Introduction

In this assignment you will demonstrate your understanding of Module 2 and the objectives below:

1. Review and Assess Primary Sources
2. Explain the role of government in encouraging Industrialization and in labor disputes
3. Evaluate Americas influence as a destination for immigrants
4. Assess rights in American society: what are they, and who possesses them? For example labor unions, captains of industry, immigrants, farmers, politicians

If you need a review, refer back to the

Instructions

Here are the steps and tasks to complete the assignment (see video below):

1. Open the link opens in a new tab (It will make a copy of it in your Google Drive) or download it as a Word docx
2. Complete the worksheet where you will review primary source sets from the Digital Public Library of America. thinking about the sources in light of one of the following course level objectives:
   • Explain the role of government in American history
   • Evaluate Americas influence in the World
   • Assess rights in American society: what are they, and who possesses them?
3. Save and download your completed file, then submit by clicking on “submit as a file upload”. [Support Guide: ]

Primary Source Instruction Video (05:32)

Grading

Your work will be evaluated against the rubric listed below.

This assignment will be evaluated with Turnitin. Turnitin will evaluate your work for academic integrity. Please review your syllabus for more information about academic integrity. Turnitin has provided resources to support learners to maintain academic integrity, a helpful video guide can be found .

Rubric

DPLA Assignment 30

Total Points: 30

Introduction

This weeks module looked at how the United States changed after the Civil War. We learned about the Reconstruction era in the Southhow it started with hope but ended with the rise of sharecropping and Jim Crow laws that hurt Black Americans. We also looked at the American Indian Wars and how white settlers moved west, often forcing Native Americans off their land. As the country grew through farming and industry, these changes brought both progress and serious problems for many people.

Assignment Objectives:

• Explain the role of government in assisting the former enslaved during Reconstruction and aiding white settlement of the West

Prompt

How important do you think government policy was in impacting the changing rights for freed people and Native Peoples between 1865-1877? Explain and use at least 1 specific example from the assigned reading (either Openstax Chapter 16 or Chapter 17) to support your point.

Instructions

Here are the steps and tasks to complete the Harmonize discussion forum assignment:

1. Create a new post that answers the above prompt with at least 150 words
2. Reply to at least 2 classmates’ posts with at least 50 words in each post: Find a classmate who used a different example from the reading than you did.
   • How does their example support or challenge your perspective?
   • Expand the conversation by asking a question that encourages further discussion.

Submit your assignment by posting in the Harmonize discussion board below. Need help creating a post? Review the .

This assignment will be evaluated with Turnitin. Turnitin will evaluate your work for academic integrity. Please review your syllabus for more information about academic integrity. Turnitin has provided resources to support learners to maintain academic integrity, a helpful video guide can be found .

Grading

This discussion post will be auto-graded, . Your grade will be visible in your Grades once you have met all the conditions of the discussion that are explained above in the instructions.

To ensure your success, follow all the instructions in this assignment and don’t forget to ask questions. You can post your general questions in our , if your question is private please post in the .

1. How might we connect President Lincolns Gettysburg Address, in terms of ideas,

themes, and arguments, to Frederick Douglass Fourth of July speech? What kinds of
arguments related to the principles of liberty, equality and democracy are common to
both?
Your response must include properly cited evidence from both speeches and the
textbook. This includes some direct quotes from all sources.
2. Using evidence from both Federalist 10 and 51, as well as the Constitution and our
textbook, explain in specific terms how the principle of the separation of powers would
help to guard against the rise of a tyrannical government. What does this principle mean?

2
What is James Madisons argument in 10 and 51, in terms of how this principle would
help to structure the U.S. Constitution and protect the liberties of citizens?
Your response must include properly cited evidence from at least one of the
assigned Federalist Papers (including some direct quotes), the Constitution of the
United States, and the textbook. This includes some direct quotes from all sources.
3. First: What is federalism? In what specific ways does federalism shape the system of
government created by the Constitution? Second: The textbook discusses several
advantages and disadvantages of a federal system of government. Briefly discuss one of
the advantages and one of the disadvantages.
Your response must include properly cited evidence from the U.S. Constitution, the
textbook, and the Annenberg Classroom video The Supremacy Clause: McCulloch
v. Maryland (including timestamps). This includes some direct quotes from all
sources.
4. What expressed (or enumerated) powers does Article I of the U.S. Constitution grant to
the legislative branch? What implied powers does Article I grant to the legislative
branch? Why did the Framers want Congress to have these powers (instead of the
president or the courts)?
Your response must include properly cited evidence from the U.S. Constitution, the
Civics 101 podcast How can Congress check the president? (including
timestamps) and the textbook. This includes some direct quotes from all sources.
Bonus (2 points): The authors of our textbook argue “that the modern political system could not
exist without” political parties. Why do they make this claim? Your response must include
properly cited evidence from the textbook, including some direct quotes.

