Assignment 2.1: Liberty Challenged in Nineteenth Century America Thesis and Outline

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Assignment 2.1: Liberty Challenged in Nineteenth Century America Thesis and Outline
Due Week 7 and worth 50 points
America became a free independent nation. With the signing of the Treaty of Paris in 1783, the former mother country, England, recognized that its children, the colonies, were now on their own. A constitutional republic was birthed, and thus the challenges began. Slavery, the “Peculiar Institution,” was a monumental issue facing the country. Would it die or would it survive and possibly take a nation divided with it? This sectionalism followed Americans up into the Civil War. Dissect this crisis by addressing parts I and II below.
For the next part of this assignment you will create an outline of the main points you want to address in this paper. This will serve as the basis for your Assignment 2.2 Final Draft. (Note: Please use the Purdue Owl website to assist you with this assignment; this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/.)Part 1:
Write a thesis statement that is one to two (1-2) sentences long in which you:
State your thesis on the significance of this slavery issue, as exemplified in your research. Justify your response.

For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL website with tips on how to construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01/.)Part 2:
For the next part of this assignment you will create an outline of the main points you want to address in this paper. This will serve as the basis for your Assignment 2.2 Final Draft. (Note: Please use the Purdue Owl website to assist you with this assignment; this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/.) 
2. Write a one to two (1-2) page outline in which you:
Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision. Note: Be sure to provide two (2) outcomes for each legislation.
Suggest three (3) reasons why slavery was and is incompatible with our political and economic system.
List three to five (3-5) driving forces that led to the Civil War.
Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.

 
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Assignment 2.2: Liberty Challenged in Nineteenth Century America Final Paper

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Assignment 2.2: Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
Introduce your paper with your previously crafted thesis statement.
Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision. Note: Be sure to provide two (2) outcomes for each legislation.
Suggest three (3) reasons why slavery was, and is, incompatible with our political and economic system.
List three to five (3-5) driving forces that led to the Civil War.
Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
The specific course learning outcomes associated with this assignment are:
Recognize the main factors that led to America’s early development.
Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
Specify ways that women and minorities have responded to challenges and made contributions to American culture.
Use technology and information resources to research issues in American History to 1865.
Write clearly and concisely about American History to 1865 using proper writing mechanics.
Click here to view grading rubric.
 
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Write a brief historical essay (1,500 words) that contextualizes a work that we have studied this semester.

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Write a brief historical essay (1,500 words) that contextualizes a work that we have studied this semester. Your essay must include the following components:
1) bibliography (include five items, either books or articles, that discuss the composer, the genre, or the work. No websites please)
2) proper citations (footnotes)
3) historical context (your discussion should include at least five chronological references that explain aspects of the musical piece, its genre, style, performers, or performance location. Your chronological references can be drawn from: other musical pieces, composer biography, publications, patronage, art, or literature.)
4) musical analysis (your analysis should be connected to your historical context. For example, your musical analysis of a song from Caccini’s Le Nuove musiche should illustrate aspects of declamatory vocal style, basso continuo, and the ornamentation practices advocated by Caccini, and could include a comparison to a similar piece from the same time period by a different composer.)
5) thesis statement (your topic should frame a discussion or debate, as in “music scholars have said/my work shows”. Furthermore, all of your writing should either support ideas that you read about in your bibliography, as shown in footnotes, or should introduce a new idea that argues with ideas you read about in your bibliography, which should still be footnoted.)

