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Bibliography Submit your bibliography for your Portfolio Project. Re-state your paper topic. The bibliography should contain at least five credible sources, including one peer-reviewed journal article and two primary sources. These sources cannot include the textbook. Include a paragraph on how you found these sources and any potential problems or areas left to research and include this in your bibliography. Note: A peer-reviewed journal article is an article that appears in a well- recognized journal that evaluates the articles prior to approving publication, and that appears usually in print and digital form. Just because it is listed as a journal in the database, does not imply it is a credible source. For example, Cobblestone is not a credible source (it is a magazine directed at high-school students) even though a student will find it in the journal database. Note: A primary source is a source created at the time of the event that serves as a description or account of the event, is part of a policy, reaction to, that event, etc. Note: A website should be credible source and include reputable work, signed by the author or written by major entities such as editors at presidential libraries. credible sources do NOT include encyclopedia-type sources with basic or introductory information. Format your bibliography according to the APA guidelines in the CSU Global Writing Center (available in the left-hand navigation panel).

Portfolio Milestone Assignment Submit an outline of your Portfolio Project: Re-state your paper topic. (The topic being the events in America on Sept 11, 2001) Provide an outline of your paper. Your outline should include headers (the major topics) which give an idea of the intended flow of the information in the project. Under each header, write a few sentences on what you think you might cover in that section. Under each header also include two or three sub-topics you intend to cover. You do not have to write sentences on these sub-topics.

Reference Video Reading - Persepolis (Attached) Questions Let's start with the Standard of Ur, one of the great masterpieces of ancient Sumerian art. Based on your observations, what sort of image does the Standard of Ur construct of ideal kingship? How does the standard of Ur represent the king? What must a good king do? What obligations does a king owe to his people? Use specific visual evidence! Next, consider the Akkadian "Stele of Naram Sin" and compare it to the Babylonian "Hammurabi's Code." What do they have in common? What are their differences? How do they imagine different examples of kingship? Please use specific visual evidence in your answer! Finally, let's look at Persia during the rule of the Achaemenid Dynasty. Complete the outside reading. Describe briefly the way that the art and architecture at Persepolis represents the Persian approach to power.Please use a direct quote in your answer. How does this conception of power compare to the earlier examples? Rubric A reminder: Learning Logs should be a minimum of one page in length (250-300 words). The following suggestions will help you to perform well on Learning Logs. It might be helpful to revisit these throughout the semester. Answer the questions in the prompt! Answer all of them! This is the most common cause of a reduced score. If asked to analyze an image, analyze it with specific details. If you are vague, unclear, or your work lacks specificity, you will be marked down. If you are sure that you have answered all of the questions in the Learning Log and you still have a reduced grade, this is most likely the cause. You should aim as much as possible to use appropriate terms from the textbook and lecture. Using incorrect terminology is a giveaway that you have not taken appropriate notes during lecture and your reading. Quote specifically and appropriately from the book or other relevant documents if asked. It is extremely important that you show evidence of an appropriate engagement with the textbook. Learning Logs that do not directly cite a relevant passage from the book will be graded down. Do not paste in information from the web or use outside sources. YOU SHOULD DO NO OUTSIDE RESEARCH--use only your book and lecture notes. Do not be overly general and/or vague: “Art has always been a part of human history...” “Art is known to be a powerful way to communicate...” Do not include lengthy background information on works of art, artists, or time periods unless absolutely necessary or directly relevant. Aim for clarity and organization in your writing just as you would in any piece of graded, formal or professional writing. Feel free to be bold and creative in your response, so long as you can back it up with visual evidence.

