Essay Instructions What are three of the most .docx

Essay
Instructions
What are three of the most defining events or eras in African
American History? Please
keep in mind that there are no strictly “right” or “wrong”
answers to this question.
However, to maintain an adequate amount of historical distance
from the present, no
event should be more recent than the 1990s. Keep in mind that
the purpose of this essay
is to demonstrate that you can defend your choices using a
clearly constructed argument
and supporting evidence.
Your essay must be at least 2000 words (approximately 8 pages)
with an introduction,
conclusion, and at least three body paragraphs. The essay must
be typed, double-spaced,
and written in clear, concise prose. Cite all sources used for
direct quotations. In-text
citations are acceptable for this assignment, but please be
mindful of how they falsely
inflate your word count.
Some Guidelines:

Sources and Citations
A formal research paper relies heavily on the evidence you use
to support your argument.
Your opinion means nothing without this evidence. For this
paper, you must use at least
SIX (6) sources. At least three of these must be primary
sources. Failure to cite sources
is plagiarism, which will result in a failing grade.
For the love of all that is good and scholarly, please do NOT
use history.com,
biography.com, wikipedia.com, about.com, or any such basic
website. At this point you
should be skilled enough to seek a better source. This is
college. Step up your game or go
home. Seriously, if you cite any of these sources, there will be a
steep deduction from
your grade.
Purdue University has an excellent writing lab with an online
guide for research and
citations. It contains instructions for Chicago, MLA, and APA
formatting.
I strongly recommend using the Purdue OWL guide.
You may also use Citation Machine or a comparable website to
help format your
citations.
Plagiarism

The use of another individual's ideas or words without proper
citation constitutes
plagiarism. This is the worst form of academic misconduct and
will result in a failing
grade on the assignment. If you are still unsure about what
plagiarism is, please speak
with me after reviewing TSU’s policy online.
Quick suggestions:
absolutely necessary. Do
not use long quotes (more than a sentence or two). Do not use
block quotations.
Be sure to mention who you are quoting. Failure to cite your
source is plagiarism
overwriting (using several
sentences when a single, short sentence will make your point).
Avoid the passive
voice. Avoid using phrases such as "seems to," "may be,"
"appears to," and
similar phrases that weaken your writing. Write with

Grading Rubric:
A = Excellent. Your paper will:
ng analyses of material and arguments found in
B = Very Good. Your paper will:
e a good thesis that is supported by a mostly organized

th
C = Good/Average. Your paper will:
presented in class
punctuation or usa
D = Below Average/Barely passing. Your paper will have one or
more major problems:

punctuation or usage
F = Failing. Your paper will receive an F if it meets ANY of the
criteria below:
*adapted from H-Teach – “Teaching Rubric” – Pappas, 1996
Essay InstructionsSome Guidelines:I strongly recommend using
the Purdue OWL guide.PlagiarismQuick suggestions:Grading
Rubric:
1

The Neuroscience of Test Anxiety
By Matt Steiner March 17, 2015 College Admission
Requirements, College Counseling
https://www.compassprep.com/the-neuroscience-of-test-anxiety/
For many students, college admission tests are accompanied by
unpleasant physical and
emotional side effects – heart palpitations, distractibility,
nervousness, self-doubt –
which sometimes lead to lackluster scores. We subsume all of
these phenomena into
the category of ‘test anxiety.’
Although test anxiety is common enough, its physiological
underpinnings remain a
mystery to most. Fortunately, research on the brain and its
partner-in-crime, the
autonomic nervous system, has exploded in the last few
decades. New technology,
especially fMRI scans, has illuminated the inner workings of
the brain and its various
mental states, including fear and anxiety.
In this post, I will review the neurological origins of anxiety
and suggest solutions for

managing it. I will primarily pull from the research and insights
of Rick Hanson, a
neuropsychologist and best-selling author of Buddha’s Brain:
The Practical Neuroscience
of Happiness, Love, and Wisdom. Hanson’s book is particularly
useful, because it pairs
esoteric brain research with practical exercises that help soothe
an anxious mind. At the
crux of Hanson’s text is the belief that contemplative traditions,
especially Buddhism,
allow us to rewire our brains and undo psychological suffering
at its root.
The Threat-Response Mechanism
A basic understanding of the anatomy of the brain and the
threat-response mechanism
is necessary to comprehend test anxiety.
First, from an evolutionary perspective, we know that our brain
is comprised of both
ancient ‘subcortical’ structures (e.g. the limbic system) and
more complex, human
‘cortical’ structures (e.g. the prefrontal cortex). Subcortical
structures primarily evolved
for the purpose of survival; they allow us to detect threats,

