HIS 204 Week 5 Final Paper

HIS 204 Week 5 Final Paper

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Understanding history can be more difficult than many people imagine. Historians concern themselves not only with what happened but with why it happened. They analyze and assess a variety of sources, including primary sources (ones created during the time period the historian is examining) and secondary sources (ones written by other historians after the period), to create their own interpretations of the past. For the Final Paper, students will not only learn about the past, but also experiment with the interpretive, analytical methodologies of the historian.

Choose from one of the topics below and review its history from 1865 to the present day. To focus the research, select six subtopics (specific events or developments related to the topic, separated in time); three from before 1930 and three from after. Describe the basic information of each subtopic, and then analyze the subtopic to show how the broader topic changed over time. For instance, a paper about African Americans might choose the Harlem Renaissance and the Black Power Movement as two of its subtopics. In that case, the paper would provide basic information about the two movements; explain what each one revealed about the place of African Americans in broader American society in, respectively, the 1920s and the late 1960s; explain how and why the place of African Americans in the 1920s differed from their place in the late 1960s; and explain how events in the 1920s may have contributed to developments in the later decade.

Choose one of the following topics:

  1. Native Americans
  2. African Americans
  3. Immigrants
  4. Women
  5. Foreign affairs
  6. Civil liberties
  7. The economy
  8. The role and powers of the presidency

The paper must be eight to ten pages in length and formatted according to APA style. The coverage of each subtopic should be about a page long; the paper should also include an introduction and a conclusion which synthesizes and summarizes the findings of the body paragraphs, and develops a thesis—or interpretive argument—from them. You must use at least eight scholarly resources other than the textbook to support your claims. You must use at least one scholarly source for each subtopic. You must use at least two primary sources, and at least two scholarly secondary sources from the Ashford Online Library’s databases. Many great sources have provided for you in the recommended readings section for each week; feel free to use those in your paper. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar, in your online course.

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HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People

HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People

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The Lived Experience of Ordinary People. Especially since the 1960s, historians have sought to understand history not just as a series of major events presided over by generals and statesmen, but also as the lived experience of ordinary people. For this last discussion, begin by reflecting on your own past with an eye toward how American society has changed over the course of your life. In your response, focus less on major political or international events than on the ways day-to-day life in America is different today from what it was when you were younger. You might consider such factors as the cost of goods and services, the forms of entertainment, means of communication, and so forth. Next, identify what you believe to be the most pressing problem facing America today, providing evidence from recent news sources to show that the problem is real and pressing. There are numerous issues you might consider, such as international security, personal and public debt, heightening racial tensions, economic downturns, and so forth; but provide concrete information to back your choice. Finally, describe how Americans at different times during the past 150 years have addressed problems similar to the one you identified, and assess whether those past solutions would be applicable today.

HIS 204 Week 5 DQ 1 The Age of Reagan

HIS 204 Week 5 DQ 1 The Age of Reagan

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The Age of Reagan. Most of us have lived much of our lives in the “Age of Reagan,” a period which dates from 1980 and which may still be ongoing today. Historians increasingly agree that the election of Ronald Reagan in 1980 represented a “revolution” in American society and, particularly, its politics. Review Reagan’s presidential career to explain what about it precisely was so “revolutionary.” Compare his approach to politics and foreign affairs with those of his predecessors, and assess the ways that his successors either built upon or attempted to reverse his legacy. Explain why so many Americans opposed Reagan’s policies and those of his successors. Consider also the social and cultural changes which took place during the Age of Reagan. Finally, assess the success of the “Reagan Revolution” by identifying which problems it ameliorated and which it exacerbated. In your response, consider THREE of the following topics, with regard to how both Reagan and his successors handled or contributed to them:

  1. The economy
  2. The federal debt
  3. Federal regulation
  4. Social welfare
  5. Public health
  6. Race relations
  7. Gender equality
  8. Foreign affairs

To summarize your response, answer the following questions:

  1. How revolutionary was the Reagan Revolution and how was it revolutionary?
  2. In what ways was it beneficial to the American nation and in what ways was it detrimental?
  3. Did the positives outweigh the negatives or vice versa?
  4. Did the Reagan Revolution make the American nation more united or more divided?
  5. What cultural issues caused the most friction during the Age of Reagan?
  6. Is the Age of Reagan still underway?

