed to use any outside readings or websites. Please format your paper according to the normal guidelines for a history essay: double-spaced, 12pt. font, etc. You should cite any source that you use in your essay, but your citations can be informal (in-text or footnotes are fine). Please do NOT include a bibliography or works cited page. Your essay should be between
3-5 pages.
Question: Over the course of the semester, we’ve thought a lot about the struggle between liberty and tyranny. Most obviously, that struggle involved American colonists ultimately going to war against their king. But it also appeared in other contexts that greatly expand our understanding of the meaning and importance of the American Revolution. Slaves rebelled against their masters (in the colonies and elsewhere in the Atlantic), women made demands for equal rights, loyalist rebuked the Patriot cause, Native Americans sought to secure their autonomy by negotiating alliances and fighting wars, and the first generation of Americans questioned new governments and the actions of their leaders.
In the essay, I’d like for you discuss what these multiple, and at times, overlapping contests between liberty and tyranny tell us about the American Revolution. Who was it for? What did it mean? And was it radical?
Use the provided documents, as well as cite evidence from the following books: Thirteen Clocks by Robert G. Parkinson and Unruly Americans and the Origins of the Constitution by Woody Holton.

As with the first assignment, there are three short essays to write, about 300 words each.
Unlike the first assignment, they are not all directly based on images, but also bring in some of the institutional history and art theory we have been discussing. All three of these subjects could (and have) take entire books to explore, so you should have plenty to say. Try to keep your essays concise and grounded in specific artworks and/or issues.
As before, you should have all the material you need from your class notes and the required readings, but you are welcome to explore the optional readings or other sources in writing your essays. (Of course, do not copy anyone else’s writing, even an AI bot. If you include any direct quotes, please cite your source.)

Instructions are attached. The PDF’s labeled 254-279 is the Primary Source I picked. It only let me print 2 pages at a time.