For the Historical Issue Survey you are tasked with picking an issue from the class to write about. Please email or Canvas message me if you would like to discuss a topic. Essentially the only requirement is that you are able to find some angle to discuss on the topic in both the time period of our class (1400s to 1875) and the modern era. This doesn't mean that you have to discuss exactly the same issue, but anything analogous. If you have questions, please ask. :) After deciding on an issue, the first page of the assignment (about 350-400 words) should detail the issue as it was in the time period. To make this claim you will likely need to use a primary source. The next page (about 350-400 words) should contain your critique of the issue as it pertains to the time period in question. To make this claim you will likely need to use a scholarly source. The last page (about 350-400 words) should contain a discussion of how this issue still persists in modern America. Each Historical Issue Survey should be about 1000-1200 words. You must cite your sources with a working link or a full citation (Author, Title, Year, and Publisher), or use any format with which you are familiar, Chicago Style, MLA, APA, etc. You must also include a Works Cited page also with working link or full citation, which is not part of the word count. https://www.americanyawp.com/text/wp-content/uploads/yawp_v1_open_pdf.pdf the class book

Using the information provided: The purpose of this assignment is to craft a thesis statement and an abstract for your final paper. This will help you articulate the main argument of your research and provide an overview of your project. Instructions Thesis Statement Develop a clear and focused thesis statement that captures the main argument of your research. This should be a single, declarative sentence. Abstract Write a comprehensive abstract that summarizes the key elements of your final project topic. This should include: Brief summary of the prompt. Summarize the main findings or arguments. Conclude with the implications or significance of the research. Limit the abstract to 150-300 words, maintaining clarity and conciseness. This does not have to be a formal submission in the format of a final paper.

Question 1 Match the item to the themes or event associated with the Great Depression. - A. B. C. D. E. F. G. H. I. J. K. The Dust Bowl - A. B. C. D. E. F. G. H. I. J. K. Public Works Administration - A. B. C. D. E. F. G. H. I. J. K. Hoovervilles - A. B. C. D. E. F. G. H. I. J. K. Black Tuesday - A. B. C. D. E. F. G. H. I. J. K. Ford Hunger March - A. B. C. D. E. F. G. H. I. J. K. Bonus Expeditionary Force - A. B. C. D. E. F. G. H. I. J. K. Committee for Industrial Reorganization - A. B. C. D. E. F. G. H. I. J. K. First New Deal - A. B. C. D. E. F. G. H. I. J. K. The interregnum - A. B. C. D. E. F. G. H. I. J. K. Brains Trust A. Term designated to represent October 29, 1929, the day when the New York Stock Market plummeted, beginning the worldwide Great Depression B. Term referring to a group of Roosevelt's advisers who famously crafted a national tax policy intended to raise America out of the Great Depression C. Approximately 15,000 World War I veterans marched in Washington to demand early payment of their veteran benefits, which were not due to be paid until 1945 D. Series of federal programs introduced by President Roosevelt with the goals of bank reform, job creation, economic regulation, and regional planning E. First New Deal program that set aside $3.3 billion to build public projects such as highways, federal buildings, and military bases F. Violent strike in Dearborn, Michigan, exemplifying deteriorating labor relations G. The product of overproduction and massive drought; this period was characterized by horrible storms and livestock deaths throughout the Midwest H. The term used to describe the politicians that were closely surrounding President Harding I. Nickname given to shantytowns that would emerge on the fringes of most major cities in the immediate result of the Stock Market Crash of 1929 J. The period between the 1932 election and Roosevelt's inauguration where no significant legislation was passed K. Program supporting legalization of unions 20 points Question 2 Match the identified figure, term, cultural product, or event to the most accurate description. - A. B. C. D. E. F. G. H. I. J. K. John Steinbeck - A. B. C. D. E. F. G. H. I. J. K. Fire! - A. B. C. D. E. F. G. H. I. J. K. Sheppard-Towner Act - A. B. C. D. E. F. G. H. I. J. K. Helen Wills - A. B. C. D. E. F. G. H. I. J. K. Langston Hughes - A. B. C. D. E. F. G. H. I. J. K. Scarboro Boys - A. B. C. D. E. F. G. H. I. J. K. Zora Neale Hurston - A. B. C. D. E. F. G. H. I. J. K. The Jazz Singer - A. B. C. D. E. F. G. H. I. J. K. The Assembly Line - A. B. C. D. E. F. G. H. I. J. K. Bessie Coleman A. Defendants represented by the Communist Party B. Government support for child and maternal welfare C. Famous stunt pilot D. Eight-time Wimbledon champion fueling expansion of American love of sports E. Harlem Renaissance author of "The Colored Soldier" F. Famous Jamaican poet of "If We Must Die" which contributed to the Harlem Renaissance G. Author who focused his bestseller The Grapes of Wrath on the plight of the Okies during the Dust Bowl H. Harlem literary journal showcasing new talent like Langston Hughes I. Warner Brother's hit typifying expansion of Hollywood film industry J. Henry Ford's production process favoring efficiency over craftsmanship K. Noted figure of the Harlem Renaissance famous for his/her posthumously published novel Their Eyes Were Watching God 20 points Question 3 Rank the following in order of greatest to least influence on the creation of opportunities for marginalized groups from 1920–1940: Herbert Hoover's policies Franklin Delano Roosevelt's policies The Harlem Renaissance Legalization of unions Use specific examples from the reading to explain your order, including an explanation for why your first and last items were positioned that way.Your response must be at least 300 words in length. For the toolbar, press ALT+F10 (PC) or ALT+FN+F10 (Mac).

