Bibliography Assignment Topic Great Depression  focus on how the AAA and NIRA pr

Bibliography Assignment
Topic Great Depression  focus on how the AAA and NIRA programs helped in combatting the Great Depression. In your intro you can briefly summarize how the Depression changed the government and out nation’s economy. 
· Instructions: Create a working bibliography (also sometimes called Works Cited or References page) of at least six (6) sources in one of the approved formats in Chicago/Turabian style.
Your bibliography must include the following source types:
·  Two primary sources
· One scholarly journal article – this must be a peer-reviewed journal article, not a book review or a student published article
· One secondary source – may not be the Yawp
· One additional source of your choosing – may not be a source from the eText or a tertiary source (tertiary sources are reference materials, like encyclopedias, dictionaries, and textbooks)
Your annotation must include the following information
· A summary of the content of the source or the content of the online exhibit
· A summary of the author’s thesis and conclusions or the purpose of the online exhibit
· A description of the evidence that the author used to support the thesis or a description of the images in the online exhibit
· A statement about how and why the source will be helpful for your own research
Assignment Format:
  
Primary   Source #1
 
Citation-
 
Annotation:
  
Primary   Source #2
 
Citation-
 
Annotation:
  
Scholarly   Journal #1
 
Citation-
 
Annotation:
  
Secondary   Source 1
 
Citation-
 
Annotation:
  
An   Additional Source
 
Citation-
 
Annotation:

Topic:  you should focus on how the AAA and NIRA programs helped in combatting t

Topic:  you should focus on how the AAA and NIRA programs helped in combatting the Great Depression. In your intro you can briefly summarize how the Depression changed the government and out nation’s economy. 
I: Introduction: (provides background information on your topic)
: (A  statement is one to two sentences that clearly and decisively state your research main argument)
II: Topic Sentence #1: (argument 1 )
A. Support 
1. (Detail/ example )
2.(Detail/example)
B. Support
1. (Detail/example)
2. (Detail/example)
*Include a description of your exhibit item to support each argument*
III: Topic Sentence #2: (argument 2 )
A. Support 
1. (Detail/ example)
2.(Detail/example)
B. Support
1. (Detail/example)
2. (Detail/example)
3. *Include a description of your exhibit item to support each argument*
IV: Topic Sentence #2: (argument 3)
A. Support 
1. (Detail/ example)
2.(Detail/example)
B. Support
1. (Detail/example)
2. (Detail/example)
*Include a description of your exhibit item to support each argument*
V. Conclusion (summary of thesis and demonstrate how main points support your thesis)

M3 Discussion 9: Reflection Overview The purpose of this discussion is to reflec

M3 Discussion 9: Reflection
Overview
The purpose of this discussion is to reflect on and share the things you have learned in this module.
World War I and the Philadelphia Race Riot
The Flapper
 
Instructions
Identify something that made you go “wow” in this module – what surprised or impressed or shocked you?
Describe why this thing stood out to you.  Use quotes from your readings and research to support your observations. Make sure to use your primary sources!
Include an illustration from the period, and make sure you caption the illustration.
Share two or three new words you’ve learned from this module and the definitions.
Your Wow statement should be at least 100-150 words, not including the citations.
By Sunday, respond to the Wows of at least two other students with at least a couple of sentences.
Use the Purdue OWL Chicago Style guide for help with the correct citation style for your quotes.

M1 Discussion 2: Indian Assimilation Overview The purpose of this discussion is

M1 Discussion 2: Indian Assimilation
Overview
The purpose of this discussion is to help you imagine how it felt to be an Indian forced to undergo assimilation at a boarding school far from home and try to understand also the point of view of other people at the time.
Instructions
For this discussion, review your readings for Unit 2.  Afterwards, you will analyze the photo of Tom Torlino embedded here. You might also look at Tom Torlino’s school record at the Carlisle Indian School site. Feel free to do research outside the course if you’d like other points of view.
What impact would the transformation of Tom Torlino and others like him who attended the Carlisle Boarding School have on the following groups?  ex: a Navajo child sent to a boarding school, white male Christian missionary and an African American. 
Be sure  address how each group might have felt and  what their ideals were during this time.
Tom Torlino, a member of the Navajo Nation, entered the Carlisle Indian School, a Native American boarding school founded by the United States government in 1879, on October 21, 1882 and just before he departed on August 28, 1886. Torlino’s student file contained photographs from 1882 and 1885. Carlisle Indian School Digital Resource Center.
Before you complete your discussion, make sure you refer to the course rubric for the expectations for this assignment.  Participating in the course discussions is an important part of your final grade. In your discussions, you cannot simply reply to someone’s posting with “ditto” or “I agree with you”.   You must answer the question(s) asked in a minimum of two paragraphs and maximum of three paragraphs. Your responses should also quote and cite the material you have read in the class so far; you may also do outside research. Use the Purdue OWL Chicago Style guide  for help with the correct citation style for your quotes.

