How did the role of the federal government in American life change between World War I and World War II (c. 1919-1941)? Who were the key players in this transition, and what were the key events? How might we understand and describe the shifting role of the federal government across time? How were the activities of the federal government related to the expansion or limitation of American freedom?In formulating your answer, choose three different individuals/groups that we have discussed in the middle section of the course (modules 6-9). Explain how each of them defined, explained, and imagined the proper place of the federal government in American economics, culture, and society. You should also compare these contrasting views of the role of government. What were the points of agreement and disagreement? Could multiple perspectives coexist, or were they mutually exclusive?Be as specific as possible, and be sure to use the assigned readings to defend your answer.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 6 through 9.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.

IntroductionPlease make sure your post is in the appropriate format, i.e. post directly to the site—no attachments will be accepted. I'd suggest working on your paper in a word processing program and after you have completed it, simply cut and paste in the box below. You can return to the assignment and this section as many times as you want without penalty up until the deadline. Look (again) at the system requirements and basic technical policies that are listed in the modules and the syllabus. It is your responsibility to ensure that you have adhered to these technical standards and failure to do so will result in you receiving zero points for the assignment.Watch the documentary, "Created Equal: Constitution USA" at: Link (Links to an external site.)The documentary is broken down into nine short clips--simply hit "next" after each section.In your own words, discuss and analyze the historical evolution of the Constitution in terms of equal rights. Discuss the trade-offs involved between majority rule and minority rights and individual freedom and social equality. Base your response upon your observations and insights gleaned from the documentary and the readings in various chapters (especially chapters two, four, and five) of We The People. The paper (of around 1250 words) is due inline by Sunday, March 15 at 11 P.M.Make sure that you have read and have understood the course plagiarism policies.The paper is worth a maximum of 150 points. Here's what the grading points system here equates to:A: 135-150 PointsB: 120-134 PointsC: 105-105 PointsD: 90-104 PointsF: 0-89 PointsCitation StyleHere's a quick and informative guide to MLA: http://www.easybib.com/guides/citation-guides/mla-format/ (Links to an external site.)Plagiarism PoliciesI have a zero tolerance policy on plagiarism. Please make sure that you have read and understood the strict policies and penalties regarding Plagiarism for all written assignments (Discussion Boards and Writing Assignments) in this course. This is outlined in more detail on the syllabus. If after reading this section you are unsure as to what constitutes acts of plagiarism then please contact me. Remember plagiarism is solely based upon behavior not intent—ignorance (whether actual or artificial) is no defense.Plagiarism is intellectual property theft. Plagiarism is a serious academic violation. If you are found to have engaged in plagiarism you will receive a zero for the assignment. Plagiarism is behavior not intent--please don't tell me later that you "didn't mean to" or "were unaware" of what acts of Plagiarism consist of. By turning the assignment in you are consenting to all of my stated policies on Plagiarism. Writing in an Online ClassRemember when you write and/or post in an online class you need to adhere to collegiate level style and grammar rules. I’d suggest writing in a traditional word processing program (MS Word for example) first and then edit and polish and shine before issuing your final online post. Poor writing will be punished just as much as good writing will be rewarded. In short, whether your written work is on paper or in cyberspace the academic expectations remain the same.Paper Writing GuideHere’s a writing guide that I've developed over the years that should help you plan and implement a successful project. Keep in touch and good luck!Referring to this guide will help you plan and execute a successful research project. For stylistic issues (footnoting, bibliography, etc.) please refer to any of the major college-writing guides. The bookstore has several writing guides available for purchase.a. Start Early. A research paper is an evolutionary process. In order for you to have sufficient time to reflect upon the question(s) at hand, you must allow yourself ample time to filter the material through your own cognitive lens. If you don't give yourself enough time, you will not be able to ponder and revise your original thoughts and hypotheses. Moreover, trained readers can smell an insufficiently prepared paper at seventy paces! In short, give yourself plenty of time and start early. Rule #1 about preparing a research paper: They always take more time than you originally anticipate.b. Break down the component tasks of the assignment AKA how to AFOS (Avoid Feeling Overwhelmed Syndrome). AFOS strikes all