activate the body to avoid
threats, and stow away memories of threats to prevent future
occurrences.
https://www.compassprep.com/author/compassprep/
https://www.compassprep.com/category/college-admission-
requirements/
https://www.compassprep.com/category/college-counseling/
https://www.compassprep.com/the-neuroscience-of-test-anxiety/
https://www.rickhanson.net/event/buddhas-brain/
https://www.rickhanson.net/event/buddhas-brain/
2
Conversely, cortical structures allow us to do the more complex
reasoning and
emotional work that are central to humanity as a species.
Generally speaking,
subcortical structures are more readily activated or ‘favored’ by
the brain, because they
are responsible for keeping us alive. Favoritism toward
subcortical structures, however,
becomes problematic when these structures activate at
inappropriate times (like when
taking the SAT).
In a highly simplified way, this is how our brain and body
respond to threats:

brain in similar ways.
In Rick Hanson’s words, threats and suffering ‘cascade through
your body’ via the
sympathetic nervous system (SNS) and hypothalamic-pituitary-
adrenal axis
(HPAA) of the endocrine (hormonal) system.
bell that prompts
the following processes:
o Stimulates the brain stem, which releases norepinephrine
throughout the
body, shunting blood to important muscle groups (i.e. those
necessary for
attack or escape).
o Galvanizes the hypothalamus – the brain’s regulator of the
endocrine
system – which releases cortisol and epinephrine (adrenaline).
Epinephrine increases heart rate while cortisol puts the brakes
on the
immune system to prevent inflammation of potential wounds.
o Intensifies emotions and prioritizes the encoding of negative

affect into
the brain. The hippocampus, which is responsible for recording
new,
accurate memories is shut down.
o Increases the output of stress hormones that inhibit the
executive control
of cortical structures. In extreme cases, our working memory,
which is
responsible for retaining sophisticated linguistic and spatial
information, is
wiped clean to make room for more automatic physical and
mental
actions.
As you can imagine, the SNS/HPAA system was handy for early
man as he fended off
dangerous predators. However, in today’s world, blowing up
your sympathetic nervous
3
system does more harm than good. A hyperactive SNS will
make you hot-headed,
irrational, aggressive, and – as we will discuss in a moment –

unnecessarily anxious.
So What Is Anxiety?
Psychological and Physiological Origins
Much of the pain we experience in life is unavoidable: physical
pain results from our
aging, mortal bodies; emotional pain derives from the eventual
loss of loved ones.
However, a great deal of our daily suffering is rooted in our
appraisals of pain and our
reactions to it.
According to Hanson, the unavoidable discomfort of life is what
Buddha called the ‘first
dart of existence.’ Our maladaptive responses to these first darts
– guilt about our
actions, anger regarding our circumstances, or anxiety about
unfavorable outcomes –
are known as ‘second darts.’ Second darts are psychological in
nature and can enact the
SNS/HPAA system with just as much potency as physical threat
or pain.
To use Hanson’s language, anxiety is a mental consequence
(among many others) of

throwing second darts at ourselves.
Now let’s get to the biology of anxiety:
When the SNS/HPAA system and amygdala are triggered too
often, they lead to the
rapid arousal of state anxiety (anxiety based on specific
situations). Additionally, the
amygdala helps form implicit memories (traces of past
experiences beneath
consciousness) that are colored with fear and lead to trait
anxiety (ongoing anxiety
regardless of the situation).
As I mentioned earlier, activation of the amygdala suppresses
the formation of explicit
memories, which leads to the encoding of distorted,
emotionally-laden implicit
memories. The outcome: individuals feel uncomfortably ‘keyed
up’ and stressed during
an activity – like test-taking – and can’t figure out why. An
anxious test-taker likely has a
sensitized amygdala and fearful implicit memories of past
testing experiences that
surface without conscious awareness.

