Category: American history

This short paper is a primary source document analysis aimed at testing your critical analysis abilities and to help you develop the skills necessary to interrogate a source. Please analyze (not merely observe) a primary source, address and meditate on important factors of consideration (author, medium, date of composition, tone, intended audience, etc.), and place the source in its historical moment.
Things to consider: did you address the who/what/when/where/why with respect to the source? Did you address the audience (intended or real) of the source? Did you address why the source is potentially relevant in American history? These are some of the main questions to consider as you analyze your source.
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By the end of the DBQ, you should provide a detailed analysis of the source and explain what insights it provides into the time period during which it was composed.  
Title your paper with your primary source. In-text citations are fine if you are quoting [ex: (YAWP Ch. 17, Source 4, paragraph 3)]. Do not spend much time on “background” history or contexts covered in class – this paper really should be a focus on the primary source itself.
Source:https://www.americanyawp.com/reader/26-the-affluent-society/john-f-kennedy-on-the-separation-of-church-and-state-1960/

A essay arguing about media being a big part in the government. 1. W. Joseph Campbell. “The Media, Myth & Fake News: From Watergate to Today.” The Library of Congress. Accessed March 11, 2024. https://loc.gov/item/2021690626.
American University professor W. Joseph Campbell discusses the rise of “fake news” and the prevalence of media myths in this talk drawn from a new, expanded edition of his book “Getting It Wrong: Debunking the Greatest Myths in American Journalism.”
2. “Silencing Turkey’s Media.” Human Rights Watch, March 28, 2023. https://www.hrw.org/report/2016/12/15/silencing-turkeys-media/governments-deepening-assault-critical-journalism.
Jailed journalists and media workers in Turkey. ” … Documents five important components of the crackdown on independent domestic media in Turkey, including the use of the criminal justice system to prosecute and jail journalists on bogus charges of terrorism, insulting public officials, or crimes against the state. Human Rights Watch also documented threats and physical attacks on journalists and media organizations; government interference with editorial independence and pressure on media organizations to fire critical journalists; the government’s takeover or closure of private media companies; and restrictions on access to the airwaves, fines, and closure of critical television stations.”–Publisher’s description.
3. The Avalon Project : Congressional record house : Anti-hoax terrorism act of 2001; December 11, 2001. Accessed March 11, 2024. https://avalon.law.yale.edu/sept11/cr_054.asp.
This source is a document from the Congressional Record House dated December 11, 2001, titled the “Anti-Hoax Terrorism Act of 2001.” It discusses the issue of fake news or hoaxes that were prevalent in the media following the September 11, 2001 terrorist attacks. The document likely provides legislative measures aimed at addressing the dissemination of false information that could incite fear or panic among the public during a time of heightened national security concerns. This source could be valuable for understanding the legal and legislative responses to the spread of misinformation in the aftermath of significant events such as terrorist attacks.
Secondary Sources:
1. “Research by Subject: Journalism & Media Studies: FACT Checking & Media Watchdog Groups.” Fact Checking & Media Watchdog Groups – Journalism & Media Studies – Research by Subject at San Diego State University. Accessed March 11, 2024. https://libguides.sdsu.edu/c.php?g=447716&p=3080925.
