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This is a comparative analysis based on the Roe v. Wade, Supreme Court Decision. Writing is an essential component of the departmental standards for this course. Each student will be required to write one (1) complete essay on a selected topic. Essays are to be typewritten: Double spaced, One-inch margins, 12-point font, Complete footnoting, Bibliography. The grading on the essays will be based on thesis, conclusion, content, analysis, grammar, spelling, punctuation, clarity, citations, and completeness. Refer to: http://www.press.uchicago.edu/books/turabian/turab... See Writing Resource File for examples. The student can accept the grade given on submission of the essay and if dissatisfied may revise and submit for a better grade. The instructor will make comments to assist the student to facilitate learning and improvement. Students are encouraged to use online sources (internet), primary and secondary sources, books, magazines, and newspapers to provide examples and background information. You will need to cite your sources as footnotes or endnotes. Do not use Wikipedia as there are validation issues with the site.

Compare and contrast the situations and roles of free women (not slaves) in THREE of the civilizations we have studied (choose from ancient Egypt, Hammurabi’s Babylonia, Archaic-Classical Sparta, and Rome from the 3rd cent. BCE to the 3rd cent. CE). What legal and social regulations affected them? As a concluding argument, explain which free women among your selected three had the most AND which the least overall rights and out-of-home work opportunities (identify these). Hammurabi’s Babylonia, the Neo-Assyrians, the Achaemenid Persians, and the Republican to early Imperial Romans provide us with varying strategies for governing an empire. Identify the strategies used by any THREE of these governments (select the six most significant strategies of each) and discuss their reasons for applying these main strategies in their context. As a concluding argument, which of your selected three were the most AND the least successful in implementing their ruling methods, and why (i.e., how do you support this ranking)?

Question Looking at Section 3 of the Espionage Act of 1917 in the Source and Eugene V. Debs’s speech in Canton, Ohio, what phrases in Debs’s speech might have been viewed as violations of Section 3 in the Espionage Act of 1917?

The analysis will be in the form of an essay (600 words minimum) typed into the text box below that answers the following questions. All texts can be found on Canvas under FILES in file marked "Required Reading (Primary Sources)" Please cite from the text with page numbers [for instance (Jefferson, 77)]. 1) Who is the person who produced the text? Not just their name, but their place in society, why were they important for instance? Or unremarkable? (This may take some online research, BUT DO NOT COPY AND PASTE). 2) What purpose does the document serve? What is it saying? Who is it saying it to? 3) What do you find interesting about the document? In other words, how does it make you feel? (As always, feel free to be critical, even negative in your response). 4) What does it tell you about history and the past? Please focus primarily on answering questions 3 and 4. Choose from the following: -Andrew Jackson, On Indian Removal -Catherine Beecher, “Circular Addressed to the Benevolent Ladies of the U. States” -Lyman Beecher from “Six Sermons on Intemperance” -Angelina Grimké, “Human Rights are not Founded on Sex” -Elizabeth Cady Stanton, The Declaration of Sentiments -Thomas Gray, “The Confessions of Nat Turner” -Alabama Slave Codes -Charles Sumner, “The Crime Against Kansas” -Henry David Thoreau, “A Plea for Captain Brown” -John O’Sullivan, Annexation -Mississippi Declaration of Secession -Abraham Lincoln, Second Inaugural Address

Final Paper Preparation Worksheet This template will help you prepare for your final paper by organizing the information for your final paper, walking you through the process of defining your topic, researching, and analyzing primary and secondary sources, creating an annotated bibliography, and crafting a thesis. Once you have completed the worksheet submit it to the online classroom for grading.  After your instructor has graded the worksheet, please be sure to use it and the feedback provided to you by your instructor as you construct your final paper. Please write in black or a contrasting font. 1. Identification of Subject: Identify the group that you selected in week 1 of the course. Your final paper will focus on this group and how this group has experienced American history. Which topic have you chosen? Women  2. Events Choose FOUR specific events relating to your group that you plan to discuss in your final paper. The events should help you explain the changes that occurred for this group from 1877 to the present, including the challenges and achievements that are a part of that group’s history.  Two events must be from the period between 1877 and 1945 Two events must be from the period 1945 to the present.  