4
What Is Test Anxiety?
On its face, test anxiety is easy to define. It is an overactive,
often unconscious threat-
response that is triggered by the act of testing. The more
complex aspects of test
anxiety involve the unique configurations of ‘second darts’ that
affect each student.
Second Darts for Test-Takers
Beyond the grueling, four-hour slog that typifies college
admission tests (an unavoidable
‘first dart’), students may be stymied by any number of second
darts that trigger the
SNS/HPAA system. Here are some common second darts that
we see in the test prep
industry:
tests and believes
that the SAT/ACT will perpetuate past results. He has immense
shame about
previous test scores and is self-defeating in his assumptions
about the future: “I’ll

never be any good at testing.”
educational and
professional trajectory in life, which shades the exam with
excessive importance
and triggers a flight response.
-achieving and worries that a sub-stellar
performance will
dramatically undermine a portfolio of academic successes. At a
psychological
level, he fears the dissolution of an identity – being the ‘smart
kid’ – that is
precariously buoyed by grades and test scores.
performance will
confirm negative stereotypes about his identity: gender, race,
class, etc. The
phenomenon of stereotype threat is well-documented in the field
of psychology.
The combination of a rigorous, lengthy, high-stakes exam (first
dart) and the added
pressure that students place on themselves (second dart) is a
recipe for powerful

anxiety.
http://en.wikipedia.org/wiki/Stereotype_threat
5
Using the Mind to Eliminate Test Anxiety
After reading about anxiety and the threat-response mechanism,
you may feel betrayed
by your own mind and body. As I mentioned earlier, we simply
do not need the same
survival instincts as our mammalian ancestors. Fortunately, our
flexible human brains
allow us to deliberately curb adverse reactions to suffering –
including test anxiety – and
enhance our capacities for happiness and peace.
When Neurons Fire Together, They Wire Together
A principle tenet of Hanson’s book is the mutual plasticity of
the ‘mind’ and the ‘brain.’
Hanson shores up a ton of research that shows how our
conscious thoughts impact the
physical make-up of our brains and bodies, and vice-versa. At a
cellular level, the 1.1

billion neurons that constitute our brains connect or disconnect,
turn on or off, based
on the character of mental events. In fact, even beneath
consciousness, every positive
and negative emotional episode leaves an indelible trace in our
minds.
Unfortunately, because of the biases of subcortical structures,
negative events are more
easily consolidated into our memories, and our perceptions of
the present are more
readily drawn to troublesome stimuli. Consequently, it requires
real effort to shift the
emotional tenor of our thoughts and behaviors to a more
positive tone.
Activating the Parasympathetic Nervous System
Although we have examined the sympathetic nervous system
(SNS) in detail thus far, its
counterbalance, the parasympathetic nervous system (PNS), is
most essential to
mitigating test anxiety. Broadly construed, the PNS is what
compels the body to ‘rest
and digest,’ especially after the activation of the SNS. The PNS
brings the body and its
functions to equilibrium – slowing breathing, re-organizing

blood flow, resuming
digestion, etc. As a result of the PNS, the cortical functions of
the brain come into full
view, allowing for clear thinking and complex problem-solving.
Ultimately, the PNS yields a sense of tranquility and coolness
that students need to
tackle college admission tests.
6
Here are some quick ways to activate the PNS that can be done
before or during the
administration of a test:
0 minutes, bring different
parts of your body into
awareness and tense and relax them. You may move vertically
along your body,
starting with your feet and ending with your brow.
for a few seconds, and
slowly exhale. A big inhalation expands your lungs, which then
require a big

exhalation to bring them back to their resting size. This action
stimulates the PNS,
which controls exhaling.
distributed
throughout your lips, so
touching them activates your PNS. The presence of these fibers
is likely linked to
early feeding behaviors in infants.
A simple
‘mindfulness meditation’ involves the monitoring of breathing
and the internal
sensations of the body for a prolonged period of time.
Mindfulness meditation
can last anywhere from 3 minutes to an hour depending on the
desired depth of
the exercise. Research has demonstrated that meditation
improves the well-
being of the brain by:
o Increasing gray matter, which allows for stronger attention.
o Increasing activation of left frontal regions, which lifts mood.
o Decreasing stress-related cortisol.

