The document discusses what a DBQ (document-based question) is on the AP U.S. History exam. It consists of an essay question that requires the student to answer using multiple provided sources of different formats like texts, images, or graphs. Students are given 15 minutes to analyze the documents before writing the 45-minute essay response. The DBQ tests a student's ability to analyze, synthesize, and assess the historical evidence from the various source documents.
AsAm 308 Guidelines for the Final Project Outline 1 P.docxdavezstarr61655
AsAm 308 Guidelines for the Final Project Outline 1
Prepare an OUTLINE for your Argumentative Final Project Essay. Distributed March 22, 2018
Submission due at Titanium Assignments by Friday, April 6, 12pm (noon).
Suggested Length: 1 page, single-spaced
Note: This handout is adapted from one by historian and Harvard professor Jill Lepore.
By your project thinking and writing, you can engage and practice making a contribution toward
our course objectives --
This course takes Asian women living in the US as the focus of analyses of identity,
culture, and political economy. We will examine works by and about Asian American
women from multiple disciplines, in order to elucidate how Asian American women
have been represented and treated as the objects of history and culture, as well as
how Asian American women in turn shape these forces. By exploring the areas of
immigration and settlement, social stereotyping, identity construction, family,
community, labor, organized resistance, and cultural production, we will attempt to
answer questions such as: Who are “Asian American women”? What are the
commonalities and differences of racialization, gender, class, sexuality, language and
culture that delineate this category? How do Asian American women negotiate the
complexities of multiple identities and positions of their lived experiences, both in the
United States and transnational spaces?
Requirement 1: What am I going to argue? This is my THESIS.
An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the
thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is
generally agreed upon or accepted as fact then there is no reason to try to persuade people.
__ In general, your thesis statement should be 1-2 sentences long and should be found at the end
of your first paragraph (or occasionally your second paragraph).
Requirement 2: A Well-Organized Body
The body of the paper is where you flesh out your thesis and present your evidence. Most people
find it helpful to outline before beginning to write. It is important that you move logically from
point to point as you move from paragraph to paragraph.
__ Present each of your paragraphs and its central idea.
This central idea is generally expressed in a topic sentence which is usually the first or second sentence in a
paragraph. Many people find it helpful to string their topic sentences together after completing an essay. This
should produce a coherent paragraph beginning with your thesis statement.
! What sequence of evidence best supports your claims?
! How and where will you engage both with what other scholars have written about your
subject, or broader interpretations about his period in history, or with theories about the
past, or historical forces?
! Are there counter-arguments that you haven’t considered?
* T.
American Military University HIST102 – United States History.docxnettletondevon
American Military University
HIST102 – United States History since 1877
Prof. Brian Mark Weber, M.A.
Updated August 2015
Writing Assignment 1 and 2
This document contains important information regarding the Writing Assignment 1 and
Writing Assignment 2. The papers will be submitted through the “Assignments” area of
the classroom (upload the paper as a Word document and submit). Please contact me
immediately if you are unclear about these requirements.
The purpose of this assignment is to choose three important people or events in American
history through the readings of weeks 1-4 (writing assignment 1) or weeks 5-8 (writing
assignment 2.) You have some flexibility with this assignment. For example, you can
write about three important acts that the British imposed which caused the colonists to
seek independence against the mother country. Or, you could write about three important
events during the presidency of Thomas Jefferson. Contact your instructor if you need
guidance regarding a topic.
The assignment asks you to find a minimum of two academically credible sources (one
may be your textbook), develop a clear, focused thesis statement, and to support your
thesis with clear, insightful, consistent writing. This assignment will enhance your
research and writing skills, both of which are applicable not only to this course but to
many different careers.
You may include your own opinions and ideas as long as they reflect a solid
understanding of the reading material. For example, if you write about the presidency of
Thomas Jefferson, feel free to include your opinion as to how his ideas made the country
stronger, freer, or more prosperous, but your primary focus should be an analysis of the
factual information that you have utilized to support your thesis and main ideas.
Your ideas must be supported by information from your sources since you are using these
sources to prove your thesis. After all, the purpose of a research paper is to make a case
and to convince the reader that your writing and research supports your thesis. Whether
you quote information directly from your sources, or paraphrase, you must cite your
sources generously to give credit to the sources and to avoid plagiarism.
You may utilize one of two citation methods in your essay (depending on which method
you are most familiar): MLA or Chicago/Turabian. Your instructor will post links to web
sites that contain more specific information about utilizing these methods.