 
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A college-level history paper answers some burning question or questions in your mind about the book throughout the paper

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Paper Assignment Due: At the final exam
Every student in class is expected to write one paper. This is the paper topic assignment sheet for this course. This is your work. More than any exam, this will be a manifestation of yourself. It will be something you produce! So, put some heart and soul into it. Make it something of which you can be proud.
Minimum requirements: The paper must be typed. It should be six to ten pages in length. It must be written in size 11 and submitted at 1.5 spaces. Any attempt to stretch a paper by selecting other specifications will be duly noted and your grade shall be adjusted downward. A paper written at the last minute will reflect that fact. I will not be fooled. Do not use encyclopedia or textbooks as sources. Do not submit a paper written in a voice other than your own. You will be caught as others have been. They have regretted their unfortunate decision to plagiarize! Do not submit a late paper. Grades will similarly be negatively adjusted because of lateness. Excuses, even good ones, will be listened to, noted and your grade will still likely suffer. Please no Internet sources. Good luck. Put your heart into it. You shall not regret it!
I cannot accept a late paper. I must file final grades immediately. So, bring a hard copy of your paper to the final exam. I do not accept papers by email. If you think your printer might break or your zip drive might melt down or whatever else might happen, have your paper done early.
Please choose one of the following books:
· The Roads to Modernity : The British, French, and American Enlightenments by Gertrude Himmelfarb.
· The Moral Imagination: From Edmund Burke to Lionel Trilling by Gertrude Himmelfarb.
· How the Catholic Church Built Western Civilization by Thomas E. Woods Jr
· Citizens : A Chronicle of the French Revolution by Simon Schama.
· Napoleon: A Penguin Life by Paul Johnson.
· From Darwin to Hitler: Evolutionary Ethics, Eugenics, and Racism in Germany by Richard Weikart.
· A Century of Genocide : Utopias of Race and Nation by Eric D. Weitz.
· Civilization and Its Enemies : The Next Stage of History by Lee Harris.
· The Case For Democracy: The Power of Freedom to Overcome Tyranny and Terror by Natan Sharansky.
· The West’s Last Chance: Will We Win the Clash of Civilizations? — by Tony Blankley.
· The Return of Anti-Semitism — by Gabriel Schoenfeld.
· Saddam’s Secrets by Georges Hormuz Sada.
· Inside the Revolution: How the Followers of Jihad, Jefferson, and Jesus are Battling to Dominate and Transform the World by Joel C. Rosenberg.
· The Conquerors: Roosevelt, Truman and the Destruction of Hitler’s Germany by Michael Beschloss.
· The Age of Reagan by Steven F. Hayward.
· A Different Drummer: My Thirty Years with Ronald Reagan by Michael K. Deaver.
· How America Got It Right : The U.S. March to Military and Political Supremacy by Bevin Alexander.
· The War Over Iraq: Saddam’s Tyranny and America’s Mission by William Kristol.
· Losing Bin Laden by Richard Miniter.
· The Connection: How al Qaeda’s Collaboration with Saddam Hussein Has Endangered America by Stephen F. Hayes.
· An Autumn of War : What America Learned from September 11 and the War on Terrorism by Victor Hanson.
· Bush at War by Bob Woodward.
· Of Paradise and Power: America and Europe in the New World Order by Robert Kagan.
· America in Retreat: The New Isolationism and the Coming Global Disorder by Bret Stephens (Nov. 18, 2014).
· Worthy Fights: A Memoir of Leadership in War and Peace by Leon Panetta (Oct. 7, 2014).
· The World America Made – January 29, 2013 by Robert Kagan.
· Western Civilization and the Academy by Bradley C.S. Watson
· The Intellectuals: From Marx and Tolstoy to Sartre and Chomsky by Paul Johnson
First, read the book in its entirety. Next, give me a paper that tells me: What are the main arguments that the author makes? What ideas, issues and historical figures that we specifically discuss in our class does the author discuss? How does the author illuminate these issues, ideas and historical figures? In what way does this book contribute to your knowledge of the development of western civilization?
Finally, rate the book from 1-10. I work hard to give my students books that are not a drag to read. Your rating can help me to recommend good books and weed out losers. Did you enjoy the book? Was it well-written, lively, and enjoyable to read? Did you learn as much as you had hoped you might? Your rating will not effect the grade you receive. Put it on your title page in the upper right hand corner.
Tips on how to write a history paper at the college level:
1. Don’t write a high school paper. A high school paper summarizes the book for the bulk of the paper and then answers questions in the last page or so.
2. Write a college-level paper. A college-level history paper answers some burning question or questions in your mind about the book throughout the paper. The paper is about these answers you’ve come up with to these questions. Perhaps you’ve heard this called the thesis.
3. Use quotes. But do not use quotes just to use them. Use them to further your argument. Tell me why you are using the quote. Quote. And then ramble on for a while about the quote.
4. Use your quotes to do a close reading. What is that? It is what we frequently do in class. Look at your quote and dissect it. Squeeze it for information. Make it yield up every drop of juice it can. Only then should you move on.
5. Dare to fall in love with your book. I go out of my way to choose interesting, thought-provoking, controversial, well-written books. I am constantly reading book reviews in search of the most hotly-debated books in the history community – and sometimes even among the presidents of nations. Now, it’s your turn. Spend time with your book. Get to know your author and his or her thoughts. Enjoy the experience.
6. Buy your book early. That way, when the spirit moves you, you can begin to read.
7. If you can’t decide on a book, discuss it with me. Let’s figure out what you want in a book. Then, maybe I can help move you in the right direction.
8. Go to the library. See what other authors have to say about the same subject. Then, quote those other authors. Or quote authors we’ve read in class.
9. Make certain that you’ve read the entire book – and that that comes through in your paper.
10. Put the book into the context of the course. Discuss the ideas in the book that we also discuss in class. Make your paper a part of our colloquy.
11. Use the Writing Center. They are there to help you to improve your paper and your writing skills.
I hope that helps!
Now, go and earn an A!
–Prof. Medrow
 