At least one event from each period should focus on the political and/or civil rights of the chosen group. It is recommended that you consult the HIS 206 Timeline in selecting your events, especially for the period 1945- present, as those are covered in the last two weeks of the course. On this worksheet and in your final paper, be sure to discuss the events you have chosen in the order in which they happened.  This will help you put together a project that makes historical sense. If you need help with finding events or sources, go to the HIS 206 Final Paper Support Page.  If you are having trouble completing this form or have questions, be sure to contact your instructor. For each event please state: The name of the event When it took place  Where in the US it occurred Who was involved What circumstances contributed to the event  How this event was historically significant Event 1 (1877 – 1945):   1.A Women’s Suffrage Amendment  2.1878 3. Washington, D.C.  4.U.S. Senators Aaron. A. Sargent and women’s rights activists, such as Susan B. Anthony and Elizabeth Cady Stanton.  5.Women’s right was growing in the mid-19th century, which was then followed by the Seneca Falls Convention, which then set the stage for the suffrage Amendment. Many activists worked hard to make sure that they had support for women’s rights.  6.The movement did not get passed till the 1920, but it did set the groundwork for the future, which also helped with the victory of the 19th Amendment.  Event 2 (1877 – 1945):   1.The Great Depression  2.1929-1941 3.Nationwide  4.American citizens, government officials, President Herbert Hoover, President Franklin D. Roosevelt.  There was a stock market crash in October of 1929, which is also known as the Black Tuesday which was triggered an economic downfall.  Factors such as overproduction, less customer spending and poorly financial practices. In addition, there were bank’s failing, and a lot of unemployed citizens. Event 3 (1945 – present):   1.Birth Control Pill is approved by the FDA. 2.1960 3.FDA headquarters in Washington, D.C.  4.The U.S. Food and Drug Administration (FDA), Dr. John Rock, Margaret Sanger, and pharmaceutical company G.D. Searle & Company.  5.Efforts from Margaret Sanger who advocated for women’s reproductive rights. Dr. Gregory Pincus and Dr. John Rock then developed the first oral contraceptive. When combined such circumstances contributed to this event as well as changing social attitudes towards women’s reproductive system as well as sexuality. Revolutionized women’s reproductive health, which provided many women with control on over their fertility which then increased more women participating in the workforce as well as obtaining a higher education, Event 4 (1945 – present):   1.Roe v. Wade in Dobbs v. Jackson Women’s Health Organization. 2.2022 3.The Supreme Court in Washington, D.C. 4.The Supreme Court justices, Jackson Women’s Health Organization, and state officials from Mississippi.  5.Anti-abortion groups who kept working for the overturn of Roe v. Wade, and new conservative judges on the Supreme Count. In conjunction of the Mississippi law which stops abortions after 15 weeks which thus had the Supreme Court rethink and overturn Roe v. Wade.  The overturn cost a major regression in the reproductive rights in the United States, ending 50 years of federal protection for abortion. Thus, having profound implications for women’s health, autonomy and legal rights. 3. Sources For your final paper, you are required to incorporate two primary and two secondary sources. You should choose sources that are related to the events described above. This will help you explain the changes that occurred for your selected group from 1877 to the present, including the challenges and achievements that are a part of that group’s history. For this assignment, you will provide an APA (American Psychological Association) reference citation for each source and provide one to two paragraph annotations that discuss the main points of the source, how it relates to your group, and explains how this evidence will be helpful in your final paper. Please remember that there are primary sources listed in the Week 3 Discussion Board. You are free to use those primary sources, or you may find your own. You are also welcome to use the primary and secondary sources listed in the weekly required or recommended sources. Do not use the textbook as either a primary or secondary source in this assignment.  