Your paper must contain a cover page, an introduction paragraph, three body paragraphs
(one paragraph for each of your three people/events) and a conclusion paragraph. The
paper length is about 3 pages, double-spaced. A separate document in the Resources
section of the classroom is a sample student essay. Please refer to this document to get a
visual representation of what your essay should look like.
During the two weeks befo.
Assignment 1 Dealing with Diversity in America from Reconstructi.docxbraycarissa250
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s
For History 105: Dr. Stansbury’s classes (7 pages here)
Due Week 3 and worth 120 points. The formal deadline is on Monday morning at 9am Eastern Time; this is the next day after Week 3 ends. Watch announcements, emails, and postings for exact dates and any holiday notes that sometimes arise.
[NOTE ON ECREE: The university is adopting a tool called ecree for helping and doing writing assignments in many classes. In our History 105 class, we will be using the ecree program only for EXTRA CREDIT as a tool for doing work on your rough draft of the paper. We hope this approach encourages more rough drafting and revision work by students as well as makes students familiar with this useful new tool. For Assignment 1, in the Week 3 unit, you will see the link “EXTRA CREDIT: ROUGH DRAFT….”—that is where you can get up to 5 points of extra credit. Instructions will be posted there in the early days of the summer course. If you try this option, you will be able to use the file developed in ecree as a rough draft; you will then download that draft and edit it further. Then, once your paper is fully polished and finished as you see fit, you will then submit it at the next link in the Week 3 unit, which says “ASSIGNMENT 1: DEALING WITH DIVERSITY….”. ]
BACKGROUND FOR THE PAPER: This is a 5-paragraph paper based on research in designated sources. It is a position paper in which you support a thesis statement by reason and historical examples. After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the two statements below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. [Don’t use this background paragraph in your paper]
Topic and Thesis Statement—choose one of the following as your Thesis Statement:
· THESIS STATEMENT 1: Political policies in the period from 1865 to the 1920s generally tried to promote diversity and “the melting pot” despite the strong prejudices of a few.
· THESIS STATEMENT 2: Political policies in the period from 1865 to the 1920s generally tried to hinder or restrict diversity and “the melting pot”, in part because of widespread prejudices.
· Plan to make that thesis statement the last s ...
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docxdurantheseldine
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
Assessment Assignment Helpful HintsAbridged version of the Gra.docxgalerussel59292
Assessment Assignment Helpful Hints
Abridged version of the Gram/Mehling document, compiled by Betty Sears Mehling
Before you begin, read the questions (prompt) first.
The questions tell you what sort of information you are expected to find in the written documents and cartoons/pictures.
Give yourself enough time to go over the documents multiple times.
Really think about the document between each reading.
Visualize what the document says as you read.
Think about what you learned in class and from the book that goes with the document.
Give yourself enough time to answer the questions (prompts) thoroughly.
Questions will have multiple parts.
2 or 3 sentences will not suffice.
Read your answers thoroughly.
Make sure that your answers make sense.
Make sure that you have supported your assertions.
Make sure that you use college level grammar and punctuation.
How to read a political Cartoon:
The creator is trying to make an argument or a point about something.
Know the historical context of the cartoon.
What year was it made?
What part of the country?
What event it is talking about?
Use your textbook and lecture notes to remind yourself of what was happening at the time the cartoon was created. Your secondary sources will give you the information you need to understand and analyze the visuals.
What seems important about the cartoon?
Political cartoons make a strong, succinct statement.
Whatever your eyes are drawn to is probably the main point.
Political cartoonists are trying to get you to agree with them about something.
What has the cartoonists drawn?
Look for symbols.
What is in the cartoon?
Cartoonists will sometimes use a familiar object to represent something else.
Example: If you see an elephant stomping a donkey, the cartoonist could be suggesting that the Republicans will win the next election.
Look for exaggeration.
Sometimes cartoonists use real objects but draw them in an exaggerated way.
If the cartoonist draws the members of Congress as screaming babies, maybe the point is the childish, unprofessional behavior of the members of Congress.
Determine if the cartoon is serious or ironic.
Short phrases throughout the cartoon can give you hints.
Compare the words with the picture. Are we supposed to agree with what the words are saying or are we supposed to realize that the opposite is true?
Many of the same rules above apply for photographs.
What is going on in the photograph?
Why did the photographer think this was something worth photographing?
What does he/she seem to be saying about the event or person in the photo.
What does the picture focus on?
What was happening when this picture was taken?
You must know the historical context of what is depicted in the picture before you can analyze it.
Reading a Primary Document:
Read the essay prompt (question 1) first.
Questions are designed to make sure you understand the main points.
Who is the author?
What do you .