M3 Discussion 8: The Flapper Contains unread postsMust post first. Overview The

M3 Discussion 8: The Flapper
Contains unread postsMust post first.
Overview
The purpose of this discussion is to understand the differing points of view regarding the flapper lifestyle during the Roaring Twenties.
Instructions
For this discussion,  review your readings for Unit 8 and read the following instructions carefully. Feel free to do research outside the course if you’d like other points of view.
Then form groups that represent:
Ellen Welles Page
A Harlem Renaissance artist
A female member of the KKK
All have their own opinions regarding the flapper lifestyle.  Each group will answer the following questions: 
How would your character describe the flapper lifestyle? 
Do their opinions represent that they advocate for progressive change or the preservation of traditional American values?  
To form groups, students with last names beginning with A-F will take the role of the flapper. Students with last names beginning with G-L will take the role of her parents. Students with last names beginning with M-S will take the role of the male jazz artist.  Students with the last names beginning with T-Z will take the role of the young male farmer.     
Be sure to put yourself in the shoes of the person you are speaking for — try to imagine how that person felt, what their ideals were, what they thought was good or right or appropriate at the time, even if you personally do not feel that way. Remember, history is not about you; it is about what people knew and felt and believed in the past, based on different knowledge than you and other modern people have about what happened later.  
Before you complete your discussion, make sure you refer to the course rubric for the expectations for this assignment.  Participating in the course discussions is an important part of your final grade. In your discussions, you cannot simply reply to someone’s posting with “ditto” or “I agree with you.”   You must answer the question(s) asked in a minimum of two paragraphs and a maximum of three paragraphs. Your responses should also quote and cite the material you have read in the class so far; you may also do outside research. Use the Purdue OWL Chicago Style guide for help with the correct citation style for your quotes, and refer to your Introduction to Critical Thinking and the How to Read History Sources modules for a review of how to view primary sources).

Is this imperialism?   Please view the following resources: Crash Course U.S. Hi

Is this imperialism?  
Please view the following resources:
Crash Course U.S. History- Imperialism Video
NPR- Fresh Air interview with Daniel Immerwahr
Examine the following historical events. Select three events and argue whether or not these qualify as imperialism? 
Louisiana Purchase 
Seminole Wars
Annexation of Texas
Treaty of Guadalupe Hidalgo
Purchase of Alaska
Spanish-American War
Foraker Act
The Platt Amendment
Building of the Panama Canal
Roosevelt Corollary
In your responses to your classmates, post-state whether you agree or disagree with their interpretation. 
250 +/- words and initial response due Wednesday, 11:59 pm est. Reply and follow-up due Sunday, 11:59 pm est

Is this imperialism?   Please view the following resources: Crash Course U.S. Hi

Is this imperialism?  
Please view the following resources:
Crash Course U.S. History- Imperialism Video
NPR- Fresh Air interview with Daniel Immerwahr
Examine the following historical events. Select three events and argue whether or not these qualify as imperialism? 
Louisiana Purchase 
Seminole Wars
Annexation of Texas
Treaty of Guadalupe Hidalgo
Purchase of Alaska
Spanish-American War
Foraker Act
The Platt Amendment
Building of the Panama Canal
Roosevelt Corollary
In your responses to your classmates, post-state whether you agree or disagree with their interpretation. 
250 +/- words and initial response due Wednesday, 11:59 pm est. Reply and follow-up due Sunday, 11:59 pm est

  For this discussion,  review your readings for Unit 7 and read the following s

 
For this discussion,  review your readings for Unit 7 and read the following scenario carefully. Feel free to do research outside the course if you’d like other points of view.
Scenario:  John Smith was an African American veteran of World War I. He was a member of the 369th Infantry Regiment, also known as the Harlem Hellfighters.  After receiving recognition in France for bravery in battle and fighting to preserve democracy in Europe, Smith returned to his home in Philadelphia, PA. On the morning of May 10, 1919, Smith attended a local NAACP meeting, hoping to continue his fight for democracy in the United States.  One attendee stated that black veterans like Smith were new men and world men, awakened by their experience abroad and whose power to invoke change was limitless. He emerged from the meeting with a sense of pride and a new sense of purpose. As he rounded the corner onto Pine Street, Smith found himself in the middle of an anti-black race riot.  White mobs attempted to tear his uniform from his body, accusing him of Bolsevism for being a member of the NAACP, and demanding that he and other blacks in the neighborhood immediately leave the city.  He overheard a black neighbor yell, “If you are attacked defend yourself like American citizens. When they tread upon your rights fight them to the bitter end.”  
Prepare a discussion where you take the role of ONE of the following individuals and explain who that person was and how they would have responded to the riot.  Why did the riot happen? How should the blacks being attacked respond, according to your individual’s point of view?
Choose ONE:
John Smith, the African American World War I veteran
The white anti-black, anti-socialist, member of the mob
A member of the NAACP
The black neighbor under attack
Before you complete your discussion, make sure you refer to the course rubric for the expectations for this assignment.  Participating in the course discussions is an important part of your final grade. In your discussions, you cannot simply reply to someone’s posting with “ditto” or “I agree with you.”   You must answer the question(s) asked in a minimum of two paragraphs and a maximum of three paragraphs. Your responses should also quote and cite the material you have read in the class so far; you may also do outside research.  Use the Purdue OWL Chicago Style guide for help with the correct citation style for your quotes.
Then, respond to at least TWO classmates’ postings referring to at least one element of critical thinking.  Your response to your classmates should be a minimum of two sentences, maximum of four sentences(refer to your Introduction to Critical Thinking and the How to Read History Sources modules for a review of how to read primary sources).
source: Kenneth Finkel, “100 Years ago, South Philadelphia saw Violent Race Riots” Philadelphia Inquirer, July 27, 2018. https://www.inquirer.com/philly/opinion/commentary/race-riots-of-yore-20180727.html