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Week 4 Discussion Spark: Ongoing Social Issues

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Week 4 Discussion Spark: Ongoing Social Issues
1)
Identify a historical social, political, or economic issue from the 1980s or 1990s that continue to adversely affect the United States today. Has a movement emerged to successfully address this issue? If yes, what impact has it had? If no, why do you think that no substantial movement has evolved?
Your response should contain at least two significant paragraphs
Discussion: The 80s and the 90s: Social Movements that Defined a Decade
As the United States entered the 1980s, race and gender issues continued to take center stage, but other concerns also became the focus of many grassroots activists. From HIV/AIDS awareness to the environment, activists challenged local, state, and federal authorities and big business to improve the way of life for humans, animals, and the earth. In many cases, their activism not only raised awareness, but also spurred increasing government intervention.
For this week’s Discussion, you will identify a social movement that you believe defined a decade.
2) 
Post a 2- to 3-paragraph explanation of how one social movement defined either the decade of the 1980s or the decade of the 1990s. Include in your posting a brief description of the movement, a rationale for its relevance, and the impact that this movement has had on the both the United States and the world.
 
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Your answer should explain how your chosen artifact (and relic) reflects the character of this period.

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Select an artifact or image created in 1000–1300 C.E. using the textbook or other academic resource, such as a museum or library website. Artifacts can include written works, laws, codes, buildings, maps, art, rituals, dance, holidays, and so on; for this exercise, if your choice is not tangible itself, be sure to include a weblink or textbook page number for a related physical relic. Your answer should explain how your chosen artifact (and relic) reflects the character of this period. Support your insight with at least one example of a connection to a specific political, economic, or religious development to which it relates.
 
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Overview History is for human self-knowledge

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HIS 200 Project 2 Guidelines and Rubric
Overview History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is. —R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However, studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change. For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History class, if that event is something you wish to investigate further through this assessment. In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally. Project 2 addresses the following course outcomes:
 Illustrate the impact of historical thinking on personal and professional experiences
 Select appropriate and relevant primary and secondary sources in investigating foundational historic events
 Communicate effectively to specific audiences in examining fundamental aspects of human history
 Utilize historical evidence in drawing conclusions about the impact of historic events on American society
 Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives

2
Prompt Your historical analysis essay should answer the following prompt: Analyze the historical event you selected, using your writing plan as the basis for your analysis. The following critical elements will be assessed in a 4- to 6-page word processing document.
I. Introduction: In this section of your essay, you will introduce your readers to the historical event you selected. Specifically, you should: A. Provide a brief overview of your historical event. For instance, what background information or context does the reader of your essay need? B. Based on your research question, develop a thesis statement that states your claim about the historical event you selected. Your thesis
statement should be clear, specific, and arguable, as it will give direction to the rest of your essay.
II. Body: You will use this section of your essay to provide further detail about your historical event while supporting the claim you made in your thesis statement. Make sure to cite your sources. Specifically, you should:
A. Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any immediate causes that precipitated the event?
B. Illustrate the course of your historical event. In other words, tell the story or narrative of your event. Who were the important participants? What did they do? Why? How do the perspectives of the key participants differ?
C. Describe the immediate and long-term consequences of the historical event for American society. In other words, how did the event impact American society?
D. Discuss the historical evidence that supports your conclusions about the impact of the event on American society. Support your response with specific examples from your sources.
III. Conclusion: In this section of your essay, you will discuss the impact of historical thinking. Specifically, you should:
A. Explain why this historical event is important to you personally. In other words, why did you select this event to research? B. Illustrate how your research of the historical event impacted the way you thought about the event. In other words, how did thinking like a
historian change the lens through which you viewed the event? Support your response with specific examples. C. Explain how a historian would pursue further study of your thesis statement. In other words, if a historian were to continue researching your
thesis statement, what would be the future directions or next steps?
IV. Provide a reference list that includes all of the primary and secondary sources you used to investigate your historical event and support your thesis statement. Ensure that your list is formatted according to current APA guidelines (or another format, with instructor permission).
V. Communicate your message in a way that is tailored to your specific audience. For instance, you could consider your vocabulary, your audience’s
potential current knowledge of historical events, or lack thereof, and what is specifically important to the audience.

3
Project 2 Rubric Guidelines for Submission: Your historical analysis essay should adhere to the following formatting requirements: 4–6 pages, double-spaced, using 12-point Times New Roman font and one-inch margins. You should use current APA-style guidelines (or another format approved by your instructor) for your citations and reference list.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Introduction: Overview
Meets “Proficient” criteria, and response expertly balances necessary detail with brevity (100%)
Provides brief overview of historical event (85%)
Provides brief overview of historical event, but with gaps in detail or clarity (55%)
Does not provide brief overview of historical event (0%)
8.6
Introduction: Thesis Statement
Meets “Proficient” criteria, and response demonstrates keen insight into historical event (100%)
Develops clear, specific, and arguable thesis statement that states claim about historical event based on research question (85%)
Develops thesis statement that states claim about historical event, but thesis statement is not based on research question or lacks clarity or specificity or is not arguable (55%)
Does not develop thesis statement that states claim about historical event (0%)
8.6
Body: Causes
Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100%)
Describes the causes of historical event, citing source(s) (85%)
Describes the causes of historical event, but with gaps in detail, accuracy, clarity, or citation (55%)
Does not describe the causes of historical event (0%)
8.6
Body: Course
Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100%)
Illustrates course of historical event, citing source(s) (85%)
Illustrates course of historical event, but with gaps in detail, accuracy, clarity, or citation (55%)
Does not illustrate course of historical event (0%)
8.6
Body: Consequences
Meets “Proficient” criteria, and response demonstrates insight into relationship between historical event and American society (100%)
Describes immediate and long- term consequences of historical event for American society, citing source(s) (85%)
Describes immediate and long- term consequences of historical event for American society, but with gaps in detail, accuracy, clarity, or citation (55%)
Does not describe immediate and long-term consequences of historical event for American society (0%)
8.6
Body: Evidence
Meets “Proficient” criteria, and response demonstrates strong understanding of how to use historical evidence in drawing conclusions about the impact of historic events on American society (100%)
Discusses historical evidence that supports conclusions about impact of event on American society, citing source(s) and providing specific examples (85%)
Discusses historical evidence that supports conclusions about impact of event on American society, but with gaps in detail, support, or citation (55%)
Does not discuss historical evidence that supports conclusions about impact of event on American society (0%)
8.6