address the corresponding questions/prompts for your selected topic. To find your external and scholarly sources unique to the weekly content, please refer to the resources required above. It's highly recommended that you download and use the suggested assignment template for each topic to complete this case study. When you complete the template, upload and submit it in the assignment dropbox on this webpage. REQUIREMENTS Length: 3–4 pages (not including title page or 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 references Harlem Renaissance Describe the historical, social, and cultural forces that shaped the Harlem Renaissance. Evaluate why Harlem was the center of the Renaissance of African-American arts in the 1920s and 1930s. Assess how the Harlem Renaissance helped African Americans to rebuild their history and culture. Analyze how the Harlem Renaissance impacted American society during the 1920s and beyond. How is it relevant in modern America?

Choose one of the following prompts. 1. Readings and lectures in this course have emphasized the ways in which developments in the United States in the first half of the nineteenth century generated sharply contrasting viewpoints. For your first paper assignment, choose two documents (from two different weeks of assignments) from Voices of Freedom. Write a brief essay for each that encapsulates the viewpoint of the author and situates it within key developments in American history between the 1790s and the 1840s. For each document (and for each essay), you should then summarize what a document offering an opposing point of view might say (you might also identify the likely author of the opposing document). In some cases, you may be able to draw directly from one of the documents in Voices of Freedom for this opposing viewpoint; in others you can treat yours as a "hypothetical" opponent/opposing point of view. Each of the two essays should be approximately 500 words (but no more than 600 words). At a minimum, incorporate references to three documents from Voices of Freedom in your paper, and two references from lecture. 2. Rip Van Winkle, which was first published in 1819, imagines the story of a man who fell asleep during the American Revolution and awakened twenty years later to find a much- changed world. For your paper, imagine if Rip Van Winkle or some other fictional person had slept another twenty years or so (they were asleep from the beginning of the American republic until the late 1830s or 1840s). Your essay should distill for your chosen figure the major transformations that had occurred in the United States during their prolonged slumber and assess how and why they might embrace and/or reject these changes. In support of this assessment, you should draw on documents from Voices of Freedom. The essay should be between 1,000 and 1,250 words (and no more than 1,250 words). Please start your essay by briefly identifying (in one to two sentences) who your fictional figure is (in terms of their race, class, gender, region, etc.—a white northern college- educated man? An enslaved woman in Mississippi on a cotton plantation? A member of the Shawnee people?) since who this person is will inform what major transformations will be most relevant to them. At a minimum, incorporate three documents from Voices of Freedom in your paper, and two references from lecture. For both prompts, you will draw on Give Me Liberty and lectures for context but will focus your analysis on the primary documents from Voices of Freedom. Please use a 12-point font and double space with 1” margins. I am happy to have you refer to the course texts and lectures parenthetically: so, if you use the textbook Give Me Liberty! for context (Foner, DuVal, McGirr, Chapter 9). In the case of Voices of Freedom documents, please cite title or author (Douglass). Please do not use Ai, this will be going through turnitin.com