The mass media’s influence on the ethics of public life, as characterized by the press’s watchdog role in monitoring the conduct of government officials, is assumed to be vital to democracy. The effectiveness of this watchdog role is less clearly understood. Partial answers are found in the evolving institutional history of the press, including its control, ethics, laws, technology, organization, and the content of news stories. Just as reporters rarely discuss their ethics in terms of teleology and deontology, the press does not conceptualize in sophisticated terms its impact on the ethics of public employees. It traditionally finds motivation from the popular belief in watchdog success models from muckraking to Watergate. As partisanship, news values, and reporting techniques evolve, effectiveness varies. Research sheds light on media trends but focuses more on presidents than county clerks, more on political campaigns than government process. Optimism, as new doors and new technology open to reporters, is tempered by competition from the marketplace and the new digital feast promised consumers.
2. Social media and fake news in the 2016 election on JSTOR. Accessed March 12, 2024. https://www.jstor.org/stable/44235006.
This source is an article available on JSTOR, focusing on the relationship between social media and fake news during the 2016 election. Given the increasing influence of social media platforms as sources of information and the proliferation of fake news during the election period, this article likely examines the impact of misinformation spread through social media channels on the political landscape. The content likely includes analyses of specific instances of fake news, its dissemination patterns, and its potential effects on voter perceptions and behavior. This source could be valuable for understanding the role of social media in shaping public discourse and political outcomes, particularly in the context of contemporary elections and information dissemination.
3. Unpacking fake news from fake news:: National security in the … Accessed March 12, 2024. https://www.jstor.org/stable/resrep17648.5.
Focusing on the topic of fake news and its implications for national security. The title “Unpacking Fake News from Fake News” suggests that the content may delve into the complexities of identifying and addressing fake news within the context of national security concerns. The article likely explores various dimensions of fake news, such as its dissemination, impact on public perceptions, and potential threats to national security. Given the growing recognition of fake news as a significant societal challenge, particularly in the realm of security and information warfare, this source could provide valuable insights into strategies for mitigating the spread of misinformation and safeguarding national interests.
4. Legislating fake news: Global case studies from countering fake … Accessed March 12, 2024. https://www.jstor.org/stable/resrep17646.5.
focusing on the legislative responses to fake news globally. The title “Legislating Fake News: Global Case Studies from Countering Fake …” suggests that the content may provide insights into various countries’ approaches to combating fake news through legal frameworks and regulations. The article presents case studies from different regions, highlighting the diverse strategies employed to address the proliferation of misinformation and its potential societal impacts. Given the increasing concerns surrounding the spread of fake news and its implications for democracy, this source could offer valuable comparative perspectives on legislative initiatives aimed at safeguarding the integrity of information and public discourse worldwide. THESE ARE THE RESOURCES 

