You have learned about the First and Second Industrial Revolutions of the United States of America. This era saw the birth of all manner of invention thanks to bright, forward-thinking American minds. In this project, you will take a step into some of these very minds, using your imagination and what you have learned in this lesson to write a series of short pen-pal letters back and forth between a group of characters: A Railroad Worker. This can be either someone who helped build the railroad, or someone who is working on a currently used railroad. A Political Figure. This should be someone who supports industry. A Female Inventor. This should be a female inventor from the Industrial Era. A Child Laborer. This should be a child who is working in a factory during the Industrial Era. A Progressive Activist. This should be someone from the Industrial Era involved in social activism and political reform. You will pair off these characters so that you have two pairs to be pen-pals with each other. For instance, you may decide to have the Progressive Activist and Child Laborer write to each other, and the Female Inventor and Railroad Worker will write to each other.Each pair will write at least 3 short letters back and forth for a total of at least 300 words per pair (each short letter should be 100 words). The first letter can be an introductory letter, such as the Political Figure introducing themselves and what they do to the Child Laborer. The second letter should be a response to the first and contain introductory points, but should also contain comparisons. So, if the Child Laborer is writing back to the Political Figure, they should include details of how their lives are similar or different. The third letter should be a final comparison from the first character's point of view. You may at any time in these letters include thoughts you think one character might have on the other's situation, for example a Progressive Activist may feel very strongly about saving the Child Laborer from their horrible work. This is a creative writing assignment, so remember: Be creative! If you want to include your own images with the letters, feel free to do so. If you use any images taken from the Internet, please remember to include where you found them in your Works Cited page.In total, you should have at least 6 short letters for a total of at least 600 words (100 words for each letter). You may write more than this if you feel inspired! For each character, you must use at least one credible outside resource other than your textbook in your research of the character to develop your knowledge of their experiences and use in your writing. This means you should have at least 2 Works Cited entries other than your textbook, not counting citations for image use. Failure to include a Works Cited page will result in your work being rejected.Remember to write in your own words and in complete sentences.Letter-writing resources: http://www.readingrockets.org/article/introduction-letter-writing https://www.teachervision.com/letters-and-journals/resource/26369.htmlPLEASE DELIVER PROJECT IN WORD DOCUMENT. ALL OTHER FILES WILL BE REJECTED.

USE PROPER APA THROUGHOUT. BROCHURE TEMPLATE IS ATTACHED. MAKE SURE TO FOLLOW ALL INSTRUCTIONS CLOSELY. Imagine this scenario: You have been hired to create a brochure on victims’ rights and services. The brochure will be distributed to businesses, schools, community centers, places of worship, and other areas where exposure is high. The brochure will focus on crime and victims in Washington, D.C.The Assessment:Research via the Walden Library and the Internet to find scholarly resources that focus on crime and victim statistics in Washington, D.C. You can also utilize crime mapping tools and crime statistics databases.Develop a brochure that includes the following:A cover/title panel with graphics and statisticsThe Crime Victim’s Bill of RightsThe Crime Victims Compensation Program in Washington, D.C.Types of victimsCommunity resources in Washington, D.C.Volunteer opportunities in Washington, D.C.

Mod 8 Assignment: Racism on the WWII Homefront1919 unread replies.1919 replies.In the style of our textbook author, Eric Foner, we started this module with a look at some of the abstract ideas driving American entry into World War II (like the "Four Freedoms" that Roosevelt said were threatened by the Axis, especially Germany and Japan). In this assignment, we'll pivot to the experience of the WWII home front to judge whether ideas like the Four Freedoms applied evenly to the American people. As Foner has hinted in previous chapters, things are never quite what they seem, particularly for immigrants, African-Americans, people of color, etc.In recognition that many of you are still writing the Midterm Essay this week, notice that you are again only responsible for two response posts to other students. I've also centered this assignment on watching videos. All the videos below are available on YouTube and have closed captions. They are all roughly two to five minutes long.Assignment InstructionsStep 1: Watch the videos below. Step 2: Reply to PromptUsing this week's videos and images, respond to the prompt below in a 150- to 250-word discussion post. No formal citations necessary, but do reference the sources to support your ideas. You don't have to answer all the questions, just the ones that get you writing.Prompt: Did everyone in the US have access to Roosevelt's "Four Freedoms"? What do the above sources say about ideas about race, ethnicity, and belonging in the US during the war? How can we reconcile the American ideas language of equality used to fight Nazi racism with the home front experiences and societal treatment of people of color, particularly black Americans, the Indigenous, Asians and Asian-Americans, and Mexican and Mexican-Americans? (We won't really talk about people descended from or immigrating from Central and South American until after the 1950s-- the US and Europe still have a lot of Cold War destabilizing to do in the region before we see increased US immigration from beyond Mexico). Step 3: Reply to Two (2) PeersIn a short paragraph between 50 and 100 words, add further supporting details or respectfully disagree with the post's author using evidence from this week's readings.Respond to as many peers as you like, but you must respond to at least two coursemates.Please reply to peers who do not yet have replies so that all are included in the conversation.How to participate: A few tips for this assignment:Press "Reply" to add your own, individual reply to the discussion board.To reply to your peers' posts, press reply under their specific post.Coursemates' posts will become visible once you have posted to the discussion board.For discussion assignments, it is recommended that you compose your posts in a word processor so that you can copy and paste into your discussion posts. BE AWARE: There is no Save function for discussion posts.