2-3 Page Paper on. PROMPT Juxtapose two primary sources while explaining how their similarities and

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Nyrk_onom

Humanities

US HISTORY 1865 present

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There are 3 files attached. Please look at and read both attached files because my professor needs the essay to be written exactly based on his guidelines. The 3rd file that will be attached is a list of all th eprimary sources to choose from and only one can be chosen. The second primary source has to be chosen from an outside source so please respond to me asap so we figure out what outside primary source u should use so i let my professor know by tommorwo but hte assignment is due on the 22nd.

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Analyzing Primary Sources I) Initial Questions: What is basically going on here? A) Who is the creator? 1) Gender and age? (e.g., young women) 2) Socioeconomic class? (e.g., poor farmer) 3) Degree of knowledge about her/his historical situation? (e.g., uneducated and provincial) B) When was the source created? (e.g., ten years after the revolution) C) Who is the intended audience? (e.g., the king—it is a written plea) II) Next-Level Questions: What can I learn from this? A) What is the purpose of the source? (e.g., to swing public opinion) B) What is the type of source? (e.g., a newspaper article) C) What was happening when the source was created? (e.g., widespread economic depression and civil violence) III) Deep Questions: How can I apply this? A) What is missing? 1) Other voices? (e.g., women, the poor, minority groups, etc.) 2) Other information—and is this intentional? (e.g., there is no mention of the previous year’s coup d’état) 3) Assumptions shared by the author’s contemporaries? (e.g., most people believed women’s appropriate sphere was the home) B) Can I trust this? (e.g., ask: is there an ulterior motive?) C) What can I learn about broader society? (e.g., ask: is this emblematic of an occupational group’s values?) HIST 118/Ticket #2320 FA 2017 Paper #2 Due: December 4 Instructor notification (explained below): November 20 Your first paper analyzed a single primary source and critically considered its strengths, weaknesses, and lessons for contemporary historians. Now, we will apply those skills while connecting two primary-source accounts of an American historical event or phenomenon. PROMPT Juxtapose two primary sources while explaining how their similarities and differences help advance historians’ understanding of events. A successful investigation will: • briefly summarize the sources. • critically analyze their strengths and shortcomings. • compare them, considering their author’s identities, biases, purposes, and other relevant details. • apply them to an historical theme (or historical themes) that we have studied this semester. Use the “Analyzing Primary Sources” tip-sheet as a guide. GUIDELINES • • • 2-3 pages, double-spaced, Times New Roman, 12-point font., one-inch margins. You do not need a title page. A header—including details like the date and course number—is gratuitous and bothersome and takes up valuable space. Really, the only pieces of information you need are: o Your name in the top-left corner of the first page. o The sources (e.g., John Morrison, “Testimony of a Machinist”) in the top-right corner of the first page. o Page numbers in the bottom center of each page. An example first page follows. One primary source can come from the assigned class material but the other must come from outside research. For help with your research: o Consult the History Department’s CampusGuide on the Glendale College Library website: http://campusguides.glendale.edu/ c.php?g=610376&p=4269143. Helpful websites are linked under the “Research” tab. o Consult with a Research Librarian. These helpful folks are located on the third floor of the Library (i.e., the same level as the main entrance). You must notify your instructor what outside source(s) you plan on using by November 20. The notification is a single sheet of printed paper that includes a basic citation (author, primary-source title and 1 HIST 118/Ticket #2320 • • • FA 2017 other identifying information, medium [book, website address, etc.]) as well as the topic you plan on exploring (e.g., Second-Wave Feminism). The notification will later be submitted with the hard-copy paper. A successful paper necessarily cites from the primary sources. Moreover, information from the Shi textbook and/or Mack lecture gives your analysis greater credibility. When referencing sources, employ parenthetical notation rather than footnotes or endnotes. A bibliography is not necessary. For this assignment, a correct citation will include the author’s last name or identifying name, the work (or lecture), and the page number (and line number if available). Examples: o “It must also be remembered,” Bryce writes, “that the merits of a president are one thing and those of a candidate another thing” (Bryce, “Why Great Men Are Not Chosen Presidents,” p.3 l. 87-88). o The ideal of equal opportunity has always been the engine of American distinctiveness” (Shi and Tindall, America, p. 1246). o As Kevin Mack argues, economic motives behind late-nineteenth century imperialism played a secondary role in the eyes of most citizens (Mack, “Imperialism”). For subsequent citations of the same work, only mention the author’s last or identifying name and the page number: o He argues that “first-rate” Americans usually devote themselves to “the business of developing the material resources of the country” rather than politics (Bryce, p. 1 l. 30-38). o During the twenty-first century, America’s population grew rapidly more diverse as immigration levels surged (Shi and Tindall, pp. 1203-1204). Failure to cite according to these guidelines will adversely affect your final grade. Your paper must be submitted two ways: o A hard copy presented to your instructor. o A digital copy uploaded to our Canvas website. Consult the syllabus for grading, rewriting, and late-submitting policies. A SUCCESSFUL PAPER: • • • addresses the prompt with a clear, concise thesis that both describes how the primary sources advance historical understanding as well as compares the documents. supports that thesis with secondary- and primary-source evidence. organizes the argument in a structured and easy-to-understand framework. Typically, the argumentative model is as follows: 2 HIST 118/Ticket #2320 • FA 2017 1) Short introductory paragraph. After some discussion of historical context, your thesis statement should outline the argument. The effective thesis is the key component and “secret sauce” of compelling essays. Moreover, careful attention to the thesis will help organize everything that follows. For this assignment, your thesis should explain why these sources are important, how they are similar and different, and what they tell modern historians. 2) Body paragraphs. These support and give the evidence for your thesis statement. Avoid extraneous or unrelated points, and stay focused on your thesis—tangents only undermine your persuasiveness. In general, each paragraph should explain and extend a distinct point, theme, or concept. 3) Conclusion. This very briefly restates the thesis, then extends beyond it for the reader. Typically, a conclusion might argue why this argument is important, or reference remaining questions, or propose directions for future inquiry. More specifically: “A” “B” “C” “D” “F” RUBRIC Clear and focused thesis; excellent organization; ample support of the argument (by way of extensive and appropriate citations from the texts); concise prose; near-flawless grammar and spelling Clear thesis; strong organization; satisfactory support of the argument (by way of sufficient citations from the texts); concise prose; occasional grammar and spelling mistakes Satisfactory, if unfocused, thesis; decent organization; passable support of the argument (by way of minimal citations from the texts); intelligible, if at times sloppy, prose; several grammar and spelling mistakes Unclear thesis; lack of organization; inappropriate or poor support of the argument (by way of excessive or negligible citations from the texts); sloppy prose; frequent grammar and spelling mistakes Lack of defined thesis; confusing structure and organization; complete lack of textual citation; unintelligible prose; rampant grammar and spelling mistakes 3 HIST 118/Ticket #2320 Kevin Mack FA 2017 John Morrison, “Testimony of a Machinist” John D. Rockefeller, “Testimony to the U.S. Industrial Commission” Blah blah blah. Stuff about industrialization. This is your introduction. The context bit should be short. Get to the thesis statement: make it clear, unambiguous, confident. A good thesis helps structure everything that follows. Remember, keep everything double-spaced. You get the idea. Insert page numbers at the bottom center. Now I’m just rambling. 1 A Beveridge.pdf Bryce.pdf Bush.pdf Carter.pdf Chenery.pdf A Compton.pdf Douglas.pdf Evans.pdf Falwell.pdf Friedan.pdf Hoover.pdf 49 In-mut-too-yah-lat-lat.pdf Indians of All Tribes.pdf King Jr.pdf Le Sueur.pdf Lloyd.pdf AMECHA.pdf A Morrison.pdf NSC.pdf Rockefeller.pdf Roosevelt, F.Four Freedoms.pdf Roosevelt, F.Speech to the DNC.pdf Roosevelt, T.pdf Southern Manifesto on Integration.pdf Stevenson.pdf Strong.pdf Szilard.pdf Thomas.pdf Wallace.pdf
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Please let me know if there is anything needs to be changed or added. I will be also appreciated that you can let me know if there is any problem or you have not received the work Good luck in your study and if you need any further help in your assignments, please let me know Can you please confirm if you have received the work? Once again, thanks for allowing me to help you R MESSAGE TO STUDYPOOL NO OUTLINE IS NEEDED