o Strengthening the immune system.
Conclusion: Above All Else, Be Kind to Yourself
Although test anxiety is chiefly the result of the high-stakes
nature of college admission
tests, the strength of anxiety and its concomitant affects (e.g.
lack of confidence, self-
loathing, shame, etc.) can be ameliorated by recognizing second
darts and challenging
their premises. As I stated before, college admission tests are an
inexorable reality of
the admission process, however, they don’t need to trigger
additional emotional
baggage. For test-takers who continue to beat themselves up
about subpar scores, help
them redefine the significance of these exams. Having been in
the field of test
preparation for nearly a decade, I can confidently say that test
scores are not the
7
arbiters of adult success in school and career. For parents
reading this post, explain to

your students that success in life does not always follow a
linear path: immaculate GPA -
> great test scores -> college acceptance -> lucrative and
fulfilling career.
One of Hanson’s most interesting methods for stimulating the
parasympathetic nervous
system is visualization. More specifically, he advises that we
cultivate self-empathy,
nullifying the impact of second darts, by imagining ourselves as
young children. Hanson
asks, ‘Would we berate our child selves with the same harshness
that we turn toward
our adult or adolescent selves?’ Definitely not. Your present
self is just as deserving of
compassion as your ‘child-like’ self – particularly during the
stressful process of college
admission testing.
Hopefully what I have written provides a first step toward
understanding and coping
with test anxiety. I welcome any additional questions or
anecdotes related to test
anxiety that you would like to share. Compass prides itself in its
holistic approach to
tutoring, unifying strategy and conceptual teachings with

personal empowerment and
the abolition of test anxiety.
http://www.compassprep.com/our-approach/
http://www.compassprep.com/our-approach/
1
Discussion Question Rubric
210 Points Total (30 Points for each of the 7 Discussion
Questions)
Over the course of the quarter, you will be presented with
various prompts via Canvas to write
a discussions on. Your responses will need to be at least two
paragraphs in length and you will
need to respond to 2 other students’ posts.
General Information:
1. Due Date and Time:
a. Responses to discussion questions and other students’ posts
should be posted to Canvas by
11:59pm Sunday evenings. The sooner you post, the sooner
others can respond to your post.
b. Responses posted after the due date and time will only be
eligible for 79% of the total
grade.
When Answering a Discussion Question:

1. Length (Minimum of TWO Paragraphs) for Each Response to
a Discussion Question(s): 17
Points Total:
a. Wrote a minimum of TWO paragraphs. (12pts)
b. Include some personal reflection THAT RELATES to the
question you are answering. Be
thoughtful. Include either personal experiences that support
your answer or if you aren’t
comfortable sharing something about yourself, share about
someone you know or
someone/something you read about. (5pts.)
2. Proper Spelling, Grammar, & Punctuation: 3 Points Total:
a. Used proper spelling, grammar and punctuation in both your
answer AND replies. It is
strongly recommended that you write your answers and
responses in a Word document, proof
it and then copy and paste it back into CANVAS to avoid any
errors. (3pts.)
When Responding to Other Students’ Posts:
1. Responses to Other Students’ Posts: 10 Points Total:
a. Replied to TWO other students’ posts. Please be thoughtful
and thorough in your responses
to classmates. Five sentences is the suggested minimum for each
reply, although your efforts
should be spent on quality of reply, rather than quantity of
words, and will be graded
accordingly. Instead of just saying that you agree or disagree
with someone else’s post, be
detailed and intentional in your replies. Remember this is the
way to connect with other
students in the class. The more replies there are in the thread,
the more fruitful the discussion
and the richer the experience for everyone. (10pts.)

**If you have difficulty writing, you may orally record your
answer to the discussion question
and your responses to other students’ posts and upload them to
CANVAS.
2
Questions to Ask Yourself to Help You Reply to Your Peers’
Discussion Posts
1: Read another student’s post to the discussion question.
2: Ask yourself the following questions in regards to the post
you just read.
1: What is the post about (summary)?
2a: Do I agree or disagree with what was written?
2b: Why do you agree or disagree?
3a: Do I find the post interesting?
3b: Why do I find the post interesting?
4: What does the post make you think about?
5: Is there anything in the post you connect with or identify
with?

Acceptable Websites with Primary Sources*
General U.S. History
• The American People Textbook Website
http://wps.ablongman.com/long_nash_apbrief_5
This companion website for The American People provides
online primary
sources, quizzes, essay questions, and links for each chapter.
See also the link to
the companion website for the African American Lives textbook
below.
• History Matters
http://historymatters.gmu.edu
This excellent website provides primary source documents on
nearly any subject
for American history.
• AMDOCS: Documents for the Study of American History
http://history.cc.ukans.edu/carrie/docs/amdocs_index.htm
This site connects to a full-text electronic library through the
University of Kansas
and provides links to a wide array of documents arranged
chronologically.