students at some time in their career. AFOS can be a debilitating condition--but it can be overcome. To avoid AFOS make a plan (this is not an outline) of attack that breaks down the various tasks of the assignment (collecting the materials; making an outline, revising and polishing stages, etc.). By apportioning the entire assignment into easily digestible tasks and components you should be able to avoid AFOS. One final point about AFOS: it is always better to apportion your time on the entire process into many small to medium time periods rather than setting aside several ”mega” sessions. This way not only do you feel that you are making incremental progress, but also you will be able to revise your original ideas better.c. Hunting and Gathering Stage. Before writing your first outline, make sure that you have conducted a sufficient amount of research. I know "sufficient" is a nebulous term, but you need to be sure that you have canvassed a wide swath of opinion, facts and information. Don't worry that after conducting your research your original ideas about the topic at hand change. In fact this is a sign of intellectual growth and maturity. At this stage, you are ready to begin pondering the writing stages of the assignment.II. The Writing Stagesa. AFOS Revisited. AFOS is particularly dangerous at this stage. Don't succumb to its degenerative lure!. Like in the prewriting stages, break down the component aspects of the assignment into: introduction; thesis; body of the paper; conclusion, etc. Remember this is a conceptual device that makes the process more manageable--but do not forget that all aspects of the entire final draft be fully linked in a logically consistent manner.b. The Outline. At this stage construct an outline. Where are you are going in this paper, why are you taking this approach, what materials are you using, how are they linked, are some of the questions that you must address in an outline. An outline is a perennially changing document of intent. You will probably make numerous revised editions of the outline--which is entirely appropriate. An outline serves as an in-progress road map for the writer. It does not have to make sense to anyone but you--remember that the outline is your own document. Moreover, the outline is a tool that guides the evolution of the writing craft. Keep your latest outline close by, whenever you feel that you have reached the writing stages.c. The Introduction. Most students slight this aspect. They shouldn't, as an introduction lays out the where, why, and how questions that you will be addressing throughout the paper. An introduction should be far more than just a regurgitation of the main questions that you have been assigned. In essence, a fully developed introduction acts as a formalized conceptual road map for the reader, much as the outline serves as your own conceptual road map. Personally, I write my introductions last. That way, I know the flow and development of the final product. Be sure to link the introduction, with your thesis, and the conclusions. This is conducted in what I call the polishing stages (see below).d. The Thesis Statement. Let's define what a thesis is. A thesis is a theoretically consistent set of linked propositions that underpin the entire body of your paper. In short, the thesis is the conceptual locomotive of the paper. The thesis statement shapes and molds everything that is to follow. Note that it should appear no later than page 2 of your paper.e. The Body of the Paper. This is where you make sure that you address all aspects of the research assignment. This is typically, the least problematic area in the writing division of labor. But be careful to fully develop all relevant facts and interpretations here.f. Conclusions. Your conclusions should not come as a surprise to the reader. The conclusions are the final opportunity to forcefully press home your conceptual and theoretical points that you have prior introduced and developed. Don't be timid here--at the same time don't go overboard. Think of your conclusions as a final summation of the entire assignment. Make sure that you have fully addressed the questions you set you would in the introduction and in the thesis. Finally, make sure that the introduction, thesis, body, and conclusions all dovetail one another--the paper at this point should no longer appear as a project of loosely connected parts--it should be an entirely seamless product.g. The Polishing Stage. After you are convinced that have finished the above, take a day off. That's right, take a day off. Then pick up the then final draft and begin to address the grammar and presentation issues of your work with a fine tooth comb (obviously you have not ignored these aspects up to now, but its now time to polish and shine the final product). Make sure that what you have constructed is forceful, clear, and concise. Don't use jargon, or "big" words that you don't normally use. Make sure that there are no spelling errors, no instances of poor grammar, etc. I believe that there is no separation between what are deemed issues of "style" as opposed to "substance." Step aside from your paper for a while (at least half a day) for hopefully the final time (at least for this assignment). Now read your paper aloud, or better yet, get someone to read it aloud for you, while you are present. Any final problems? No? Then hand in your completed paper.