Primary Sources: Primary sources are documents or artifacts created during a historical event or by someone who personally witnessed a historical event. Keep in mind that primary sources tell us the viewpoint of an individual at a particular point in time. It is recommended that you use the U.S. Library of Congress’ primary source analysis tool for help with analyzing primary sources. For this assignment, and your final, you will need to locate two primary sources related to your topic. For help locating primary sources refer to the HIS206: Primary Sources Research Guide. (You will need to be logged into the library for this link to work. Refer to the first video in the Week 3 Lesson for help with accessing the library to find primary sources.) If you need help with finding events or sources, please go to the HIS 206 Final Paper Support Page. If you are having trouble completing this form, or have questions, be sure to contact your instructor. APA Citation for Primary Source 1: Provide the APA citation for your source. Here are some examples of APA citations. Annotation for Primary Source 1: In your own words, provide an annotation explaining what the source is, where it came from, what this source can tell us about your topic, what information this source provides that will help you address the final paper prompt, and how this source will help you prove your thesis. Be sure to provide specific information in your annotation. Here are some examples of annotations.  Click or tap here to enter text. APA Citation for Primary Source 2: Provide the APA citation for your source. Here are some examples of APA citations. Annotation for Primary Source 2: In your own words, provide an annotation explaining what the source is, where it came from, what this source can tell us about your topic, what information this source provides that will help you address the final paper prompt, and how this source will help you prove your thesis. Be sure to provide specific information in your annotation. Here are some examples of annotations.  Click or tap here to enter text. Scholarly Secondary Sources Secondary scholarly sources are accounts of historical events written by professional historians after the events took place. They are interpretations of events within context and have a central argument. You will need to locate two scholarly secondary sources – either scholarly book chapters or articles – related to your topic. Please make sure that you identify sources written by historians, not other scholars. It is recommended that you use the JSTOR database to identify scholarly articles because you can do an advanced search for History journals. For help locating scholarly secondary sources refer to the HIS206: Secondary Sources Research Guide. (You will need to be logged into the library for this link to work. Refer to the second video in the Week 3 Lesson for help with accessing the library to find secondary sources.) If you need help with finding events or sources, please go to the HIS 206 Final Paper Support Page. If you are having trouble completing this form, or have questions, be sure to contact your instructor. APA Citation for Secondary Source 1: Provide the APA citation for your source. Here are some examples of APA citations. Click or tap here to enter text. Annotation for Secondary Source 1: In your own words, provide an annotation explaining what the source is, where it came from, what this source can tell us about your topic, what information this source provides that will help you address the final paper prompt, and how this source will help you prove your thesis. Be sure to provide specific information in your annotation. Here are some examples of annotations.  Click or tap here to enter text. APA Citation for Secondary Source 2: Click or tap here to enter text. Annotation for Secondary Source 2: In your own words, provide an annotation explaining what the source is, where it came from, what this source can tell us about your topic, what information this source provides that will help you address the final paper prompt, and how this source will help you prove your thesis. Be sure to provide specific information in your annotation. Here are some examples of annotations.  Click or tap here to enter text. 4. Introduction and Thesis Statement Provide an introduction and thesis statement for your final paper. An introduction introduces your topic and approach. A thesis is a sentence length statement of the main idea of your paper. You can think of a thesis as the one sentence that you want the reader to take away from your paper. Your introduction and thesis statement should summarize the changes that occurred for your chosen group from 1877 to the present, including the challenges and achievements that are a part of that group’s history. A good introduction and thesis should be informed by the findings of your sources, and your analysis of your events. For more information about thesis statements, consult the University of Iowa’s Writing a Thesis webpage. Draft of Introduction and thesis:

In the What, Why, How, What Module are helpful folders of information. For the quick route with the SumQ, go to the SumQ folder and use the Revised Reading Strategies Handout instructions for number 3 - Summarizing (essentially the gist sentences) for the summary guide and 4 - Marginalia for dialoguing with the author. See the examples in the SumQ folder inside the What, Why, How, What Module for examples. Please remember that spelling, grammar, punctuation, and quality writing are expected and count towards the grade.

Briefly identify and discuss 3 issues with early archaeology? How did "The New Archaeology," change the discipline, provide atleast 3 examples? Why is archaeological excavation now slow and methodical?