INITIAL POST INSTRUCTIONS In preparation for the initial post, consider two (2) of the minority groups during 1880–1914: Women's rights activists African Americans Immigrants from southern and eastern Europe Child workers Great Plain Indians Then, in one (1) to two (2) paragraphs, address one (1) of the following: Explain the socio-economic status and challenges of your minority groups at the turn of the century. Evaluate how the Industrial Revolution affected your chosen minority groups. Analyze how the Progressives brought reform to your selected minority groups. Do you find that the Progressives successfully made government responsive and improved the conditions of your chosen minority group? APA format for in-text citations and list of references

ASSIGNMENT: You have learned that the historian’s craft involves using evidence from the past to learn and write about what happened. This evidence comes in the form of primary sources, or first-hand accounts or artifacts from the time period that the historian is writing about or studying. These sources provide the foundation for any historical narrative. Throughout this course, we have introduced you to the skill of Analyzing Primary Sources and to numerous primary sources that professional historians have used to develop a narrative of U.S. history. Now, you will have the opportunity to practice the historian’s craft by reading and analyzing two primary sources yourself. Keep in mind that the same skills you use to read and analyze historical sources can also be applied to current sources of information, such as newspaper articles, social media posts, television reports, and commercial advertisements. By practicing these skills now, you will not only develop your ability to perform historical research and think like a historian, you will also become a more skilled consumer of information in general. A. Directions STEP 1: CHOOSE TWO PRIMARY SOURCES Review the U.S. History I Touchstone Primary Sources List and select two primary sources from the list for your assignment. The primary sources you choose should come from different time periods. Submissions that analyze primary sources that are not on the provided list will be returned ungraded. STEP 2: READ AND ANALYZE EACH SOURCE Read and analyze each source by following the instructions outlined below. Record your responses in the Touchstone 4: Analyzing Primary Sources Template. Part 1: Meet the Primary Source What type of primary source is this? Types could include a letter, speech, court transcript, legislation, diary entry, photograph, artifact, map, broadside, circular, political cartoon, artwork, etc. Provide a brief description of something you notice about the source, as if you were explaining to someone who can’t see it. For example, you might describe its physical appearance, its formal title (if it has one), its type of language, its size or length, or anything else in particular that stands out to you. Part 2: Observe its Parts Who wrote it or created it? Was it one person, or was it a group, like an organization? When was it written or otherwise created? What are two things you know about the personal background or beliefs of the person or group who created it? Was the source meant to be public or private? If public, who do you think was the intended audience? hint You may need to use the internet to help you research these questions. Part 3: Interpret its Meaning: Historical Context Describe two other things that were happening at the time the source was created. Careful! In some cases, this could be different from the time the source describes or portrays. How does that context (or background information) help you understand why it was created? hint If needed, revisit the U.S. History I tutorials. The four time periods in the Primary Source List correspond to the four Units of the course. Navigate to the most relevant course unit and explore tutorials. Then find information to relate each primary source to its specific historical context. Part 4: Interpret its Meaning: Main Point and Purpose What is the main idea or point of the source? Use specific evidence from the source itself to support your answer. Why do you think this primary source was made? Provide evidence from your prior responses to support your answer. For example, was its purpose simply to inform? To persuade? To sensationalize? Or something else? Part 5: Use it as Historical Evidence What are two historical questions this source could help you to answer? What are two pieces of information the source presents that you should “fact check” (verify as true) by checking other primary or secondary sources? This primary source shows one perspective on this event or topic. What are two other perspectives you should get to better understand this event or topic, and why? Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines. ? Did you select two primary sources from the Touchstone 4: Primary Source List? ? Did you select sources from different time periods? ? Did you complete all sections of the template for both sources? ? Did you review the grading rubric and compare it to your responses? ? Did you review the sample to see an example of a completed assignment? ? Did you proofread your work for proper grammar, punctuation, spelling, and capitalization? The following requirements must be met for your submission to be graded: Choose primary sources only from the provided list. Use a readable 11- or 12-point font. Composition must be original and written for this assignment and all writing must be appropriate for an academic context. Plagiarism of any kind is strictly prohibited. Submission must include your name and the date. Include all of the assignment components in a single .doc or .docx