4
Conclusion: Personally
Meets “Proficient” criteria, and explanation demonstrates keen insight into impact of history on personal experiences (100%)
Explains why historical event is important personally (85%)
Explains why historical event is important personally, but with gaps in clarity or detail (55%)
Does not explain why historical event is important personally (0%)
8.6
Conclusion: Research
Meets “Proficient” criteria, and response demonstrates insight into relationship between event and historical thinking (100%)
Illustrates how research of historical event impacted thinking about event, supporting response with specific examples (85%)
Illustrates how research of historical event impacted thinking about event, but response has gaps in clarity, detail, or support (55%)
Does not illustrate how research of historical event impacted thinking about event (0%)
8.6
Conclusion: Historian
Meets “Proficient” criteria, and response demonstrates understanding of historical thinking (100%)
Explains how a historian would pursue further study of thesis statement (85%)
Explains how a historian would pursue further study of thesis statement but with gaps in clarity, detail, or logic (55%)
Does not explain how a historian would pursue further study of thesis statement (0%)
8.6
Reference List
Provides reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement, formatting list according to current APA guidelines (100%)
Provides reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement, but list has gaps in adherence to current APA formatting guidelines (55%)
Does not provide reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement (0%)
8.6
Message
Meets “Proficient” criteria, and presentation demonstrates understanding of effectively communicating with specific audiences (100%)
Communicates message effectively in a way that is tailored to specific audience (85%)
Communicates message to audience, but communication is not effective or is not tailored to specific audience (55%)
Does not communicate message to audience (0%)
8.6
Articulation of Response
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100%)
Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%)
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%)
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%)
5.4
Total 100%

 
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Provide a brief introduction to the two social movements you are going to address.

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Social Movement
The two social movements that I will address in the final project are the Abolition movement and the Lesbian, gay, bisexual, and transgender (LGBT) social movement. These two social movements happened during different eras but both work towards a common goal, which is ensuring that a marginalized group in the society has equal rights. In my research, I will address the historical background of each social movement and the ideologies that jumpstarted each movement. I will go further to analyze the leadership structure of each movement and the challenges that they face or faced. Most importantly, the research will examine the success and failures and the impact of each of the campaign.
My initial findings have established the sources of each of these social movements and the major success that they have each managed to achieve. The Abolition movement was jumpstarted with the effort of ending slavery in America. The basis of this movement was that all men were created equal and hence, the effort to emancipate slaves (Martos, Wilson & Meyer, (2017). This movement began in the 1830s and ended around 1870 (Martos, Wilson & Meyer, (2017). This movement was an essential step in ensuring that African Americans were free to form slavery and played a crucial role in ending racial segregation and discrimination.
On the other hand, the Lesbian, gay, bisexual and transgender (LGBT) social movement was initiated with the interest of providing the LGBT with same movements as heterosexual individuals in the society (Lysack, 2012). This movement was started to end homophobic, transphobic and biphobic attitudes that prevented individual in this category to live comfortably in the society (Lysack, 2012). Notable successes of this movement are that it has managed to achieve legality of gay marriages (Lysack, 2012). Regardless, this movement continues to have challenges, especially on the international front, where certain cultures fail to recognize these laws. Each of these social movements has had an essential role in addressing human rights violations which is an aspect I would explore more in the final research process.
Bibliography
Lysack, M. (2012). The abolition of slavery movement as a moral movement: Ethical resources, spiritual roots, and strategies for social change. Journal of Religion & Spirituality in Social Work: Social Thought, 31(1-2), 150-171.
Martos, A. J., Wilson, P. A., & Meyer, I. H. (2017). Lesbian, gay, bisexual, and transgender (LGBT) health services in the United States: Origins, evolution, and contemporary landscape. PloS one, 12(7), e0180544.
Pepin-Neff, C., & Wynter, T. (2019). The Costs of Pride: Survey Results from LGBTQI Activists in the United States, United Kingdom, South Africa, and Australia. Politics & Gender, 1-27.
That was my propsal. This is the feedback that I got back
Thank you for reaching out to me. Please know that a proposal needs some facts and insight that reveals the author of it knows the topic.
So, with that being said this assignment is a rough draft of that paper.
Provide a brief introduction to the two social movements you are going to address.
In the body of the paper, flesh out key points of your analysis including:
The leadership structure of both movements. Who led these social change efforts? Was it an individual or a collective effort? What prompted individuals to become leaders of the movements?
How the movements parallel or complement each other.
The success of these movements in promoting social change.