A Short Paper Assignment allows you, early in the course, to demonst.docxkeiran409es
A Short Paper Assignment allows you, early in the course, to demonstrate your research skills to your instructor and to receive feedback that will benefit you when you write research papers for future courses. With this assignment, you will learn how to do proper research and write a short paper.
You are allowed to choose your own topic, as long as it pertains to the subject of this course. If you have any questions on subject matter, please contact your instructor. This is your opportunity to look a little deeper at a subject that interests you.
This short paper is at least three double-spaced pages of text (Times New Roman, font size 12) and you must consult a minimum of two academically credible sources.
Your bibliography and citations may be in APA, MLA, or Chicago Style format. Students majoring in history must use Chicago Style format.
The short paper needs to be turned in through the assignment section for grading. If you use any of the information from your sources word-for-word, you must cite the source by using endnotes, footnotes, or parenthetical citations. If you read the information and write it in your own words and it is not common knowledge, then you must cite the source because you are paraphrasing someone's information.
The short paper must include a cover page with your name, course number and course title, instructor's name, and date. You must also include a bibliography at the end of your paper. While composing your paper, use proper English. Do not use abbreviations, contractions, passive voice, or first/ second person (I, you, we, our, etc). Before submitting your paper, check your grammar and use spell check. Remember, the way you talk is not the way you write a paper. Please label your paper as follows: lastnamefirstnameHIST102ShortPaper.
List of possible topics:
1. Grant as President
2. “Jim Crow”
3. Boss Tweed
4. J.P. Morgan
5. The Transcontinental Railroad
6. The Steel Industry
7. J.D. Rockefeller
8. The American Labor Movement
9. The New Immigration
10. Booker T. Washington
11. The Growth of American Cities
12. The Suffrage Movement
13. The Indian Wars
14. The Settlement of the West
15. The Populist Movement
16. William Jennings Bryan
17. The Spanish American War
18. Theodore Roosevelt
19. The Conquest of the Philippines
20. Theodore Roosevelt and the Monroe Doctrine
21. The Building of the Panama Canal
22. The Great White Fleet
23. The Conservation Movement
24. Woodrow Wilson
25. The United States in World War I
26. The Sinking of the Lusitania
27. Wilson’s Fourteen Points
28. Wilson at the Paris Peace Conference
29. The United States and the League of Nations
30. The Roaring Twenties
31. Prohibition
32. Al Capone
33. The Scopes Monkey Trial
34. The Rise of Professional Sports
35. The Stock Market Crash of 1929
36. Interwar U.S. Foreign Policy
37. The Washington Naval Treaty
38. Franklin D. Roosevelt
39. The New Deal
40. The Tennessee Valley Authority (TVA)
41. The Dust Bowl
42. The America First Movement
.
My proposal is a little around the Business Model and what I need .docxgilpinleeanna
My proposal is a little around the Business Model and what I need is the topic of Business Model to be more in the center stage. So, highlight more what actually the Business Model is, How does the topic of inclusiveness or sustainability come into play with a Business model. Also, you have to find out how does Corporate Social Responsibility CSR, Multinationals enterprises come together under the Business Model.
The best way to combine sustainability and Business Model is (How firms do business “How to create and capture value”):
For example:
the creating value is who is the customer
the capture value is how to make money in our business
Also, I want to include the Activity systems which has two parts Design Elements and Design Themes, what i need is just Design Themes from the Activity systems. Because of the sustainability maybe comes from one of the Design Themes, but not yet identified in any literature that why I would like to include it and do more investigation.
the Theory
Disruption theory, I want it to be my theoretical lens because the research will be in the Bottom of Pyramids BoP.
Note :
2 points about the problem need to be describe.
2 research questions that match the literature.
The introduction and conclusion should meet the literature and context.
the project not about product innovation.
the project is about Business Model Innovation.
I posted 2 articles about Business Model and Activity systems to use it as start point.
Advice for Research Paper
.
· Advice for Research Paper
Before I receive questions regarding the research paper, I wish to address potential questions in this brief announcement. First you should have already picked your topic from the list provided at the bottom of this page. Second, when you pick a topic make sure you narrow it down significantly. For example instead of writing a paper about Andrew Jackson’s entire life, you should look at the particular contributions he made towards the development of the United States and explain their importance. Third, make sure you include a clear introduction with a thesis statement. The thesis statement gives your paper a specific direction and an argument. History is much more that the description of a person or event but the importance of the topic. Fourth, make sure to follow the instructions listed in the “Paper & Journals”” link and provide citations throughout your paper, especially quotations. You may use any format you are familiar with, but they need to be accurate and provide page numbers. Additionally, avoid using websites. Instead use all the sources available to you through the CTC Online Library. Lastly, and most importantly, make sure to put everything in your own words to avoid plagiarism. I wish everyone the best of luck for their papers. The more effort and analysis you provide in your paper the better the score. Follow the advice in this message and your score will be better. Best of luck and as always feel free ...