This IS MLA PLEASE USE THAT FORMAT – SEE ATTACHED DOCUMENTS.
Outline of Final Project Due THIS IS THE OUTLINE OF WHAT YOU WILL FOLLOW TO WRITE THE PAPER. WITH ALL THE INFORMATION BELOW REGARDING THE 911 MATERIAL PROVIDED
I am not sure what you did but it is not correct. The outline should be on all the information provided below. I provided links the proposal of the paper. The outline is for what is in this paper and the attachments provided.
Feedback from the teacher: What is the Information? What is the thesis?
Why bold and in italics?
Follow MLA rules
Submit a 1 to 2 page outline of your final oral history project. This should NOT be a breakdown of each paragraph or page, but simply an overall structure of the topics, flow and ideas of the project. Use it as the basic scaffolding or skeletal structure of the essay/project.
Begin with the thesis, and end with the conclusion.
Topic
Proposal
Our Family’s 9/11 Journey: Targeting Memories, the impact on family members, and our Different Perspectives within Different Generations within my household.
This will be a personal account of my family’s journey remembering 911.These are very intimate experiences and thoughts surrounding my family’s memories directly touched by the events of 9/11. Each family member has a unique story and experience to share. I will focus on my grandmother, mother, brother, and grandfather, each at different stages of life during that unforgettable day. Through emotional conversations, I will try to uncover the emotions, memories, and reflections that have changed their lives in the aftermath of September 11, 2001.
Analytics:
Emotional Conversations and Strategies for coping with the aftermath: I will analyze the emotional responses of each family member and their experiences from that day, with focus on the high emotions, of fear, shock and confusion. I will seek to understand how they learned to heal from the events.
Different Generations and Perspectives: Using direct and honest conversations, I plan to understand how all family members during different stages of their lives perceived and understood the events, focusing on age, cultural, and personal beliefs.
Younger Generations: My focus will extend to exploring the effects of 9/11 on my older brother, who was a student in elementary school at the time. I plan to discuss lockdowns and terrorism in schools. I want to understand how these experiences shaped his worldview.
Grandfather’s View and the trip to the Museum: This area will focus on my grandfather’s memories from the family visit to the museum, particularly as he viewed artifacts from the historic day providing a personal insight into his views and how it shed light on his life and memories regarding this event.
Resources:
Primary resources will be interviews with my grandmother, mother, brother, and grandfather. Their firsthand accounts will offer genuine and personal insights into the emotions, memories, and reflections that shaped their lives during this event.
Overall, this research will blend personal narratives with pictures and documentary evidence from the event, sharing an account of our family’s memories, the impact on individual family members, and the diverse perspectives within different generations within our household.
Outline of Final Project Due
Submit a 1 to 2 page outline of your final oral history project. This should NOT be a breakdown of each paragraph or page, but simply an overall structure of the topics, flow and ideas of the project. Use it as the basic scaffolding or skeletal structure of the essay/project.
Begin with the thesis, and end with the conclusion.
WHAT YOU PROVIDED IS THE STEPS TO DOING AN OUTLINE THIS IS WRONG THIS DOESN’T FOCUSON THE PAPER AT ALL.
Student’s Name
Professor
Course
Date
An Outline of Final Oral History Project
I. Introduction
A. Present the oral history project’s background information.
i. Provide background information about the project and rationale (Sommer and Quinlan).
ii. Discuss the historical or cultural context.
B. Discuss the importance of oral history as a research tool.
i. Explain what it entails to maintain personal accounts.
ii. Emphasize its value in providing alternative viewpoints (Cole).
C. Summarize the thesis statement introducing the central topic of the project.
i. Convey the main point.
ii. Recap the project’s core issues or goal.
II. Methodology
A. Present a general idea of oral history as a research method.
i. Describe the concept and function of oral history (Cole).
ii. Indicate its techniques and applications.
B. Explicate how oral history helps in this project.
i. Rationalize the applicability of oral history (Hajek and Davis).
ii. Explain its benefits towards the aims of the project.
C. Highlight the steps and methods applied in the interview
i. Provide instructions on how to conduct interviews (Janesick).
ii. Describe the methods used to gather oral narratives.
III. Participant Selection
A. Describe the criteria for choosing interviewees.
i. Outline distinct criteria for participant eligibility (Janesick).
ii. List specific features connected with research.
B. Address diversity and representation issues among participants.
i. Inform about the need for inclusiveness.
ii. Identify a mechanism for engaging diverse groups.
C. Discuss the issues learned in participant recruitment and selection.
i. Identify challenges in recruiting participants (Janesick).
ii. Propose solutions to hinder recruiting.
IV. Interview Preparation
A. Preparation and scheduling of interviews
i. Designate timing and delegate logistics for interviews (Janesick).
ii. Provide clear communication for the participants.
B. Ensuring the provision of informed consent from participants.
i. Brief the overall aim and methodology of the interview.
ii. Educate the participants to know their rights and respective roles.
C. Execution of interviews set up (place, appliances).
i. Plan appropriate interview venues.
ii. Arrange the recording facilities and the required apparatus.
V. Themes and Topic Covered
A. Identification of significant issues.
i. Find the occurrence of repetitive themes or areas.
ii. Highlight the threads common to participants’ narratives (Cole).
B. Overview of the main themes discussed by attendants.
i. Give a general descriiption of the main themes discussed.
ii. Defining the significant problems.
C. Examine the role of the identified themes.
i. Consider the relevance of the themes identified to the project objectives.
ii. Elaborate how these themes foster a profound insight into the message.
VI. Data Analysis
A. Outline the tools used for the interview analysis.
i. Highlight data coding and categorization methods.
ii. Summarize the qualitative analysis approaches used.
B. Interpret numbers and note any patterns or trends.
i. Breakdown interview responses in terms of similarities.
ii. Get specific answers from the data.
C. Present obstacles and constraints came up in the course of my analysis.
i. Consider problems like data accuracy and authenticity (Hajek and Davis).
ii. Consider limitations, for instance, time and money.
VII. Presentation of Findings
A. Explore how to present the oral history project.
i. Formulate the way to make project outcomes public.
ii. Choose the medium
B. Consider the audience participation accessibility and presentation.
i. Adjust the presentation for the chosen audience to make an impact (Janesick).
ii. Keep in mind all types of people with their particular preferences.
C. Incorporate interviews and quotes that represent the findings.
i. Using quotes from interviews directly to help support the findings.
ii. Use excerpts to provide primary accounts and enrich the narration.
VIII. Reflection and Conclusion
i. Highlight the main findings and the learning outcomes.
ii. Prepare a summary of the main findings and discussions.
iii. Assess the effectiveness of the methodology.
iv. Consider challenges faced and strategies employed.
v. Explore broader implications beyond the project scope.
vi. Suggest avenues for future action.
 
Works Cited
Cole, Stephanie, et al. “Oral History and the Historical Process.” How History is Made: A Student’s Guide to Reading, Writing, and Thinking in the Discipline, uta.pressbooks.pub/historicalresearch/chapter/oral-history/. Accessed 20 Apr. 2024.
Hajek, Andrea, and Angela Davis. “Oral History.” International Encyclopedia of the Social & Behavioral Sciences, 2nd ed., ScienceDirect, 2015, pp. 284-290, www.sciencedirect.com/science/article/abs/pii/B978008097086862161X?via%3Dihub. Accessed 20 Apr. 2024.
Janesick, Valerie J. “Oral History Interviewing with Purpose and Critical Awareness.” The Oxford Handbook of Qualitative Research, 2020, pp. 457-479.
Sommer, Barbara W., and Mary K. Quinlan. Introduction to Oral History. Rowman & Littlefield, 2018.

Summarize and use some of the facts stated in the book, The Unfinished Nation Chapter 5 -6 by Alan Brinkley pp 126-142. To write a 2 1/2 page paper APA style on what were the Federalists arguments for the ratification of the new Constitution? And what were the Antifederalists arguments against the ratification for keeping The Articles of Confederation. State if you believe or do not believe that it is the Federalists views that are reflected in the Constitution of1787.

Summarize and use some of the facts stated in the book, The Unfinished Nation Chapter 5 -6 by Alan Brinkley pp 126-142. To write a 2 1/2 page paper APA style on what were the Federalists arguments for the ratification of the new Constitution? And what were the Antifederalists arguments against the ratification for keeping The Articles of Confederation. State if you believe or do not believe that it is the Federalists views that are reflected in the Constitution of1787.