Identify one of the causes of national division during the Antebellum Era from the provided list of possible choices, describe the situation, and explain why it caused regional conflict. Possible choices:
1) Regional economic differences: industry (north) versus agriculture (south)
2) Fugitive Slave Act of 1850
3) Abolition Literature
4) Election of 1860.
This must pass TURN IT IN :Similarity, Plagiarism, and AI detection.

The Rise of Information Age – Science and Technology: 
Describe the technical and political dilemmas experienced by the National Aeronautics and Space Administration (NASA) in its efforts to meet Kennedy’s goal of putting an astronaut on the Moon before the end of the 1960s. 
Assess technological advances during the Cold War in space exploration and military initiatives.  
Differentiate how civilian science led to the prominence of biotechnology and other medical research from the government. 
Examine how the technological advances in the 20th century revolutionized medical science and opened the way for computers and the internet.  
Distinguish how the United States during the 20th century became one of the most scientifically oriented societies in the world today. 
Writing Requirements
Length: 4–5 pages (not including title page and references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
In-text citations that correspond with your end reference
Grading
This activity will be graded based on the W7 Case Study Grading Rubric.
Outcomes
CO 3: Explain the influence of historical events on American culture and society.
CO 4:  Analyze America’s identity from the founding of the United States to the modern era.
CO 6: Analyze America’s domestic politics and foreign policy in the World.
CO 7: Analyze the relationship and relevance of past events to current events in American history.
Textbook:
Title: U.S. History
Authors: P. Scott Corbett, Volker Janssen, John M. Lund, Todd Pfannestiel, Sylvie Waskiewicz, & Paul Vickery
Publisher: OpenStax
Publication Date: 2023
APA Citation
Corbett, P. S., Janssen, V., Lund, J. M., Pfannestiel, T., Vickery, P., & Waskiewicz, S. (2023, July 6). U.S. History. OpenStax, OER Commons. https://openstax.org/details/books/us-history
U.S. History by OpenStax is licensed under a Creative Commons Attribution 4.0 International License,
except where otherwise noted.
The paper needs at least 5-6 reference sources. This is important including textbooks and others scholarly recorces
Rubric
W7 Case Study Grading Rubric – 200 pts
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeLength
5 pts
Meets length requirement
0 pts
Does not meet length requirement
5 pts
This criterion is linked to a Learning OutcomeContent
15 pts
The paper addresses all aspects of the assignment.
12.75 pts
The paper addresses most aspects of the assignment.
11.25 pts
The paper addresses some aspects of the assignment.
9 pts
Paper addresses few aspects of the assignment.
0 pts
No effort
15 pts
This criterion is linked to a Learning OutcomeAnalysis
50 pts
Throughout the whole work, content expresses original thoughts or interprets the subject matter in a different perspective.
42.5 pts
Throughout most of the work, content expresses original thoughts or interprets the subject matter in a different perspective.
37.5 pts
Throughout some of the work, content expresses original thoughts or interprets the subject matter in a different perspective.
30 pts
Throughout little of the work, content expresses original thoughts or interprets the subject matter in a different perspective.
0 pts
No effort
50 pts
This criterion is linked to a Learning OutcomeSupport
50 pts
Throughout the whole work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.
42.5 pts
Throughout most of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.
37.5 pts
Throughout some of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.
30 pts
Throughout little of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.
0 pts
No effort
50 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage
20 pts
The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.
17 pts
The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.
15 pts
The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.
12 pts
The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.
0 pts
No effort
20 pts
This criterion is linked to a Learning OutcomeClarity & Flow
20 pts
The writing contains strong word choice that clarifies ideas and masterful sentence variety aids with the flow of ideas.
17 pts
The writing contains varied word choice and sentence structures that clarify ideas and aid with the flow of ideas.
15 pts
The writing contains word choice and sentence structures that can be revised for better clarification of ideas and flow of ideas.
12 pts
The writing contains wording and sentence structures that are awkward and/or unclear, impeding the clarity and flow of ideas.
0 pts
No effort
20 pts
This criterion is linked to a Learning OutcomeSource Integration
20 pts
Paper includes reference to a scholarly source within the case study and properly integrates the source.
15 pts
Paper includes reference to a scholarly source within the case study but does not properly integrate the source.
0 pts
Paper does not make reference to a scholarly source provided within the case study.
20 pts
This criterion is linked to a Learning OutcomeAPA: Citation and Reference Formatting
10 pts
All sources are properly cited in the text and references page demonstrating a mastery of resource and APA citation reference format.
8.5 pts
Most sources are cited in the text and references page. Some minor errors may exist in citation, but it does not interfere with understanding the source of the information.
7.5 pts
Most sources are integrated, structured, and cited in the text and references page. Some errors may exist in citation that need to be addressed to clarify the source of information.
6 pts
Sources are not properly cited in the text/references page. Formatting contains several errors that suggest a lack of understanding of APA format.
0 pts
Sources are not cited.
10 pts
This criterion is linked to a Learning OutcomeAPA Paper Format
10 pts
Paper is formatted to include all 6 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, and page numbers.
8.5 pts
Paper is formatted to include 5 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, and page numbers.
7.5 pts
Paper is formatted to include 4 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, and page numbers.
6 pts
Paper is formatted to include 3 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, and page numbers.
0 pts
Paper is formatted to include less than 3 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, and page numbers.
10 pts