When writing your response, draw from material in the following video:

  1. Powerplay: End of the empire

Also, draw from at least THREE of the documents listed below:

  1. “Equal rights are not special”: Advocates call for an end to anti-gay employment discrimination
  2. Experimenting with our liberties
  3. “A time bomb inside of you”: Social service organizations advocate an improved federal response to AIDS
  4. Address to Congress
  5. Address to the Republican national convention
  6. A crisis of confidence
  7. Oklahoma bombing memorial prayer service address
  8. Address at the NAACP on the 50th anniversary of Brown v. Board of Education
  9. Testimony to Senate Judiciary Committee
  10. “There’s been no real creative response”: Ted Houghton on homelessness in New York City
  11. Address to the Democratic national convention
  12. Address to British Parliament
  13. Roe v. Wade majority decision

Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7 in at least 100 words. When responding to classmates, you should refer to the material from one of the sources which you did not reference in your initial post.

HIS 204 Week 4 Quiz

HIS 204 Week 4 Quiz

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  1. The “problem that had no name” centered upon
  2. The Big Three decided on many important decisions at the Yalta Conference at the end of World War II. Which group was not one of them?
  3. Kennedy immediately understood the centrality of international issues and devoted significant attention to them from his first days in office. Which of the following best characterizes his strategy of flexible response?
  4. In their critique of 1950s culture, which of the following did the Beats advocate the least?
  5. Which of the following was not a civil rights group that began after World War II?
  6. The Cold War was at the heart of much of the anxiety in the 1950s. Unlike other wars and eras in the American past, the Cold War brought with it a nuclear fear that touched every neighborhood in the United States. Which of the following was not one of the ways this message was communicated?
  7. When Kennedy spoke the words, “Ask not what your country can do for you—ask what you can do for your country” he was talking about
  8. Which of the following was not an American ally in Indochina?
  9. Kennedy faced a continual string of foreign crises that threatened to propel the United States to war with the Soviet Union. Which was not one of them?
  10. In terms of legal rulings by the Supreme Court, which of the following statements is most true about the Justices rulings?

HIS 204 Week 4 DQ 2 Cold War

HIS 204 Week 4 DQ 2 Cold War

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HIS 204 Week 4 DQ 2 Cold War

After the Second World War, the US embarked on what came to be known as the Cold War against the Soviet Union. Although the two sides never fought against each other directly, the Cold War nonetheless erupted into violence at times in places like Vietnam, Korea, and Afghanistan. As the US grew more activist and interventionist in its foreign policy, the domestic government also grew in power and in its role in the people’s lives.

Explain the origins of the Cold War and describe how different presidential administrations, from Truman to Nixon, handled Cold War affairs. Address the ways in which the presidents responded to the perceived threat of Soviet expansion, and explain how these approaches involved the US in conflicts in Vietnam and Korea. Consider, also, the ways in which the US intervened in the affairs of smaller nations such as Iran. Finally, explore how the Cold War changed America’s domestic society, focusing on issues such as the role of the government in people’s lives, the Red Scare, the return of domesticity, and growing distrust toward the federal government. Summarize your thoughts on the issues above by answering the following questions:

HIS 204 Week 4 DQ 1 A Single American Nation

HIS 204 Week 4 DQ 1 A Single American Nation

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A Single American Nation. When the First World War began, African-American leaders pressed the government to provide black men the right to go to combat to prove their devotion to their country. Hoping that their service would lay a stake on citizenship which the nation would have no choice but to honor, the “New Negro” of the 1920s adopted a more militant stance toward civil rights. The civil rights struggle envisioned at the time, however, made few concrete gains. Discrimination and disenfranchisement persisted.

