HE TEXT BOOK USED IS GIVE ME LIBERTY AN AMERICAN HISTORY BY ERIC FONER BRIEF VOLUME 2 5TH EDITION
Topic: Using at least 4-6 primary source documents (there is a list, just below that you must choose from; you may use more, but you are required to use at least four) and the Foner textbook (for background and factual information), write a 5-6 page paper in which you address the following question:
Chart the experiences of a single group of people (you may choose from WOMEN, AFRICAN AMERICANS, INDIANS, WORKERS/LABOR, or IMMIGRANTS), from 1865 through the 1930s. Your paper should have an argument centered on how life improved or declined (or both – e.g. a mixed bag) for your group.
THE TOPIC I PICKED IS WOMAN IF YOU HAVE MORE INFO ON ANOTHER TOPIC I AM WILLING TO CHANGE JUST CALL ME 631-398-2881
The most important part of this assignment is that you take a position on this question and that you use evidence from the primary source documents to PROVE your position (also called a thesis or main argument). The documents must be the CENTRAL PART OF YOUR PAPER on which you base your argument. The documents are your PRIMARY EVIDENCE and you should organize your paper around the ROBUST use of them.
Do not turn in a summary of the textbook with only passing reference to the documents (papers that do this will receive grades of “D” or below)
Documents You May Use: Your documents must be chosen from among those we’ve read for the class this semester (so far). They are:
Petition of Black Residents of Nashville (1865)
Petition of Committee on Behalf of the Freedmen to Andrew Johnson (1865)
The Mississippi Black Code (1865)
A Sharecropping Contract (1866)
Elizabeth Cady Stanton, “Home Life” (ca. 1875)
Frederick Douglass, “The Composite Nation” (1869)
Robert B. Elliott on Civil Rights (1874)
*Jorgen and Otto Jorgensen, Homesteading in Montana (1908)
*Booker T. Washington, Address at the Atlanta Cotton Exposition (1895)
*W. E. B. Du Bois, A Critique of Booker T. Washington (1903
Ida B. Wells, Crusade for Justice (ca. 1892)
Andrew Carnegie, The Gospel of Wealth (1889)
William Graham Sumner on Social Darwinism (1880
A Second Declaration of Independence (1879)
Henry George, Progress and Poverty (1879)
Edward Bellamy, Looking Backward (1888)
Walter Rauschenbusch and the Social Gospel (1888)
Frances E. Willard, Women and Temperance (1883)
Josiah Strong, Our Country (1885)
Emilio Aguinaldo on American Imperialism in the Philippines (1899)
The Populist Platform (1892)
Manuel Gamio on a Mexican-American Family and American Freedom (ca. 1926)
Charlotte Perkins Gilman, Women and Economics (1898)
John A. Ryan, A Living Wage (1912)
The Industrial Workers of the World and the Free Speech Fights (1909)
Margaret Sanger on “Free Motherhood,” from Women and the New Race (1920)
*Mary Church Terrell, “What it Means to be Colored in the Capital of the United States” (1906)
Woodrow Wilson and the New Freedom (1912)
R. G. Ashley, Unions and “The Cause of Liberty” (1910)
Woodrow Wilson, A World “Safe for Democracy” (1917)
A Critique of the Versailles Peace Conference (1919)
Carrie Chapman Catt, Address to Congress on Women’s Suffrage (1917)
Eugene V. Debs, Speech to the Jury (1918)
*Randolph Bourne, “War is the Health of the State” (1918)
Rubie Bond, The Great Migration (1917)Marcus Garvey on Africa for the Africans (1921)
John A. Fitch on the Great Steel Strike (1919)
André Siegfried on the “New Society,” from the Atlantic Monthly (1928)
The Fight for Civil Liberties (1921)
Bartolomeo Vanzetti’s Last Statement in Court (1927)
Congress Debates Immigration (1921)
Meyer v. Nebraska and the Meaning of Liberty (1923)
Alain Locke, The New Negro (1925)
Elsie Hill and Florence Kelley Debate the Equal Rights Amendment (1922)
Letter to Secretary of Labor Frances Perkins (1937)
John Steinbeck, The Harvest Gypsies (1936)
*Labor’s Great Upheaval (1937)
Franklin D. Roosevelt, Speech to the Democratic National Convention (1936)
Herbert Hoover on the New Deal and Liberty (1936)
Norman Cousins, “Will Women Lose their Jobs?” (1939)
Frank H. Hill on the Indian New Deal (1935)
W. E. B. Du Bois, “A Negro Nation within a Nation” (1935)
Formatting: In constructing your response (which should be labeled) you should plan to write five full pages (double spaced, normal margins, single spaced header, 11 or 12 pt Times New Roman font only). Please use spell and grammar checks and ask someone to read your paper before you turn it in. These aspects of your paper are taken into consideration when I grade. Failure to use proper grammar, punctuation, spelling, and capitalization will result in lower grades.
Citations: You must use a FOOTNOTE each time you use the ideas of (arguments, unusual factual information) or quote directly from the texts. For information about how to create a footnote in a word document, please see the document labeled “Paper Formatting Example” under Week 7 of Contents. Failure to use proper footnote style will result in lower grades. Please also review information about what constitutes PLAGIARISM. If I find you have plagiarized even a single sentence of your paper – you will fail both the paper and the course. In addition, I will report you to the DEAN for additional academic action.
Sources: The only sources you are allowed to consult for this paper are the Foner, Give Me Liberty! textbook and the Foner, Voices of Freedom primary source reader. Outside sources are unnecessary and are not allowed. If you use outside sources (either with credit or without proper credit), I will not grade your paper.
Thesis and Topic Sentences: In your response you must have a clear, specific thesis in the first paragraph. This thesis must be underlined. Please also be sure that your paragraphs have topic sentences (these make mini-arguments that show me what you’ll prove in the paragraph) and that each paragraph uses evidence from the primary source documents you’ve chosen to prove your topic sentences (and, by extension, your thesis).
Student Checklist: To monitor whether you are meeting expectations in terms of formatting, style, and arguments you should download the STUDENT CHECKLIST and fill it out. This is the best way to make sure you’re meeting expectations.
Grading and Rubrics: The rubric I use to grade your papers is available for your to view by clicking on the weekly content folder (it provides an example of a successful paper, the rubrics, the student checklist, etc.). This gives you the opportunity to see what I view as important in the paper and to understand a bit of the grading process I apply to your papers. You do not need to fill out this form or attach it.
Student Paper Example: Another resource you may look at – to give you an idea of how to put together an argument using evidence, proper citations, etc. – is the student paper example. This paper is posted with the permission of the student (all identifying information has been removed from the paper) and shows you the kinds of comments you will likely receive from me. While the topic of this paper is entirely different than your topic, it may be helpful for you to see how other students have worked to construct an argument based on both primary and secondary source evidence.
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