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Juxtapose of “Prosperity and Thrift” and “The African-American Odessey.”

Summary of Prosperity and Thrift: The Coolidge Era and the Consumer Economy,
1921-1929
Prosperity and Thrift bring as well as many twentieth-century bibliographic documents
that illuminate Coolidge's success in the country's progress toward a great economy of change of
government. Writings include about 150 determinations of twelve accumulations of individual
documents. Two accumulations of institutional records of the Manuscript Division. 74 books
brochures and authorized collections of general collections as well as options for 34 clients and
magazine exchanges; 185 photos based on “the Printing and Photo Division and Manuscript
Division; and 5 short films and 7 audio selections “from the Coolidge Motion Picture,
Broadcasting and Recorded Sound collections. The collection is particularly strong in promoting
mass media and mass advertising and will be” (Feedage.com) very enthusiastic for those seeking
to understand the financial and political powers in business in the 1920s. Creating such a meeting
was conceivable. Also Laurance S., Mary French Rockefeller
Summary of The African-American Odyssey: A Quest for Full Citizenship
The African-American Odyssey: The pursuit of full citizenship shows the incomparable
Afro-American accumulation of the library. The presentation was not only a feature of what is
staged in this important black history program but also the extensive collections of the AfricanAmerican library. Both include a wide range of important and rare books, government reports,
manuscripts, maps, scores, parts, films and columns. The library's material, collected over the
two hundre...


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