Prof. Archibald Spring 2017 You can visit the Writing Tut.docxbriancrawford30935
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
US History 2112 History Here PaperHistory is not something t.docxjessiehampson
US History 2112
History Here Paper
History is not something that happens outside of Douglas. South Georgia also experienced the Civil War, the1920s, the Great Depression, and so on. Often, what happened in Douglas is similar to events elsewhere and a lot of that history still makes up the places we know and love today. This semester, you will research an event in local history and explain how this event connects within the larger context of US history.
Due: September 26, 2019
Purpose: The purpose of this project is for you to learn how to do primary and (scholarly) secondary research to demonstrate how local events are a part of larger historical patterns.
Skills: In completing this project, you will learn how to analyze sources carefully, draw conclusions based upon facts you have researched, and build an argument based on your findings. In doing so, you will also learn the steps to write an effective college-level research paper.
Knowledge: This assignment will let you have a deeper understanding of the importance of historical context, and a greater appreciation for the historian’s task of placing events in historical context. Most excitingly, you will see how even a tiny quiet place like Douglas or Waycross still connects to the events described in our textbook.
Tasks:
1. Pick an event that happened in Douglas or Waycross from 1865 to 2000.
Using the historic local newspapers available in Galileo is a great way to find a topic. You can do keyword searches or you can just flip through full pages until you find something. Not savvy with the computer? Fear not! The library has the local newspapers on microfilm—pick a decade that interests you and read through a few issues until you find something that interests you.
2. When you find an event that sounds interesting, read the story carefully and, noting the date, think about what was going on nationally when this event occurred.
3. Read the chapter in your textbook related to the local topic you are examining.
No, Douglas is not going to be mentioned in your textbook, but the textbook will give you the national context you need to understand what was going on in the US when your event happened. Example: perhaps your topic is about a soldier coming home to Douglas from Vietnam. Reading the chapter on the Vietnam War would be a good idea. If you’re researching when Elvis Presley came to Waycross, you would read the chapter on 1950s America.
4. Use Galileo, Google Scholar, or Google Books to locate TWO MORE reliable and scholarly sources about your topic.
These sources do not necessarily have to discuss your specific local event, but, like your textbook, should be related to the general subject and time period related to your local event.
5. Locate TWO MORE primary sources that are similar to your subject, time period, and theme.
These might also come from local newspapers, but can also come from other regions as long as they are the same subject matter and time period. For exampl ...
Check Off List With Example Template Good morning Everyo.docxmccormicknadine86
Check Off List With Example Template
Good morning Everyone,
I hope this outline I drafted helped you complete this paper with better ease. Read my Example
Template for Essay One and Essay Two because there is overlap. FYI- although you can use my
template to guide you for structure- please make it your own.
What I saw in the last papers were problems with the Guidelines, the citations, and the good
essay structure. Watch the 5 video hamburger thesis
https://www.youtube.com/watch?v=oAUKxr946SI&t=1s
Do go for a peer review from the Writer’s Studio or a good friend.
This is to be uploaded before the next breakout.
Ms. Isenburg
I. Guidelines
3–5 pages limit (discounted for longer or less pages)
Check word count, drop-down menu under… Dot
200 words per page
(Long quotations are deleted from Word Count)
PAST TENSE
3rd Person (Never use I)
Formal Academic Voice- Remove excessive words when possible
Connect paragraphs for a smoother flow to your argument
New Times Roman 12 points, 1-inch margins,
Consistent footnote style
Do not include long quotations- Mention the source document and paraphrase (summarize) use
different words
Upload a finished Product on Canvas- provide a copy at Breakout
Check spelling, Revise and Have a Peer reading
II. Proper citations
1. End of the Essay [Label Heading as End Notes, Bibliography or Works Cited
2. In the body of the paper citations
• Reference using words of the source are mentioned Footnotes
• Use the drop-down menu under references and hit the insert footnote box. A
small number will appear slightly higher than the standard line.