• Digital History
http://www.digitalhistory.uh.edu/
This site includes annotated primary sources on United States,
Mexican
American, and Native American history, and slavery.
• The Avalon Project
http://www.yale.edu/lawweb/avalon/avalon.htm
The Avalon project website, in association with Yale
University, offers
researchers an interesting way to view and compare a wide
variety of historical
documents.
• American Journeys
http://www.americanjourneys.org/index.asp
Funded by the Institute of Museum and Library Services,
Wisconsin State
Historical Society, and National History Day, American
Journeys is a website
which provides a large collection of primary documents and
images about the
exploration and settlement of the North American continent.

• American Memory
http://memory.loc.gov/ammem/amhome.html
American Memory, in connection with the Library of Congress,
offers a
tremendous amount of information in the area of American
history. The
information, in the form of pictures, text, and audio clips, is
easily accessed.
http://wps.ablongman.com/long_nash_apbrief_5
http://historymatters.gmu.edu/
http://history.cc.ukans.edu/carrie/docs/amdocs_index.htm
http://www.digitalhistory.uh.edu/
http://www.yale.edu/lawweb/avalon/avalon.htm
http://www.americanjourneys.org/index.asp
http://memory.loc.gov/ammem/amhome.html
• American Studies
http://xroads.virginia.edu
From the University of Virginia, this site offers many categories
of Hypertexts,
including full-length autobiographies, slave narratives, and 19th
century popular
fiction. Other strengths include its Cultural Maps and Museum
Exhibits.

• An American Time Capsule: Three Centuries of Broadsides
and Other Printed
Ephemera
http://memory.loc.gov/ammem/rbpehtml/pehome.html
An American Time Capsule brings together a great collection of
advertisements,
leaflets, proclamations, timetables (train schedules for
example), and many other
printed sources from American history.
• From Revolution to Reconstruction . . . and what happened
afterwards
http://odur.let.rug.nl/~usa/D/index.htm
This user-friendly database, from the University of Goningen,
references a
number of historical documents ranging from the Magna Carta
to President
George W. Bush's inaugural speech.
• The Gilder Lehrman Institute of American History
http://www.gilderlehrman.org/
This website contains a wide range of useful resources that
include primary

documents, high quality pictures, timelines, detailed maps, and
a recommended
readings list. The site focuses on instructing students in the
proper use of archives,
databases, primary and secondary sources, and other history
resources. The
activities are group-oriented to encourage teamwork.
• 100 Milestone Documents from the United States National
Archives and Records
Administration
http://www.ourdocuments.gov/content.php?page=milestone
This website is part of the extensive catalog and holdings of the
National
Archives. These milestone documents include such items as the
Declaration of
Independence and the Articles of Confederation, treaties,
Supreme Court
decisions, and congressional acts.
• United States Historical Documents Archive
http://www.ushda.org
This site presents material not only by time period but also by
topic/subject.

Subjects include, but are not limited to, the Federalist Papers,
Speeches and
Songs, Inaugural and Farewell addresses, the Declaration of
Independence,
Articles of Confederation, and the Constitution.
http://xroads.virginia.edu/
http://memory.loc.gov/ammem/rbpehtml/pehome.html
http://odur.let.rug.nl/~usa/D/index.htm
http://www.gilderlehrman.org/
http://www.ourdocuments.gov/content.php?page=milestone
http://www.ushda.org/
Early American History
• Colonial Settlement, 1600s-1763
http://memory.loc.gov/ammem/ndlpedu/features/timeline/coloni
al/colonial.html
This site contains documents related to early Virginia and
Georgia, including the
colonists' relationships with Native Americans.
• The American Colonist's Library: Primary Source Documents
Pertaining to Early
American History
http://personal.pitnet.net/primarysources/
Links to electronic texts relating to early American and early

national sources,
including the works of Presidents Washington, Adams, and
Jefferson.
• Virtual Jamestown
http://jefferson.village.virginia.edu/vcdh/jamestown/page2.html
This digital archive is an on-going research, teaching and
learning project that
explores the legacies of the Jamestown settlement. There are
first-hand accounts
and letters, interpretive essays, and more.
• The Plymouth Colony Archives Project
http://etext.virginia.edu/users/deetz/
Fully searchable texts of early laws, court records, wills, and
probates; analyses of
the colony legal structure, domestic relations, early settlement,
criminal records,
and interactions of the Wampanoag people and the colonists;
biographical and
social network profiles of members of the colony; a study of
social and legal
relationships between indentured servants and masters;
archaeological analysis of