this essay has two prompts this first one being, 
What were Americans fighting about in the 1960s?  What did the country seem to solve?  What, given the course readings about the 1960s to the more recent past, has the country yet to solve that was so important to the 1960s United States? The second one being, 
What was “second-wave feminism” all about according to Ware?  What made it happen? What were some of the most important gains of the movement into the 1970s? How did “identity politics” feature in second-wave feminism? The first one rubic is, 
must do all of the following – significantly and thoughtfully incorporate evidence and examples from the course readings and required sources, creatively and thoughtfully engage the questions prompts, significantly and thoughtfully persuade, thoughtfully explain its main points, and demonstrate sophistication, Using 
Use American Horizons chapters, 26, 27, 28, 29, 30, and 31 and relevant sections of Susan Ware’s American Women: A Concise History to engage, contextualize, and explain the discord of the 1960s. The second promts rubic is 
must do all of the following – significantly and thoughtfully incorporate evidence and examples from the course readings and required sources, creatively and thoughtfully engage the questions prompts, significantly and thoughtfully persuade, thoughtfully explain its main points, and demonstrate sophistication. Using 
Susan Ware’s American Women: A Concise History chapter 7 (pgs. 180-199) constituted part of the reading for week 7. In that reading she gives over to the us the fisticuffs and struggles involved with with women’s rights activism, “second-wave feminism” and the counter-forces that sought to limit these changes.  The time period of these readings, for the most part, involves the 1960s and 1970s.

This question is drawn from the section “Planning Your Own Map…”(Presnell, 207). After reading this chapter of the Presnell text can you envision a situation where you might design and include a map to illustrate a point – or points – in one of your own research projects? And note this is considerably different than simply cutting and pasting (and citing the source for) an existing map. Some might believe the effort is not worth the return; others that is well worth the effort for one reason or another. What do you personally think…and, as usual, why? (Just conversation.)

Part II:  Choose Three (3) of the following topics and write An essay on Each. Use source material in each essay. Three (3) of the following will be on the Examination(50%).
A.  America has been referred to as the “Golden Land” and in many cases, America has received the “gold” back many times over from those who came here. Discuss the contribution of three (3) immigrant groups to American Life. Why did they come to America? What did they contribute? How were their dreams realized? (or not realized)
B.  “The United States has at times followed a policy of open arms towards immigrants and at other times has tried to restrict immigration.” Discuss this statement in Detail.
C.  “ Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!” – “The New Colossus” by Emma Lazarus. 1. Explain the main theme or ideas expressed in the poem. 2. Who is asking to “Give me your tired, your poor”? 3. What does the “golden door” represent or symbolize? 4. What people would be interested in going through the “golden door”? 5. Compare the experience of Three (3) groups of immigrants with those immigrants described in the words in “The New Colossus.”
D.  The Refugees from Hitler’s Europe found it extremely difficult to immigrate to America. What was the reason for their difficulties in coming to America? What role did the American government play in aiding or hindering their immigration to America?
E.  In the Second Half of the 20th Century, the United States has seen immigration from New parts of the world. Discuss the reasons for the large increase in immigration from Asia and Discuss how these newer immigrants have been integrated or not integrated into American Society.

Using the primary sources in the American YAWP textbook as evidence,    write an argumentative, thesis-driven paper responding to the following prompt: 
– 
In this class we have addressed, in a broad and general sense, how the development of the United States involved constant negotiations and transformations around a number of political and sociological issues, including (but not limited to) race, gender, sexuality, and class. In this 6-7 page (approx. 1,600 words) double-spaced, Times New Roman font paper, please select one of these issues or themes and make an argument for how it has evolved over the course of American history. NOTE: you can make an argument about, say, race from the Civil War to now, or you can make a more discrete analysis (example: exploring how race or racism looked with respect to a certain demographic, or at a certain time period in American history). NOTE: this paper must focus specifically on the period between the Civil War and the early 2000s. This is a very open prompt, as I want you to select a theme you’re interested in investigating and make an argument about the past – you can choose anything from history of fashion to history of economics, sports, and more! Please use 5 primary sources, at least. 