African-American leaders responded to the Second World War much as they had to the First, offering their services while expecting recognition in return. They intended to fight a “Double-V Campaign” against fascism abroad and racism at home. They helped to kill fascism abroad; racist policies at home survived, but only for a time. Less than a decade after the war ended, the Brown case struck down the principle of “separate but equal” in schools. A grass-roots movement emerged to challenge discrimination elsewhere. By 1965, nonviolent means had murdered Jim Crow. Yet, the 60s were nothing if not a violent decade, marred by war, riots, and assassinations. By the end of the decade, Americans were as divided in some ways as they had ever been, and hopes for integration into a single American nation largely gave way to an emphasis on the unique needs and interests of different groups within the nation.

Chart the progress of the Civil Rights Movement from 1954 to 1965. Identifying specific events from that period, explain why the movement succeeded so well during this period when similar struggles had gained so little in previous decades. Compare and contrast the different approaches to gaining civil rights adopted by different leaders in this period, those of Martin Luther King and Malcolm X, for instance. Finally, explain why the Civil Rights Movement splintered at the end of the decade by discussing at least TWO of the following groups, drawing from the primary sources below:

  1. Native Americans
  2. Women
  3. The Black Power movement
  4. Chicanos
  5. Students

Summarize your response by considering the following questions:

  1. What precisely did the Civil Right Movement gain?
  2. What objectives did it fail to achieve?
  3. Why did so many new movements emerge by the end of the 1960s?
  4. Was the nation more or less divided in 1970 than it had been in 1950?

When writing your response, draw from material in the following video:

  1. Let freedom ring: Moments from the civil rights movement, 1954-1965

Also in your response, draw from at least TWO of the documents listed below:

  1. “The bottom of the economic totem pole”: African American women in the workplace
  2. The Port Huron statement of the students for a democratic society
  3. “The cycle of poverty”: Mexican-American migrant farmworkers testify before Congress
  4. “We must destroy the capitalistic system which enslaves us”: Stokely Carmichael advocates black revolution
  5. “Self determination of free peoples”: Founding documents of the American Indian Movement (AIM)
  6. “All our problems stem from the same sex based myths”: Gloria Steinem delineates American gender myths during ERA hearings
  7. Gay power comes to Sheridan Square

Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7 in at least 100 words. When responding to classmates, you should refer to the material from one of the sources which you did not reference in your initial post.

HIS 204 Week 3 Quiz

HIS 204 Week 3 Quiz

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  1. The cornerstone of the Second New Deal was the Social Security Act of 1935. Which of the following was not true about it?
  2. While the United States was fighting for the ideals of democracy during World War II, there were examples of liberties taken away by the U.S. government. Which of the following was the best example of this?
  3. The 1920s was an era in which a New Woman emerged. Which was the least prevalent characteristic of her?
  4. There were many who were uncomfortable with the new morality, sexual promiscuity, and intellectual movements of the 1920s. Which of the following groups did not feel that society was becoming too fractured and fragmented?
  5. The Depression reached its most devastating point in the months between FDR’s victory and when he entered the White House. However, he proclaimed that there was only one thing that the American people needed to be fearful of. Which of the following was it?
  6. Though President Roosevelt in his first 100 days began to successfully restore a sense of calm to the nation, there was a bitter and contentious debate over the direction he was leading the nation. Which of the following persons was not a contemporary critic of FDR?
  7. Which of the following businesses prospered least during the Depression?
  8. Which of the following statements was not associated with President Calvin Coolidge?
  9. Roosevelt addressed the struggles of industry with the National Industrial Recovery Act (NIRA). Which of the following was not one of the main components of this effort?
  10. The technique of selling commercial products by creating a new social anxiety and suggesting a product to cure it was known in the 1920s as what type of “ethos”?