house plans and material culture; and other seventeenth century
texts.
• Famous American Trials: The Salem Witch Trials
http://www.law.umkc.edu/faculty/projects/ftrials/salem/salem.ht
m
This site include transcripts of trial records and examinations of
six accused
witches and other relevant primary source documents.
• The American Revolution, 1763-1783
http://memory.loc.gov/ammem/ndlpedu/features/timeline/amrev/
amrev.html
This site highlights documents focusing on antecedents of the
war in the northern
and southern colonies, the phases of the war itself, and the
British response to
colonial resistance.
• The New Nation, 1783-1815
http://memory.loc.gov/ammem/ndlpedu/features/timeline/newna
tn/newnatn.html
This site provides primary sources related to the founding of the
national
government, including early treaties, federal policy toward
Native Americans, and

numerous congressional and presidential sources analyzing the
Articles of
Confederation and the Constitution.
http://memory.loc.gov/ammem/ndlpedu/features/timeline/coloni
al/colonial.html
http://personal.pitnet.net/primarysources/
http://jefferson.village.virginia.edu/vcdh/jamestown/page2.html
http://etext.virginia.edu/users/deetz/
http://www.law.umkc.edu/faculty/projects/ftrials/salem/salem.ht
m
http://memory.loc.gov/ammem/ndlpedu/features/timeline/amrev/
amrev.html
http://memory.loc.gov/ammem/ndlpedu/features/timeline/newna
tn/newnatn.html
• Thomas Jefferson Digital Archives
http://etext.lib.virginia.edu/jefferson/texts/
Site provides more than 1,700 texts written by or to Thomas
Jefferson.
• Lewis and Clark: The Journey of the Corps of Discovery
http://www.pbs.org/lewisandclark/archive/index.html
This site provides excerpts from the Corps of Discovery's
original journals
searchable by author and date.

• National Expansion and Reform, 1815-1860
http://memory.loc.gov/ammem/ndlpedu/features/timeline/expref
/expand.html
Utilizing primary sources, this site features three aspects of
national expansion:
antebellum slavery, the role of reformers and reform in early
America, and
Overland Trail experiences.
Civil War and Reconstruction
• Civil War and Reconstruction
http://memory.loc.gov/ammem/ndlpedu/features/timeline/civilw
ar/civilwar.html
Diary excerpts, letters, speeches, and newspaper accounts
comprise the diverse
array of sources available on this site related to the War and
Reconstruction.
• Documenting the American South
http://docsouth.unc.edu/index.html
This is a database filled with primary documents and images
from the colonial
period of the South until World War I. With a plethora of first-
hand accounts, the

site encourages scholars to explore issues from the viewpoint of
African
Americans, Euro-Americans, women, and men.
• The Valley of the Shadow: Two Communities in the American
Civil War
http://valley.vcdh.virginia.edu/
An innovative site that examines the Civil War era through the
historical
experiences of two communities in close proximity, one
northern and the other
southern, told through primary source documents.
• The Freedmen's Bureau Online
http://www.freedmensbureau.com/
This site contains records of the Freedmen's Bureau.
http://etext.lib.virginia.edu/jefferson/texts/
http://www.pbs.org/lewisandclark/archive/index.html
http://memory.loc.gov/ammem/ndlpedu/features/timeline/expref
/expand.html
http://memory.loc.gov/ammem/ndlpedu/features/timeline/civilw
ar/civilwar.html
http://docsouth.unc.edu/index.html
http://valley.vcdh.virginia.edu/
http://www.freedmensbureau.com/

New West, New South, New Nation, 1865-1929
• The Rise of Industrial America
http://memory.loc.gov/ammem/ndlpedu/features/timeline/riseind
/riseof.html
This site highlights documents detailing the impact of
industrialization on rural
and urban communities, including the role of the railroad in
westward expansion
and immigration.
• American Temperance and Prohibition
http://prohibition.history.ohio-state.edu/
Maintained by the Ohio State University, this website offers a
collection of
contemporary speeches both in support of and against
prohibition.
• The Progressive Era to the New Era (1890s-1920s)
http://memory.loc.gov/ammem/ndlpedu/features/timeline/progre
ss/progress.html
Documents related to prohibition, the automobile, woman
suffrage, and the
changing urban and rural landscapes in the early twentieth
century are featured on