Discussion Instructions
The United States is the world’s wealthiest and most powerful country, but it still has its share of problems—some recent in origin, and others long-festering. For this final discussion, you will have the opportunity to research and propose a solution to a contemporary American problem of your choice in a mock op-ed, and debate with your peers for extra credit.
Note that this discussion has more moving parts than usual, so please pay attention to the additional rules.
A. Please reply to the following prompt in an initial post of at least 300 words total, and include at least one reference to a piece of original research—i.e. not using the lectures or assigned readings (18 pts):
Write a (mock) newspaper op-ed proposing a federal government policy towards a contemporary American issue of your choice. Support your position with original research.
Tip: This prompt is not asking for just your opinion on some national issue (i.e., “X is bad”), but what should be done about it (“X is bad, so the US should do Y”). Note that your problems and solutions need to be appropriate to the scope of the federal government’s responsibilities. For example, you shouldn’t write an op-ed demanding that the feds fill a pothole in your local intersection—talk instead about infrastructure in broader terms.
Tip: Not all opinions are created equal. To be persuasive, your opinions need to be backed up by facts. Please support your arguments with research. However, since this prompt concerns current rather than historical events, available information may be incomplete and/or subject to different interpretations. Consider the political leanings of your sources when conducting your research.
A selection of domestic news sources and magazines—and their political biases—are listed below. Note, however, that the below list of political biases may in turn be subject to my own political bias (!), as the difference between “center-left” and “centrist” and the like may vary from person to person.
ABC – center-left
Associated Press – centrist
Breitbart – far right
CNN – center-left
Democracy Now – left wing
The Economist – centrist
The Epoch Times – far right
Forbes – center-right
Fox – right wing
Huffington Post – center-left
Jacobin Magazine – left wing
Los Angeles Times – center-left
The Nation – left wing
NBC/MSNBC – center-left
Newsmax – far right
Newsweek – centrist
New York Post – right wing
New York Times – center-left
NPR – centrist
One America News Network – far right
The Philadelphia Trumpet – right wing
Time Magazine – center-left
Telemundo – center-left
Time Magazine – center-left
Univision – center-left
Vice News – center-left
Wall Street Journal – center-right
Washington Post – center-left
Washington Times – center-right
Lastly, you may also consider US government agencies/databases, or international institutions as sources of information:
CIA World Factbook
International Monetary Fund
Library of Congress
United Nations
US Department of State
World Bank
World Trade Organization
U.S. Census Bureau

Attached are the files necessary to complete your final. The final consists of a different format from the Midterm. Rather than a full essay, you are writing what is, in effect, two mini essays. There are two questions to respond to (they are prompts, not really questions) and each of them requires the use of a document. The documents necessary are included in this assignment. 
Your response must: – Be no less than 250 words and no more than 750 words PER Question. o Remember, minimal work tends to get minimal grades. o FAILURE TO MEET THE MINIMUM WORD COUNT WILL CAP YOUR GRADE AT A 50% of 100% – Specifically address the core issue(s) of the prompt – This is not an essay. The expectation is that each response will generate several paragraphs at most. – Your response should DIRECTLY respond to the prompt and ALSO explain the HOW or WHY of the answer – Must not be simply a series of information statements taken from the provided. It is required that you emphasize a line of reasoning in your discussion and that your responses address the information in the documents WITHOUT relying on them verbatim. SUGGESTED FORMAT Include all answers on a single .doc file made with the word processing software of your choice (MS Word, Google Docs, etc). Respond to the PART A section first and then the PART B section second. RUBRIC This assignment is graded on a 3 point scale per question. -A grade of 1 is an INADEQUATE response. An inadequate response is one that barely meets minimum word requirements, contains faulty or non-plausible convulsions and is not backed by relevant facts and examples. -A grade of 2 is an ADEQUATE response. -A grade of 3 is an SOPHISTICATED response. A sophisticated response is one that approaches the word maximum, clearly articulates direct answers to the prompts and is backed by lush examples and significant evidence. Part A: Using the included source of the “Code of Justinian” respond to the following question below 1. Identify and Explain what you believe to be the most impactful elements of Justinian’s Code on the foundations of modern law as seen in the included document. Part B: Using the included source of “the Buildings” by Procopius, respond to the following question below 2. Identify and Explain 2 differences between the nature of Procopius’ praise for Justinian in this document when compared to his critiques in ‘the Secret History’ from our previous discussion.