Research and Writing Project: Project -- Historical research necessitates utilization of primary sources such as newspapers. From colonial times, newspapers in this country have been important in reporting, interpreting, and sometimes shaping events. For this project, locate two newspapers from the time period of our course of study (after 1877). You may find your newspapers at the public libraries (such as the downtown Nashville public libary or Archives), but you will likely choose to do your research on the internet. Our own NSCC library has the New York Times archives from 1850, as well as archives of some other newspapers. You should not use sources online that you have to pay for. If you are asked to pay for access to the newspapers, do not do so, just continue your research and find materials that are free. NEWSPAPERS must be used for this project, not magazines, books or other sources, nor books about newspapers. Read and review articles from each of the two newspapers, describing what the articles are about and your own reaction to them. Prepare a typewritten paper of at least 2 full pages of text, double spaced, font size 12, standard one inch margins, on each newspaper (for a total of at least 4 pages of text for the project in addition to the cover page (The cover page should have your name on it and the course name, though be as creative as you like.) .and a works cited page..so six pages total). Be certain to include the NAME AND DATE of each of the newspapers you are reviewing. There will be a significant reduction in your grade if the name and date of the newspapers are not included in your papers. Also prepare a cover page with your name, the course name, and the date. You may choose to research an event such as D-Day, Pearl Harbor, the sinking of the Titanic, the day after President John Kennedy, Dr. Martin Luther King, Jr., or John Lennon were killed; the events after September 11, etc. Or you may choose to look up a particular date, such as the day you were born; or research the record of your favorite sports team or athlete in years past. The newspapers may both be, for example, the New York Times or the Tennessean, but should not be on the same date.

ASSIGNMENT: In this course, you learned that forming or joining interest groups is one way that Americans can participate in the U.S. political system. Recall that interest groups are formal associations of individuals or organizations that act to advance a shared interest and often attempt to influence government decision-making and public policy. For this assignment, you will create a hypothetical interest group around a cause or issue that is of interest to you. You will establish policy goals and strategize to meet those goals. By doing so, you will apply what you’ve learned about how the U.S. political system functions and about interest group formation, strategies, and incentives. To complete the assignment, download the Create an Interest Group template and follow the directions below. You will return the completed template as your Touchstone submission. Create an Interest Group Template Example Create an Interest Group Submission (PDF) In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review this tutorial for more about plagiarism and the Plagiarism Detected alert: Touchstones: Academic Integrity Guidelines. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI. A. Directions Step 1: Select an issue or cause that is of interest to you, and prepare to create a hypothetical interest group that will advocate for the interest. The issue or cause could be big and national in scope (for example, gun safety); it could be small and local in scope (for example, cleanliness of the public park in your town); or anywhere in between. Note: Submissions that analyze existing, real-world interest groups will be returned ungraded. hint Review the Role of Interest Groups in Democracy tutorial and the Types of Interest Groups tutorial to help you reflect on the functions of interest groups. Once you’ve selected an issue or cause, think about your goals and what you would want your interest group to accomplish. Talk to friends, family, or community members, or research on the Internet to learn more about the issue. Step 2: Download the Create an Interest Group template and review the prompts. Think about the specific policy and membership goals of your hypothetical interest group, the barriers to achieving those goals, and the strategies that would best lead you to success. hint Keep in mind that the best strategies may be different for different interest groups, and may depend on how much public or political support exists for your goals, the membership base for your interest group, and how much money and political influence your group is likely to have.  hint Prepare to respond to the prompts by reviewing the Interest Group Strategies tutorial and the Factors that Influence the Power of Interest Groups tutorial. Step 3: Fill in the Create an Interest Group template. You will respond to the following prompts. Remember to include in-text citations when summarizing, quoting, paraphrasing, or including statistics or data from outside information sources! Your Interest Group  In approximately 6-8 sentences, give your hypothetical interest group a name, and describe the issue or cause it supports or opposes and why. What type of interest group is it? Goals  What are your specific policy goals? Specify at least 2. Which level(s) of government and which government branch(es) will