At the bottom of the page the same number will appear
https://www.youtube.com/watch?v=oAUKxr946SI&t=1s
(Note- There is a different footnote number to each citation and therefore you can have many
citations for the same source)
More about Citations
1. Citations must be listed for quotations used from the document.
2. If you’re using information that is not considered common knowledge you need to cite
that with a footnote
3. If you use Chicago style in the works citation section, then you must follow Chicago for
citations in the body of the paper
4. Incomplete Citations will not be counted as given full credit
III. Structure
1. Introduction
A. Question posed- Were Indians’ savages?
B. Thesis statement
C. Mention Sources used
Body – Suggested three paragraphs- (each one either Supports or Disputes your thesis
question- (place for your support)
1. Each Paragraph
One idea
At least 6 typed lines - usually no more than a full page
Includes some analysis/Conclusions (not just a summary)
• Make sure to mentions who wrote the document (Native Indian or tribe, US
Senator, Indian Agent (aka Express Agent), White American Citizen)
• Make sure to mentions who he/she/group is writing for (audience) persuasion
to get the audience to act
• What did this document tell ...
Freedom in America Paper Assignment Step 1 Pick a topic. WhSusanaFurman449
Freedom in America Paper Assignment
Step 1:
Pick a topic. What topic are you most interested in pertaining to this course? What is a topic you would be interested in writing a paper on? Your topic should not be too broad. For example, the Harlem Renaissance, is too broad. Focusing on a specific cause of the downfall of Reconstruction is a possible topic.
Step 2:
Research the internet and the library for primary sources, or first hand accounts of documents that relate to your topic. Analyze at least
at least ONE
primary source for your paper, you may use more than 1, but you must use at least 1.
Step 3:
Analyze.
When analyzing your document, thoroughly scrutinize the document, what it says, and the argument. Look through “
Guidelines for Analyzing a Primary Source
” (below) to help you come up with a complete analysis of your primary source(s).
Step 4:
Choose at least 4 books and/or articles
from the library or online journals from the library’s online databases. For journal articles, go to UD’s Library database section. For the databases section, articles on U.S. History can be found through Jstor and Project Muse.
*Do not use any encyclopedia sources or the class readings as a
secondary
source. If you use a website, it must be approved by the Instructor. You may use them as a reference, but these do not count towards your secondary sources.
Step 5:
Make sure you have a
thesis
statement
. This is the most important sentence in your paper. The thesis should be located in the first paragraph of your paper. The statement should be
concise
and not too broad. A thesis is the argument or point of view for your paper. It is something that you and someone else can
debate
. Your thesis statement should start out by stating something such as “This paper argues that...” The thesis statement is the statement that guides you throughout the paper. All of your main ideas should connect to your thesis statement.
1
Step 6:
Write your paper! Keep in mind the following:
1) Papers must be typewritten, double-spaced in 12 pt font, and 1-inch margins. Papers should be at least
5 full pages plus a Works Cited page (6 total)
and include an introduction, body, and conclusion.
2) You should have a well-articulated
thesis
. Formulate a central theme that links the primary source document(s) together and connects them to the secondary sources--the books and/or articles you use..
3) Use the "Guidelines for Analyzing Primary Sources" below as a guide. You do not have to answer every question, but be sure to answer the who/what/where/when/why of the document. Describe the audience for this document. Then move on to your own analysis....
4) Analyze your documents. What do they tell you about the cultures that created these stories? How do they enhance our knowledge beyond the course readings and material? Can you discern any deeper meanings beyond what is just on the page? What were the motivations for crea ...
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. An AP U.S. History
Document-Based
Question
(DBQ)
Packet
1
What is a DBQ?
The AP U.S. History test consists of a multiple-choice section and an essay section.
There are four SRQs or Short Response Questions, one FRQ and one DBQ.
The DBQ is an essay question that requires you to answer the question using the sources
provided.
You are given a mandatory 15-minute reading period at the beginning of the free-
response section, and most of that time is to be spent analyzing the documents and
planning your answer to the DBQ. It's recommended that you spend 45 minutes
writing the DBQ essay.
What kind of documents are in the DBQ?
Although confined to no single format, the documents contained in the DBQ rarely
features familiar classic documents like the Emancipation Proclamation or Declaration
of Independence, though the documents' authors may be major historical figures. The
documents vary in length and format, and are chosen to illustrate interactions and
complexities within the material. In addition to calling upon a broad spectrum of
historical skills, the diversity of materials will allow students to assess the value of
different sorts of documents.
When appropriate, the DBQ will include charts, graphs, cartoons, and pictures, as well
as written materials. This gives you the chance to showcase your ability to assess the
value of a variety of documents.
What is the purpose of the DBQ?
