History 1302 after 1877 Chapters 16-28

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shaalsnpr

Humanities

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I need a History 1302 Research Paper that begins after 1877 Chapter 16-28. I have included all the information below please pay close attention and follow all instructions below. You can choose the topic as long as it's after 1877. I've had trouble with instructions not being followed in the past. If you don't intend to provide exceptional work please don't answer the question. This paper needs to be written in proper English as I don't have time to rewrite it after paying someone.



  • The core assignment of this course is a documented research paper (1000-1500 words in length = approx. 4 - 5 pages double spaced, 12-point font).
      • The essay should support a thesis statement with information gained from research or investigation.
      • The paper will not be just a report presenting information, but will be an essay that carefully examines and presents your own historical interpretation of the topic you have chosen and your interpretation of the information you have gathered.
      • The paper may include consideration of problems and solutions, define key terms, or refute arguments against your thesis statement.
    • It will be important to choose a topic of interest to you.
      • Approach this assignment with an open and skeptical mind, then form an opinion based on what you have discovered.
      • You must suspend belief while you are investigating and let the discoveries shape your opinion. (This is a thesis-finding approach.)
      • Once you have found your thesis, write the paper to support it.
      You will use some of the following critical thinking skills in this process:
      1. Choosing an appropriate topic, limiting the topic
      2. Gathering information, summarizing sources
      3. Analyzing and evaluating sources
      4. Defining key terms
      5. Synthesizing information, comparing and contrasting sources
      6. Testing a thesis, making an historical argument, using refutation
      7. Amassing support for a position
      8. Documenting sources
      Because this may be a longer essay than you have written before and a complex process is involved, it is recommended that you complete this paper using the following steps:
      1. Choose a topic related to U.S. History after 1877 (Chapters 16-28) that you would truly like to explore and that you are willing to spend some time on. Your chosen topic should be focused. Pose a question that you really want to answer. You may want to begin with more than one topic in mind.
      2. Do some preliminary reading on the topic(s). You may begin with the textbook, then further explore the information available. Refine your topic. Summarize your topic, your interest in the topic, the questions you want to answer, and a hypothesis you want to test.
      3. Gather information from a variety of sources. Use a minimum of four sources for your paper, and at least one must be a primary source.
        • Examples of primary sources are ones that are used in our discussion forums 2 - 8.
        • They are sources that are contemporary to the times under investigation.
        • An example of a secondary source is our textbook, though the textbook also contains excerpts of primary sources, which you may use as a source in your essay.
      4. Outline the results of your research and then plan for your essay (note you are not required to submit the outline).
      5. Write the final draft and be sure to include a Works Cited List; be sure to use the correct MLA Documentation Style.
      Grade RubricINTRODUCTION & THESIS: The essay makes a clear and effective statement (the thesis) about the chosen topic. /15FOCUS AND DEVELOPMENT: Body of the essay focuses on this thesis and develops it fully, recognizing the complexity of issues. /30SUPPORT AND SYNTHESIS: Uses sufficient and relevant evidence to support the thesis (and primary points), including facts, inferences, and judgments. Quotes, summarizes, and paraphrases accurately and effectively--appropriately introducing and explaining each quote. /30CONVENTIONS: Uses MLA format correctly; includes a Works Cited list; is free of errors. /10CORRECTNESS AND STYLE: Shows critical thinking and depth of understanding; uses appropriate tone; shows sophistication in language usage and sentence structure. /15


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Hello here is the assignment please go through it and let me know in case of anything, I hope it is to your expectation. Goodbye

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A STUDY OF THE EFFECTS OF SEPTEMBER 11, 2001 ON THIRD AND
ELEVENTH GRADE STUDENTS
Abstract
The motivation behind this review was to figure out whether the terrible occasions of
September 11, 2001, influenced the lives of third and eleventh-grade understudies in a rural
state funded school. The targets of this review were to set up if understudies have changed
their lives, as to connections, scholarly work, and individual wellbeing due to the fear based
oppressor assaults on New York City and Washington D.C. The review likewise needed to
figure out who understudies swung to talk about their emotions and worries with amid a
confounding and terrible time of this nation.
Introduction
On September 11, 2001, psychological oppressors brutally assaulted the United States
of America. Numerous people were slaughtered, and survivors needed to figure out how to
live without their friends and family. The merciless demonstration was conferred by a
composed psychological oppressor aggregate. Their cause and support for the protest were to
make mayhem and make American natives lose confidence in this exceptional nation.
Despite the fact that the fear mongers were fruitful in obliterating structures, and murdering

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thousands, they didn't accomplish their ultimate objective: annihilation of the America
society.
The subsequent disorder infuriated and fortified the American populace. Patriotism
expanded and American's unified as a nation. There was a plenitude of adoration for one's
neighbor. The fear mongers' assaults of September 11 have changed various parts of
American life. Specifically and with the end goal of this review, expert instructors were
required to address the necessities of the evolving society; Americans no longer felt safe in
their particular neighborhoods and groups. The World Trade Center, an image of American
monetary support was devastated, which left school advisors and guardians with the test of
soothing and offering help to America's kids.
Thus of the horrendous psychological militant assaults, advising would be instantly
required for people who lost family, companions, and for the individuals who dreaded the
nation was under assault and didn't felt secure. School advisors needed to take care of the
biggest test of their calling; helping kids adapt to the misfortune, dread, and instability about
their future.
Explanation of the Problem
The reason for this examination is to figure out how the psychological militants'
assaults on September 11, 2001, influenced American kids. Information will be gathered
amid the spring of 2003 through an overview appropriated to third and eleventh school
understudies in state-funded schools in Minnesota and Wisconsin. The exploration paper is
keen on the view of understudies post 9/11/assault.
Research Questions
There are four inquiries this review will endeavor to reply. They are:

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1. How have the terrorist attacks of September 11, 2001, influenced understudies on an
individual level?
2. How have the terrorist's assaults affected understudies in the school setting?
3. Do the fear monger's attacks of September 11, 2001, still affect understudies?
4. If there is an effect on understudies because of September 11, is there a distinction between
the understudies in the third and eleventh grades?
Methodology
The reason for this review was to discover if the occasions of September 11, 2001,
have to affect on understudies at present enlisted in basic and secondary school. This part will
portray information gathering, data investigation, and discourse of the outcomes.
Data Collection
Permission to distribute surveys was sought by the superintendent, principals, and
teachers in the schools. After permission had been granted by the superintendent, principals,
and teachers, the parents of students in the third and eleventh grade were notified of their
child’s participation in the survey. A permission slip was sent home for t...


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