Due Week 6 and worth 120 ptsRequired Length of Your PaperResearching and References in Your PaperList of Sources for Your PaperGrading RubricThe United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.Possible position—in each case you can take the pro or con position:From the Progressive era through the New Deal period, political interventions generally tended to favor big corporations and hurt the common workers, leading to economic instability. (or you can argue that they helped the workers and promoted economic stability)From 1865 to 1940, the development of labor unions was generally a negative force leading to economic disruption and unnecessary laws that stifled businesses and hindered job growth. (or you can take the position that labor unions had a necessary function and generally positive impact)From 1865 to 1940, expansion west was devastating to Native American culture, but government policies promoted economic growth in these territories and generally equal opportunities to the settlers. (or you can take the position that government policies did not promote those benefits in those new areas)After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.To support your position, use four specific examples from different decades between 1865 and 1940.Explain why the opposing view is weak in comparison to yours.Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? Length:The paper should be 600-to-850 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.Top Research and References:You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling. You will have an alphabetized list of Reference entries at the end, using APA format. You will have short, APA-style in-text citations appropriately placed in the body of the paper; these in-text citations will match the References listed at the end. Except as your instructor might direct, don’t use other sources for your paper than those listed here. (Of course, for “starter research” you can read many sources.)Top Source List for Assignment 1:  Be sure to use the Schultz text as a source.  Use at least two of the other sources listed here.  Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources link on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the Library tab to the left of the screen in Blackboard—once in there, you may do a “key word” search of the article title.APA Reference for the textbook - Schultz, Kevin M. (2018). HIST5: Volume 2: U.S. History Since 1865 (Student edition). Boston: Cengage.Del Mar, D. P. (1998). Region and nation: New studies in Western U.S. history. Canadian Review of  American Studies, 28(1), 121-128.Gompers, S. (1914).  The American Labor Movement:  Its makeup, achievements, and aspirations.  Retrieved from: http://wwphs.sharpschool.com/UserFiles/Servers/Server_10640642/File/bugge/Chapter%2021/Gompers.pdf Harjo, S. S. (1996, summer). Now and then: Native peoples in the United States. Dissent (00123846), 4358-4360. Jackson, Helen Hunt. (1881). Helen Hunt Jackson’s account of Sand Creek. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/helen_hunt_jackson_sand_creek.htm  Jacoby, S. M. (1983, Oct.). Union Management cooperation in the United States: Lessons from the 1920s. Industrial and Labor Relations Review, 37(1), 18-33. La Follette, R. (1924). La Follette’s Progressive Platform. Retrieved from  http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/follette.html  Leonard, T. C. (2009, Spring). American economic reform in the Progressive Era: Its foundational beliefs and their relation to Eugenics. History of Political Economy, 41(1), 109-141. Lloyd, H. D. (1884, June). The Lords of Industry. North American Review, 331. Modern History  Sourcebook. Retrieved from  https://sourcebooks.fordham.edu/halsall/mod/1884hd...  Rauchway, E. (2008). The Great Depression and the New Deal: A very short introduction. eBook. Oxford: Oxford University Press. Schultz, Kevin M. (2014) HIST: Volume 2: U.S. history since 1865 (3rd ed.). University of Illinois at Chicago: Wadsworth Cengage Learning.  Steffens, L. (1904). The Shame of the Cities. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/steffens.html  Taylor, F. W. (1911). The Principles of Scientific Management. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/courseware/ps/taylor.html  Whitaker, J. (1871). The Impact of the Factory on worker health. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/impact_factory.htmYour assignment must follow these formatting requirements:Be typed, double spaced between lines, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Check with your professor for any additional instructions.Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.Here is a template you can use for you paper. You do not have to use this template. The paper must be submitted (uploaded and attached) in the course shell provided online.The specific course learning outcomes associated with this assignment are: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.Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.Recognize the major turning points in American history since the Civil War.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

Part I: Researching Professional StandardsEffective teachers analyze professional teaching standards and utilize academic standards to inform their professional responsibilities and to design appropriate curriculum. To prepare you for a career in teaching, and to support you in completing the assignments for this topic, review the Interstate Teacher Assessment and Support Consortium (InTASC) standards, as well as any specialized professional association (SPA) standards (e.g., Council for Exceptional Children (CEC)).Here is a list of SPAs:American Council on the Teaching of a Foreign Language (ACTFL)National Policy Board for Educational Administration (NPBEA)National Association of School Psychologists (NASP)National Council for the Social Studies (NCSS)National Council of Teachers of English (NCTE)National Council of Teachers of Mathematics (NCTM)National Association of Music Educators (NAME)Teachers of English to Speakers of Other Languages (TESOL)Part II: Professional Standards PresentationFor you to become more familiar with the professional standards for teaching, as well as specialized standards for content areas (e.g., special education, English, math, science), create a PowerPoint (12-15 slides), then use a screen cast software, such as Loom, YouTube or Vimeo, to present your information as a virtual professional development.Your presentation will showcase the following information:Compare the InTASC standards with the SPA standard most relevant to your future profession to identify at least two common themes. Explain how these themes are represented in each standard set and how they relate to the knowledge, skills, and values of effective teachers.Describe how each set of standards addresses professional collaboration and data-driven instructional decision-making.According to the expectations of the profession, as expressed within the InTASC standards, describe how teachers are expected to assume the responsibilities of improving practice and advancing the profession.Submit the PowerPoint file with the link to the visual/audio portion of the presentation on the Title slide.At least 2-4 scholarly sources, outside of the standards, are required.While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented 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.