Provide a brief conclusion to your draft.
Provide a reference page using APA format to cite each of your sources.
I uploaded what Was wrote so far for the rough draft. Can you add more to this. I have no clue on what else to say. I need a page and a half. The bibliography above needs to be included in the paper. The information needs to come from the bibliography.
 
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Additional Notes for the Field Research Project

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Additional Notes for the Field Research Project

These additional notes explain what you need to write for each section. It’s a “step by step review.” The complete field research project should contain each of the sections in the Field Research Guidelines document. The paper should have 1.5 line spacing and be written in font 12 Times New Roman.
When you start a new section, please start on a new page (for example, go to a new page for the “Literature Review” when you are done writing your “Introduction” and so on). At the beginning of each section, the following titles should appear in bold, underlined, and size 14 font on a separate new page:
Cover Page
The information that should appear on your cover page is listed in the presentation called “Field Research Guidelines.” You can also add a photo or two if you like.
Abstract
This is a brief summary of everything from your Introduction to your Conclusion. It should be 5 to 7 lines long. Though this appears in the beginning of the paper, people usually write this last because you briefly mention some of your later findings in it.
Introduction
At the very least, this should be half a page long. In here you will introduce the culture you are studying.
Also explain the population you will study: Your population can be of a specific age group, gender, or behavior (people who are fans of a certain type of music or people who act in “Off Broadway” plays for example). Your population can also be general, such as people of all ages who come from a certain geographic location. Your sample will just be a number: How many people will you interview and how many surveys will you distribute? (See the methods section for an idea of what your sample should be.)
At the end of your introduction, list your two hypotheses that are the two “educated guesses” that you are trying to prove or disprove. So the entire point of this paper is to either prove whether your hypotheses seem valid or not. Each hypothesis can be one or two sentences long.
Literature Review
Choose at least three authors or theories listed in your textbook or from other sources, and describe your topic using those three theories. This section should be at least one and a half to two pages long.
Methods
Describe the methods you will use to conduct research on the culture you chose. How will you do your research? I have listed some methods you can use in the presentation called “Field Research Guidelines.” Surveys can be kept short, at around four to six questions. Please note that for this project, you have a choice of what sample you will study:
Conduct two interviews and distribute 20 surveys or
Conduct four longer interviews if you do not want to distribute a survey
This section should be at least half a page long.
Findings
Here you will list the information you have found in the following formats:

– Excerpts of your interviews in either bullet point format or in a large table
– Charts that list the results of your surveys (for example, a pie chart of how many people answeredyes versus how many answered no to a question)
– Any additional chart that you came across during your research (for this you obviously must cite your source on the page and list it in the end in the References section)
Keep this section organized and well presented. Before adding each of the things mentioned above, add a brief description of what your reader is looking at. For example, before a chart you can write something like “The following chart shows the increase of…”
The length of this section is up to you, as it will depend on how large you chose to make your graphs and charts.
Discussion
Here you will describe the results that you have listed in the previous Findings section. For example, if you listed a chart that represents an increase of people listening to a certain type of music over the past ten years in your Findings section, here you will explain the reasons behind that increase. (For example, did new forms of media such as Youtube increase the visibility or the popularity of a trend in music? Does the music represent a political message in a certain country? Was there a single recording artist who made a certain type of music popular?)
In this section you will also briefly recall the three theories of your Literature Review section.
At the end of the Discussion section, who will say whether or not you think your two hypotheses were proven by your research. By the way, it’s fine if you say that one of your hypotheses appears “wrong” or better yet that your research did not prove that it was valid.
This section should be at least two and a half pages long.
Conclusion
Review the presentation called “Field Research Guidelines” to see what will go in this section. This section should be at least half a page long.
References
List all of the books, magazines, or websites that you have used for this research project. There is a sample format of a reference in the presentation called “Field Research Guidelines.”
Field Research Project Format
Components of the Research Project
Cover Page Abstract Introduction Literature Review Methods Findings Discussion Conclusion References