The DBQ usually requires that you relate the documents to a historical period or theme
and show your knowledge of major periods and issues. For this reason, outside
knowledge is very important and must be incorporated into the student's
essay if the highest scores are to be earned. To earn a high score it's also very important
that you incorporate the information you learned in your AP U.S. History class. The
emphasis of the DBQ will be on analysis and synthesis, not historical
narrative.
Your DBQ essay will be judged on thesis, argument, outside supporting
evidence, and analysis (including evaluation) of the documents.
The DBQ tests your ability to analyze and synthesize historical data, and assess verbal,
quantitative, or pictorial materials as historical evidence.
2. 2
2006 AP UNITED STATES HISTORY FREE-REPONSE QUESTIONS
UNITED STATES HISTORY
SECTION II
Part A
(Suggested Writing Time — 45 minutes)
Percent of Section II score — 45
Directions: The following question requires you to construct a coherent essay that
integrates your interpretation of Documents A-J and your knowledge of the period
referred to in the question. High scores will be earned only by essays that both cite key
pieces of evidence from the documents and draw on outside knowledge of the period.
“Discuss the changing ideals of American womanhood between the
American Revolution (1770’s) and the outbreak of the Civil War.
What factors fostered the emergence of ‘republican motherhood’ and
the ‘cult of domesticity’? Assess the extent to which these ideals
influenced the lives of women during this period. In your answer be sure to
consider issues of race and class.”
Use the documents and your knowledge of the time period in constructing
your response.
Document A
Source: Letter written by a Philadelphia woman, 1776.
I will tell you what I have done . . . I have retrenched every superfluous expense in my
table and family; tea I have not drunk since last Christamas, nor bought a new cap or
gown . . . [I] have learned to knit, and am now making stockings of American wool for
my servants, and this way do I throw in my mite to the public good. I know this, that as
free I can die but once, but as a slave I shall not be worthy of life.
Document B
Source: Benjamin Rush, Thoughts Upon Female Education, 1787.
The equal share that every citizen has in the liberty, and the possible share he may have
in the government of our country, make it necessary that our ladies should be qualified
to a certain degree by a peculiar and suitable education, to concur in instructing their
sons in the principle of liberty and government.
3
**Remember that writing the DBQ is an acquired skill that takes
practice. Do not get discouraged if you do not get it right away. The
goal is to learn how to answer a DBQ question by May.
3. 4
How do you answer a DBQ?
STEP ONE: THE QUESTION
1. Read the question carefully
a. Read the question more than once
b. Circle the tasks demanded of you
c. Also circle the terms that are unique to the question
d. Ask yourself what is it that you have to prove?
e. Pay special attention to economic, political, and social issues that need to be
included
**KEY WORDS to watch out for:
Analyze
Analyze the extent
Discuss
Assess
Assess the validity of that statement . . .
Evaluate
Explain
To What Extent
How
Describe
Compare and Contrast
5
STEP TWO: THE DOCUMENTS
1. Read the documents quickly, but very carefully.
Note similarities and differences between the document authors and topic.
What is the tension between the documents?
Is there bias?
Look for the point of view of the author of each document.
Look for the tone of each document. (Is there sarcasm? disdain? admiration?)
Look very carefully at the date of each document.
Look for change over time in the documents.
Look for possible solutions in the documents.
**Remember that the documents are not necessarily facts. Many times the
documents simply express an opinion or perception.
2. Use all or all but one of the documents, if possible.
Cite every document used at the end of your thought, don’t begin by identifying your
doc. , e.g., (Doc. A), (Doc. F)
3. Do not make a laundry list of the documents.
4. Do not explain the documents—that is not your task!
Assume the reader of the exam knows the documents inside and out.
You have to use your sources to reinforce your main points and outside information.
Do not quote more than a line of the document. If you want to use more than one line of
the document, paraphrase.
5. Do not make a document say something it doesn't really say.
**But what if there is a document that does not fit your organization
of the sources or your overall argument? Take a breath and close your eyes
for a few seconds. Then look at your ideas and the sources again. Be creative and try
to make it work. If it still doesn’t fit, than do not worry at all. Any AP grader would
appreciate it when students are able to point out sources that are unique to the
historical discussion at hand because it demonstrates your understanding of the
COMPLEXITY of American history. Trust me when I say that they probably do this on
purpose.
4. 6
STEP THREE: OUTSIDE INFORMATION
BRAINSTORM!!!
Make a list (outline) of outside information (as if you were writing a standard essay).
Use a grid or chart to organize your information.