Write a 750-word response to the following prompt:Since 1945, the U.S been described as “the leader of the free world.” How true was this statement, based on evidence drawn from both the domestic and international realms? Did the imperatives of Cold War and post-Cold War foreign policy expand or limit freedoms, at home and abroad? Which groups saw an expansion of freedom in the aftermath of World War II? Which groups saw limitations placed on their freedom?In formulating your answer, choose three different individuals/groups that we have discussed in the third section of this course (modules 11-14). Explain how each of them experienced freedom in the post-1945 U.S. How did the foreign policy imperatives of the Cold War and its aftermath affect notions of freedom for each group? You should also compare these contrasting views of freedom. Were their experiences similar or different?Instructions:Be as specific as possible, and be sure to use the assigned readings to defend your answer.Answers that are too short or too long (more than 50 words in either direction) will lose points.Your answer must quote and cite at least three different documents from the required reading for Modules 1 through 4.Your answer will be checked for plagiarism using Turn-It-In.Your answer should be based on material covered in class lectures and in the assigned reading for this course. DO NOT CONSULT OTHER SOURCES. I do not want to know what Google tells you about this topic. All the information you need to answer this question can be found in the assigned reading and in your class notes.Some tips on formatting and length:750 words is not much! It’s about three double spaced pages (1” margins, 12 point font).Be brief, especially in your introductory paragraph. Get right to your argument, don’t waste words describing everything we’ve covered in the course. There’s no need to make sweeping statements like “Since the beginning of U.S. history....”The prompt asks several different (but closely related) questions. You do not need to answer each and every one of them, but you should try to address most of them (at least in passing) in your essay.Suggested format: 75 words: Introductory paragraph that ends with a clear thesis statement (that is, your argument and your answer to the question asked in the prompt).200 words: body paragraph 1, which should contain your first example and a quotation from your first document.200 words: body paragraph 2, which should contain your second example and a quotation from your second document. A transition paragraph between paragraphs should address the similarities/differences between your first and second example.200 words: body paragraph 3, which should contain your third example and a quotation from your third document. A transition paragraph between paragraphs should address the similarities/differences between this example and your first two examples.75 words: a concluding paragraph that compares your three examples and reiterates (not word-for-word!) your thesis from the introduction.You MUST introduce and contextualize your quotes. We’ve read dozens of documents this term. You must tell your reader what document you’re quoting. GOOD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right,” black residents of Nashville stated in a petition, “and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.” As these petitioners noted, the work of freedom remained incomplete, even after emancipation.BAD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right, and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.”The second example is extraordinarily confusing for your reader. Who are you quoting? Are these your words? Introduce your quotes, and then explain them in your own words.You should also try to avoid extended quotations. In almost all circumstances, you shouldn’t be quoting more than one or two sentences at a time. When you’re trying to quote a longer passage, intersperse your own words as necessary. When I see paragraph-length citations I start to worry that you’re just trying to fill up space…Historians use Chicago Manual of Style, Humanities format. Use footnotes, not parenthetical/in-text citations.Cite the documents from Eric Foner’s Voices of Freedom as follows:Elizabeth Cady Stanton, “Home Life,” in Eric Foner, ed. Voices of Freedom, Vol. 2, 6th Edition (New York: W.W. Norton, 2020), 14-17.You do not need to cite my video lectures. Consider these to be common knowledge shared by the class.Submit your document as a Microsoft Word file – or a similar word processing file. Do not convert the file to a PDF.Late papers will lose 1/3 of a letter grade per 24 hours (i.e. A- becomes B+, C+ becomes C).Please include a word count on your paper.