Cover Page
Include basic information about your research project (your name, the name of the class, the date and the title of your research project)
Include a title that is at the same time accurate and compelling to your reader

Abstract
An abstract is a summary of all of the components that will follow in your a research project.
Much like the summaries that you read on the inside flap on a book let you decide whether or not to buy it, an abstract allows your reader to decide whether or not your research will be useful to his or her particular area of interest.

Introduction
Presentation of your topic Presentation of the population
and sample you will study Why is your topic important to
society?
Present at least two hypotheses that you will set out to examine through your research.

Literature Review
Select a minimum of three authors.
For each author, explain his or her theory and why it will help you explain your own research.

Methods
Present an overview of the methods you used to conduct research on the sample of yourpopulation. These include but are not limited to:
Surveys
Face to face interviews
Observation of events and the description of them in anecdotes
What calculations did you make to conduct a statistical analysis of your survey (average, median, percentages, mode)?
Additional research from the school library and the Internet (Note: Be sure to properly give credit to all sources and to list them in the bibliography.)

Findings
Present the findings that will help explain your hypotheses. For each finding, write a small paragraph explaining it.
Findings can include:
Charts
Tables
Quotations from people you interview

Discussion
Use your literature review and your findings to discuss your topic.
Whereas the Findings section was a presentation of facts, this section will attempt to explain the causes and consequences of these facts.
Based on your research are the two hypotheses that you proposed in the beginning of this research project valid?

Conclusion
Brief summary of your results Solutions
Challenges that affected your research
Suggestions for potential follow up research on a related topic

References
List the sources used in this project in alphabetical order.
An example of the suggested format is as follows:
Hochschild, Arlie. The Second Shift: Working Parents and the Revolution at Home. New York: Viking Press,1989.
 
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What does this particular massacre teach us about the reality of the Vietnam War?  How do you feel about what happened?

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Please answer the following questions in complete sentences.
1. In 8 or more sentences, discuss the reality of gun violence in the United States based on this film here:
Vox America’s Gun Problem

2. In 12 or more sentences, discuss the Black Lives Matter movement. Why did it start? What issues are blacks facing? How is this type of violence against blacks connected to what they faced in the past? Explain.
Black Lives Matter

3. Discuss the Mai Lai Massacre in at least 12 sentences. What does this particular massacre teach us about the reality of the Vietnam War?  How do you feel about what happened?
Mai Lai Massacre

4. In at least 12 sentences, describe FEMA and Bush’s response to Hurricane Katrina. Was it sufficient? Explain and defend your position. Be sure to include specifics from the film below. Do you think the response would have been different if the affected population had been Euro-Americans? Explain. Lastly, describe the race war.
Hurricane Katrina’s Race War

5. In 12 or more sentences, discuss any four of the most common myths concerning undocumented people in the United States. Discuss why these myths are not factual, and discuss the impact that these myths have on immigrants. Myths about undocumented immigrants in the U.S. (Links to an external site.)
6. Read chapter 25 of A People’s History. In at least 14 sentences, explain what the chapter is about. Discuss how 9/11 affected U.S. policies and people. Be sure to incorporate the Patriot Acts here.
7. What do you think is one of the most pressing issues affecting society today, and what solutions or ideas do you have to better it? What will you personally do to better this situation, or the world? Explain in at least 10 sentences.
8. In at least one full page, double spaced,  explain your thoughts on the evolution of American democracy throughout the centuries. Provide discussion of the 18th, 19th, and 20th centuries, and discuss U.S. policies both within the U.S. as well as policies abroad. Has the U.S. always supported and protected democracy? Explain.

 
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