this site.
• The World of 1898: The Spanish-American War
http://www.loc.gov/rr/hispanic/1898/
This page provides resources and documents about the 1890s
and the Spanish-
American War.
• The World War I Document Archive
http://www.lib.byu.edu/~rdh/wwi/index.html
Website of primary documents from the World War I era.
• Clash of Cultures in the 1910s and 1920s
http://www.history.ohio-state.edu/projects/clash/default.htm
Primary sources on prohibition, the reemergence of the Ku Klux
Klan, and the
Scopes Trial are provided here.
Depression, New Deal, and World War II
• Franklin D. Roosevelt Presidential Library
http://www.fdrlibrary.marist.edu
A user friendly website that provides a treasure trove of primary

sources covering
the FDR presidency (1933-1945). Maintained by the National
Archives and
Records Administration (NARA), Marist College, and IBM.
http://memory.loc.gov/ammem/ndlpedu/features/timeline/riseind
/riseof.html
http://prohibition.history.ohio-state.edu/
http://memory.loc.gov/ammem/ndlpedu/features/timeline/progre
ss/progress.html
http://www.loc.gov/rr/hispanic/1898/
http://www.lib.byu.edu/~rdh/wwi/index.html
http://www.history.ohio-state.edu/projects/clash/default.htm
http://www.fdrlibrary.marist.edu/
• The New Deal Network
http://www.newdeal.feri.org
This website includes photographs, primary documents (letters,
newspaper
articles, speeches, etc.), and political cartoons that provide
insight into the
politics, culture, and economy of the 1930s and 1940s.
• The Great Depression and World War II
http://memory.loc.gov/ammem/ndlpedu/features/timeline/depww
ii/depwar.html
This site features many documents related to the 1930s and
1940s, including

information on race relations, reactions to the Great Depression,
FDR and the
New Deal, photographs of the Dust Bowl, and primary sources
about women in
WW II industry and Japanese internment.
• After the Day of Infamy: Interviews Following the Attack on
Pearl Harbor
http://memory.loc.gov/ammem/afcphhtml/afcphhome.html
This website offers approximately twelve hours of
contemporary opinions from
everyday Americans across the nation concerning the Japanese
attack on Pearl
Harbor. Included are audio clips that present a candid picture of
the political and
social ramifications of the impending war, as well as many
other postwar issues
such as civil rights, and public welfare.
The U.S. since 1945
• The National Security Archives
http://www.gwu.edu/~nsarchiv/ This site provides digital
images, primary
documents, audio/visual releases, and well-written, well-

researched essays on a
wide variety of topics on post-World War II events.
• The Postwar United States, 1945-1968
http://memory.loc.gov/ammem/ndlpedu/features/timeline/postwa
r/postwar.html
• Popular culture in the postwar period and the election of 1960
are described through
documents and photographs.
African-American History
• African American Lives Textbook Website
http://wps.ablongman.com/long_carson_aal_1/
This companion website for African American Lives provides
online primary
sources, quizzes, essay questions, and links for each chapter.
• The African-American Mosaic
http://www.loc.gov/exhibits/african/introduction.html
This site covers nearly 500 years of the black experience in the
western
hemisphere through books, periodicals, prints, photographs,
music, film, and
recorded sound. It includes information on colonization,
abolition, migrations,

and slave narratives collected by the WPA.
http://www.newdeal.feri.org/
http://memory.loc.gov/ammem/ndlpedu/features/timeline/depww
ii/depwar.html
http://www.gwu.edu/~nsarchiv/
http://memory.loc.gov/ammem/ndlpedu/features/timeline/postwa
r/postwar.html
http://wps.ablongman.com/long_carson_aal_1/
http://www.loc.gov/exhibits/african/introduction.html
• The African American Odyssey: A Quest for Full Citizenship
http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aointro.html
This site has gathered together over 200 years of African-
American experiences
in a collection of material that addresses slavery, abolition, the
Civil War, World
War I and Postwar Society, and Civil Rights.
• Africans in America: Journey Through Slavery
http://www.pbs.org/wgbh/aia/home.html
The information on this site is separated into four main
sections, The Terrible
Transformation: 1450-1750, Revolution: 1750-1805, Brotherly
Love: 1791-1831,