The AP United States History 2006 DBQ Question:
Discuss the changing ideals of American womanhood between the American Revolution (1770’s)
and the outbreak of the Civil War. What factors fostered the emergence of “republican
motherhood” and the “cult of domesticity”? Assess the extent to which these ideals influenced the
lives of women during this period. In your answer be sure to consider issues of race and class.
Use the documents and your knowledge of the time period in constructing your response.
The Potential Outside Information List: (alphabetic order)
“Ar’n’t I a woman . . .”
“Remember the ladies . . .”
”Turning out” (1830’s early strikes)
Abolitionist movement
Academy movement
Adams, Abigail
American Anti-Slavery Society
Anthony, Susan B.
Beecher, Catherine/Hartford Female
Seminary
Bloomer, Amelia
Camp followers
Chandler, Elizabeth
Child, Lydia Maria
Cold Water Army
Crandall, Prudence
Cult of true womanhood
Daughters of Liberty
Declarations of Sentiments
Dix, Dorothea
Douglass, Frederick
Female missionary societies
Female Moral Reform Society
Garrison, William Lloyd
Godey’s Lady’s Book
Greater equality on the frontier
Grimke sisters
Home manufacturing
Immigrant women
Lee, Mother Ann
London Anti-Slavery Conference
Lowell girls
Lowell/Waltham factory system
Lyon, Mary/Mount Holyoke
Martha Washington societies
Mormons
Mott, Lucretia
Mount Holyoke
Oberlin College
Oneida
Phelps, Elizabeth
Philadelphia Young Ladies Academy
Pitcher, Molly
Polygamy
Putting-Out System
Sampson, Deborah
Second Great Awakening
Sedgewick, Catherine
Seneca Falls Convention
Separate spheres
Shakers
Slave auctions
Sojourner Turner
Stanton, Elizabeth Cady
Stone, Lucy
Stowe, Harriet Beecher/Uncle Tom’s Cabin
Temperance movement
The Dial
Transcendentalism
(and there is still more . . .)
7
STEP FOUR: THESIS STATEMENT
The thesis must not simply a restatement of the question.
Historical works are wonderfully flexible. It is okay to say that both factors are
responsible, or that both reasons are true, but that there is more to the picture.
Using a three-pronged approach is most efficient. Bring three arguments to the
forefront, use three groupings of the sources, or focus on three point-of-views.
You thesis must be clear! If your thesis is a mystery to you, than it will be a mystery to
the reader as well.
Make your life easier and construct a thesis that includes most if not all of the
documents. It is better to be “practical” than “right.”
5. 8
STEP FIVE: THE ESSAY
Your essay should be an analysis of the documents and their content.
You are demonstrating analysis if you are doing the following:
a. The essay contains a thesis which divides your answer into categories.
b. The documents are used as evidence to support your thesis.
c. Frequent reference is made to the terms of the question.
d. Be certain that your answer is always focused directly on the question. Do not
drift away from the question at hand.
Do not ramble.
Be certain that, if the question allows, you exploit all of the following in writing your answer:
a. Point of View (POV) is both indicated and discussed from several angles.
b. Validity (VAL) of the documents is noted.
c. Change Over Time (COT) is recognized and discussed (if this occurs in the
documents)
An adequate introduction is provided to give a frame of reference.
ANSWER THE QUESTION THAT IS ASKED AND ADDRESS EACH PART OF THE
QUESTION.
Remember that there is no one right answer on the DBQ.
EVIDENCE:
Cite specific evidence from the documents but avoid long quotations.
Include specific examples to support generalizations or to make distinctions.
Use a separate paragraph for each topic, issue, or argument.
Integrate information from the documents and outside knowledge in responding to the
questions.
Do not misspell words that are supplied in the documents.
HAVE ALL PARTS OF THE QUESTION BEEN ANSWERED???
A conclusion exists which summarizes the evidence and restates the thesis just in case the reader
did not get it in the beginning.
9
GENERAL HINTS FOR WRITING RESPONSES TO FRQs and
DBQS
Learning to write effectively requires commitment and practice, similar to the commitment and
practice required to improve your athletic skills, musical talents, dance performances, video gaming scores
and the like. Since one of the goals of the A.P. U. S. History class is that each of you develops a more
mature academic writing style, I encourage you to apply the following suggestions as you write your
responses to Document Based Questions.