you target, and why? Is there one political party that might be more receptive to your goals? Why or why not? What barriers exist to meeting your goals? Specify 2 or more. Examples might include the free rider problem, lack of popular support, lack of political support, financial barriers, or others. How might your group overcome each of those barriers? Membership  Who will you target for membership and how will you grow it? What sorts of incentives can your interest group provide? Actions  Choose two inside lobbying approaches and two outside lobbying approaches that your interest group will use. Explain how each will contribute to the goals. You can choose from the menu provided (below), or brainstorm your own ideas. Inside LobbyingOutside LobbyingHire a professional lobbyistHold protest demonstrations or ralliesTestify at congressional committee meetings or before the full legislaturePlace stories or articles in the mediaProvide research or information to congresspersonsIssue press releasesMeet with government officialsEnter a coalition with other groupsSubmit draft legislation to legislatorsAsk members to contact their representativesFile lawsuits or legal briefs (e.g., amicus curiae briefs)Publish ratings of legislators, other elected officials, or political candidatesTry to influence agency or judicial appointmentsMold public opinion and spread awareness through social mediaDonate to political campaignsSpearhead get-out-the-vote campaigns REFERENCES (include, as needed, for any sources cited) Checklist for Success: ? Did you review the suggested tutorials? ? Did you create a hypothetical interest group (i.e., not analyze an existing one)? ? Did you fill in all sections of the Create an Interest Group template? ? Did you review the grading rubric and compare it to your response? ? Did you review the example Create an Interest Group submission to see an example of a completed assignment? ? Did you include in-text citations when summarizing, quoting, paraphrasing, or including statistics or data from outside information sources? ? Did you proofread your work for proper grammar, punctuation, spelling, and capitalization? C. Requirements The following requirements must be met for your submission to be graded: Submission must include your name and the date. 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. Acceptable file formats include .doc or .docx file. D. Additional Resources The following resources will be helpful to you as you work on this assignment: APA In-Text Citations: The Basics In-text citations are inserted into your writing to document the source of your information. APA-style in-text citations include the author and the date of your source (Jones, 1998). This site provides an overview of when and how to include APA-style in-text citations in your response.

What to submit here After completing your revisions and comments in the "Perusall version" of the Podcast/Script Debate, you will submit here YOUR NEW, ORIGINAL, UNIQUE, NEVER SEEN BEFORE, Podcast/Script Debate based upon only ONE of the debates that were presented within the Perusall for this week. You must use the primary source documents that were provided in the Perusall for week 5 that cover the following issues in post-World War II history: the Women's Liberation Movement, the Atomic Debate, the Cold War, the Civil Rights movement, the Vietnam War and the Role of Riots. Your new and original script debate should be broken down into the required headings (2 questions and 4 scenes) explained in the Perusall version. Your submission should take the form of: a podcast script, vlog script (with accompanying audio or video file), or play script, that is thesis-driven and evidence-based. You can submit [pdfs, video, word, text, and audio files] to Kritik. Kritik will be used to scan for plagiarism and the use of AI. **It is essential that you use the primary source materials that are provided within the Perusall version of this assignment. NOTE: The revisions/annotations you completed should be submitted to this assignment instead: Podcast PEER REVIEW of Perusall Annotations. The Kritik assignment is only for your new and original version. To access the Kritik assignment, you will have to click on "Kritik" in the left hand panel. Unfortunately there is not currently a way for me to directly link this assignment to Kritik. How to organize your submission Your submission in Kritik should have the following headings to make peer review easier: 2 questions Scene 1 Scene 2 Scene 3 Scene 4 Make sure that you follow the Word count/creativity/works cited requirements. You must write 1250 words minimum. You must make your podcast/script creative and innovative. It cannot be alike the past or current student work. It has to be your own original creation. YOU MUST USE IN-TEXT CITATION OR FOOTNOTES FOR EVERY SINGLE STATEMENT YOU MAKE. THIS IS HOW YOU PROVE THAT YOU USED THE PRIMARY SOURCES PROVIDED WITHIN THE PERUSALL. Below are the requirements for each of these sections. Questions: Develop two questions that the historical characters/debaters are responding to. must include 2 new and original questions. Scene 1: Introduce the cast of characters and the topic being debated. You can do this before the actual debate begins or the characters can introduce themselves. You must include all six of the following in scene 1. SCENE LOCATION: Where is this debate happening? Be creative when you imagine the WHERE (also this is where you can incorporate the options re: genre). TOPIC OF THE DEBATE: Clearly lay out what exactly is the topic under discussion. SUMMARY OF MAIN ARGUMENTS: Each character should clearly state their main argument. MODERATOR POSITION: You can include a moderator who may or may not take a side. If they take a side, this character should indicate which perspective is the most persuasive. However, keep in mind that nuanced arguments that effectively appreciate and critique both perspectives will be much stronger than those that simply choose a side. SUMMARIZE THE FIRST SCENE: By the end of the first scene, it should be clear who the characters are, and what their argument is on the topic you have selected and how exactly they differ. CITATIONS: You must cite sources here using the primary source documents, the text book, and other course materials. You can also include additional FIU library sources, as long as they are academic articles. However, it is required to first cite course materials, especially the primary sources assigned in this assignment. YOU MUST USE IN-TEXT CITATION OR FOOTNOTES FOR EVERY SINGLE STATEMENT YOU MAKE. THIS IS HOW YOU PROVE THAT YOU USED THE PRIMARY SOURCES PROVIDED WITHIN THE PERUSALL. Scene 2: Provide historical background and character development. In this scene, either the moderator can provide historical context or you could include this in narrative section set out from the rest of the dialogue. You must address all 4 of the following points in scene 2. HISTORICAL BACKGROUND: Be sure to summarize the historical background thoroughly yet concisely for this issue. SOCIAL CONTEXT AND INFLUENCES: In what social context were these sources written? How might the social context have influenced the authors’ perspectives? CHARACTER'S POSITIONALITY (INTERSECTIONALITY): What are the biographical, personal, ideological, political, socioeconomic, racial, gender, etc. based influences on this character's point of view on this issue? Find a way to creatively weave personal anecdotes from the character into the dialogue. CITATIONS: You must cite sources here using the primary source documents, the text book, and other course materials. You can also include additional FIU library sources, as long as they are academic articles. YOU MUST USE IN-TEXT CITATION OR FOOTNOTES FOR EVERY SINGLE STATEMENT YOU MAKE. THIS IS HOW YOU PROVE THAT YOU USED THE PRIMARY SOURCES PROVIDED WITHIN THE PERUSALL. Scene 3: A summary of the arguments: how do they relate and contrast? Scene three must contain all 7 of the following points. SIGNIFICANCE: Each character should elaborate on the problem, the significance and their approach to addressing it. EVIDENCE: Use specific details from each of the primary source documents you selected to flesh out the characters' arguments. ELABORATION: The moderator can jump in to clarify, elaborate, and further analyze the points made by each of the debaters. CONTRASTS: The moderator and debaters can also explain how the arguments relate, and contrast. COMMONALITIES: What are the areas of commonality? Think of approach, evidence, claims, problems, thesis, and conclusions. DIFFERENCES: What are the major differences between these characters' points of view? Think of approach, evidence, claims, problems, thesis, and conclusions. CITATIONS: You must cite sources here using the primary source documents, the text book, and other course materials. You can also include additional FIU library sources, as long as they are academic articles. YOU MUST USE IN-TEXT CITATION OR FOOTNOTES FOR EVERY SINGLE STATEMENT YOU MAKE. THIS IS HOW YOU PROVE THAT YOU USED THE PRIMARY SOURCES PROVIDED WITHIN THE PERUSALL. Scene 4 : Conclusion, Summary, Epilogue Each debater should make their concluding remarks. Scene 4 must include all 5 of the following. ARGUMENT SUMMARY: Each character should summarize their argument and main points. PERSUASIVENESS: Moderator should summarize and re-state which perspective is the most persuasive and why. However, keep in mind that nuanced arguments that effectively appreciate and critique both perspectives will be much stronger than those that simply choose a side. PRESENT MOMENT: The moderator or a special guest should jump in at this point to connect this debate to the present. Think: what can this debate tell us about similar issues we face today? Alternatively, you could have one or both characters make arguments about contemporary issues, as if they were alive today. Based on what you know about what they believed, what would they likely argue about a similar debate going on right now? CITATIONS: You must cite sources here using the primary source documents, the text book, and other course materials. You can also include additional FIU library sources, as long as they are academic articles. YOU MUST USE IN-TEXT CITATION OR FOOTNOTES FOR EVERY SINGLE STATEMENT YOU MAKE. THIS IS HOW YOU PROVE THAT YOU USED THE PRIMARY SOURCES PROVIDED WITHIN THE PERUSALL. BACK FROM THE DEAD: Imagine what these characters might say to each other today if they were alive and met up again. DON'T FORGET: You should select a specific genre for the script (for example: horror, comedy, romance, sci-fi, fantasy, legal, police procedural, thriller, or a combination of two genres). If it is a play script, you must also have the physical movements and sound effects, tone of voice, body language, etc. written down. If it is a podcast or vlog, you should include the audio or video file so that we can SEE and HEAR how things are being said as much as WHAT is being said.