and Judgment Day: 1831-1865. Each of these four sections
contains historical
Narrative, a Resource Bank (people, events, and historical
documents), and a
Teacher's Guide with links to primary documents.
• Civil Rights Oral History Interviews: Spokane, Washington
http://www.wsulibs.wsu.edu/holland/masc/xcivilrights.html
From Washington State University, this website focuses on the
civil rights
movement of the 1960s and features interviews conducted with
individuals that
had ties to the movement. This site contains many audio clips
on such topics as
comparing the civil rights movement in Spokane and Alabama,
racial prejudice in
the 1960s, the assassination of Dr. Martin Luther King, Jr., and
civil rights
demonstrations. Because this site focuses on oral histories in
the form of audio
clips, Real Player will need to be installed on the computer.
• Freedmen and Southern Society Project: The Black Military
Experience

http://www.history.umd.edu/Freedmen/
Brought to you by the University of Maryland and grants from
the National
Historical Publications and Records Commission and the
National Endowment
for the Humanities, this site has collected some 50,000 plus
documents describing
the black experience from slavery to the beginning of
Reconstruction.
• From Slavery to Freedom: The African-American Pamphlet
Collection, 1824-1909
http://memory.loc.gov/ammem/aapchtml/aapchome.html
This website offers an excellent source of primary documents
representing
multiple views of slavery, including abolitionists and those who
attempted to
justify slavery.
• The Gilder Lehrman Center for the Study of Slavery,
Resistance, and Abolition
http://www.yale.edu/glc
Site contains many primary documents pertaining to slavery,
slave resistance, and
the abolitionist movement.

http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aointro.html
http://www.pbs.org/wgbh/aia/home.html
http://www.wsulibs.wsu.edu/holland/masc/xcivilrights.html
http://www.history.umd.edu/Freedmen/
http://memory.loc.gov/ammem/aapchtml/aapchome.html
http://www.yale.edu/glc
• Martin Luther King, Jr. Papers Project
http://www.stanford.edu/group/King/
Maintained by Stanford University, this site brings together a
great collection of
Martin Luther King, Jr. resources in one place. This project
presents historical
documents on King and the social movements in which he
participated.
U.S. Women's History
• American Civil War Women
http://scriptorium.lib.duke.edu/women/cwdocs.html
Maintained by Duke University, this website grants access to
diaries, letters, and
photographs and prints that describe the experiences of women
during the
American Civil War.

• American Women: A Gateway to Library of Congress
Resources for the Study of
Women's History and Culture in the United
Stateshttp://memory.loc.gov/ammem/awhhtml/ Through various
types of
hyperlinks and full-text searching, one is able to navigate easily
through
information in the Library's history.
• The Internet Women's History Sourcebook (North America)
http://www.fordham.edu/halsall/women/womensbook.html#Nort
h%20America
This site provides collections of public domain and copy-
permitted historical texts
by and about women in the United States.
• Women and Social Movements in the United States, 1775-
2000
http://womhist.binghamton.edu/
This site contains over 1,000 documents, nearly 400 images, and
almost 400 links
to other websites concerning women's history.
• Documents from the Women's Liberation Movement
http://scriptorium.lib.duke.edu/wlm/

The materials in this on-line archival collection document
various aspects of the
Women's Liberation Movement in the United States, and focus
specifically on the
radical origins of this movement during the late 1960s and early
1970s.
Constitutional History of the U.S.
• A Century of Lawmaking for a New Nation: U.S.
Congressional Documents and
Debates, 1774-1873
http://memory.loc.gov/ammem/amlaw/lawhome.html
This easy-to-navigate site presents records from the
Constitutional Congress, the
Constitutional Convention, and the 1st through 42nd
Congresses: 1771-1873. Not
limited to a simple search, one can also search specific titles
like the Elliot
Records, House Journals, Senate Journals, etc.
http://www.stanford.edu/group/King/
http://scriptorium.lib.duke.edu/women/cwdocs.html
http://memory.loc.gov/ammem/awhhtml/
http://www.fordham.edu/halsall/women/womensbook.html#Nort
h%20America

http://womhist.binghamton.edu/
http://scriptorium.lib.duke.edu/wlm/
http://memory.loc.gov/ammem/amlaw/lawhome.html
• Core Documents of U.S. Democracy
http://www.access.gpo.gov/su_docs/locators/coredocs/
This easy-to-use website primarily offers Congressional and
Presidential
Documents.

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