• Remember&that&DBQ&documents&are&descriptions,&interpretations,&or&opinions&of&events&and&
developments&made&by&particular&people&at&particular&places&and×,&for&specific&reasons,&
and&for&specific&audiences.&&Too&often,&students&write&essays&in&which&they&take&the&documents&
as&objective&fact.&&Instead,&students&should&apply&critical&thinking&skills&to&documents,&
assessing&their&reliability&and&the&ways&in&which&they&reveal&the&particular&points&of&view&and&
purposes&of&the&authors.&&Each&writer&comes&from&his/her&world&of&political,&social,&economic,&
intellectual,&and&cultural&biases.&&Rarely&will&a&document&express&a&neutral&point&of&view.&
&
• Based&on&the&above&generalizations,&use&the&principles&included&in&Aristotle’s*Construct&of&
speaker/audience/purpose&(from&A.P.&English&!)&as&you&read&and&analyze&each&document.&
Doing&so&will&allow&you&to&put&the&document&into&its&proper&CONTEXT'and&thereby&accurately&
interpret&its&contents.'
• History&rarely&ties&itself&up&in&a&neatly&wrapped&package.&&Most&ideas,&events,&issues,&and&
actions&contain&ambiguities,'inconsistencies,&conflicts,&contradictions,&and&complexities'
because&the&actors&in&history&are&motivated&by&interconnected&and&often&conflicting&political,&
economic,&social,&intellectual,&and&cultural&ideas.&&&The&A.P.&test&makers&purposely&include&
divergent&documents&in&the&DBQs.&&Your&task&as&the&student&historian&is&to&acknowledge&and&
account&for&the&differences&in&your&work&by&writing&a'nuanced&essay.&&The&better&essays&will&
address&these&differences&and&will&suggest&resolutions.&'
• When&writing&a&response&to&a&documentMbased&question,&NEVER*begin&sentences&with&
document&identification&or&bibliographic&information.&&Doing&so&breaks&the&flow&of&the&logical&
development&of&the&essay&and&creates&an&essay&that&focuses&on&the&documents&rather&than&the&
prompt.&&Instead,&write&content&sentences&that&provide&information&from&or&analysis&of&the&
document’s&contents&and&relate&that&information&to&the&thesis.&&Then,&at&the&end&of&the&
sentence&or¶graph,&acknowledge&the&document&source&with&a&parenthetical'footnote&
such&as&&(Doc.'A).&&Remember&too,&the&parenthetical&footnote&provides&all&of&the&required&
bibliographic&information.''Do'not'waste'time'and'words'by'reCwriting'the'bibliographic'
source'information'within'the'body'of'the'essay.'
• When&writing&DBQs,¶phrase&the&document&contents&rather&than"e&them.&&&Writing&
quotes&from&the&documents&wastes&words&and&time&(on&a&timed&essay)&and&causes&the&reader&
to&question&the&reason&you&did¬&use&the&time&to&provide&your&own&ideas&and&analysis.&&Refer&
to&at&least&75%'of'the'given'documents&in&your&response&to&a&DBQ&prompt.&
• Incorporate&key'words&from&the&prompt,&including&dates,&in&the&DBQ&thesis&statement.
![2
2006 AP UNITED STATES HISTORY FREE-REPONSE QUESTIONS
UNITED STATES HISTORY
SECTION II
Part A
(Suggested Writing Time — 45 minutes)
Percent of Section II score — 45
Directions: The following question requires you to construct a coherent essay that
integrates your interpretation of Documents A-J and your knowledge of the period
referred to in the question. High scores will be earned only by essays that both cite key
pieces of evidence from the documents and draw on outside knowledge of the period.
“Discuss the changing ideals of American womanhood between the
American Revolution (1770’s) and the outbreak of the Civil War.
What factors fostered the emergence of ‘republican motherhood’ and
the ‘cult of domesticity’? Assess the extent to which these ideals
influenced the lives of women during this period. In your answer be sure to
consider issues of race and class.”
Use the documents and your knowledge of the time period in constructing
your response.
Document A
Source: Letter written by a Philadelphia woman, 1776.
I will tell you what I have done . . . I have retrenched every superfluous expense in my
table and family; tea I have not drunk since last Christamas, nor bought a new cap or
gown . . . [I] have learned to knit, and am now making stockings of American wool for
my servants, and this way do I throw in my mite to the public good. I know this, that as
free I can die but once, but as a slave I shall not be worthy of life.
Document B
Source: Benjamin Rush, Thoughts Upon Female Education, 1787.
The equal share that every citizen has in the liberty, and the possible share he may have
in the government of our country, make it necessary that our ladies should be qualified
to a certain degree by a peculiar and suitable education, to concur in instructing their
sons in the principle of liberty and government.
3
**Remember that writing the DBQ is an acquired skill that takes
practice. Do not get discouraged if you do not get it right away. The
goal is to learn how to answer a DBQ question by May.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)