In a couple of paragraphs, identify (who, what, where, when) of 10 of the following, 5 from Part I and 5 from Part II.. Each ID is worth a maximum of 4 points.

Part I

Hellenic AND Hellenistic koine AlexandriaS Struggle Between the Orders

fides, pietus, gravitas Philosopher kings Battles of Chaeronea AND Actium

Cincinnatus The Gracchi Dido and Aeneas

1._______________

2._______________

3._______________

4._______________

5._______________

Part II.

First Triumvirate the princeps Sadducees, Pharisees, and Essenes the Caesars

The Goths early Christianity the Good Emperors Age of Rust

Constantine The City of God

1._______________

2._______________

3._______________

4._______________

5._______________

Discuss two of the following essays, one from Part I and one from Part 2. A reminder: an essay is not just one paragraph.

Part I:

1. How “great” was Alexander the Great? And how not so great?

2. Who were the better “politicians”? The Greeks or the Romans?

3. What were the issues or the problems that led to the decline of the Re[public in the second and first centuries bce? And what were some of the proposed solutions to those problems?

4. Who was the greatest Roman of them all? Why did you chose that individual?

Part II

1. Was Gibbon’s Golden Age of Rome really “golden”? Why AND why not?

2. How did Augustus solve the problems of the fallen Republic?

3. What were the issues that divided Christians from Christians in the early centuries ad/ce? How were they ‘solved’?

4. What were some of the issues that led to the fall of Rome in the fifth century ce? In your opinion, which was the most important?

Theory of kingship of balban

Critical Commentary Instructions

A critical commentary is a short essay that introduces a historical document. It provides basic information about what the document is, what cultural and historical context influenced its author in creating it, and why youthe historianbelieve it was important, convincing, effective, or ineffective.

Note: You will be writing this essay in Turnitin Clarity’s online word processor as part of a pilot program. Clarity will automatically save your work as you go, provide feedback, and check for plagiarism. For more information, refer to the Getting Started page and FAQ provided by your course.

TEXTBOOK LINKS MUST USE!!!!!

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Selected Document

For this critical commentary, we will be using:

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Getting Started

If you are having trouble figuring out where to start, the questions and prompts on the historical thinking chart may be helpful.

Your commentary should include a thesis statement and make an argument about the source.

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Requirements and Scoring (100 points total)

STYLE (15 points)

Requirements:

• 700900 words
• Plain 11- or 12-point font
• Identify the name, author, and date of the document
• Consist of multiple readable paragraphs
• Include at least three direct quotations, properly quoted
• Clear thesis statement near the beginning of the essay
• You may use outside sources but cite

Helpful resources include guides on thesis statements and analytical writing provided in class materials.

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IDENTIFICATION (25 points)

Provide a clear and accurate summary of the document, including:

• Date and place of origin
• Authorship
• Type of document (speech, article, etc.)
• Argument or purpose
• Intended audience

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CONTEXT (30 points)

Explain the broader historical context:

• What was happening at the time?
• What major social or political issues relate to this document?
• What is the big picture needed to understand it?
• What was the authors purpose?

Use evidence such as:

• Quotes from the document
• Information from textbook, lectures, or course materials

Tip: Each document corresponds to a chapter in the textbook, which can help you understand the context.

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ANALYSIS (30 points)

Analysis means explaining the meaning and significance of the source.

In your essay:

• Clearly evaluate the authors argument in your thesis
• Explain what the author is trying to accomplish
• Identify the intended audience
• Discuss why the source is historically significant
• State whether you agree or disagree and explain why
• Identify any missing perspectives or limitations

Support your ideas with specific evidence from both:

• The document
• Its historical context

Important: Historical analysis is different from literary analysis. Do not focus on techniques like ethos, pathos, or logos. Instead, focus on what the document reveals about history on both:

• A micro level (individuals and events)
• A macro level (larger historical patterns or themes)

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Additional Resources

You may use:

• Guides on understanding perspective in primary sources
• Historical thinking charts
• Sample student papers (high-scoring examples from past classes)

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Sample Outline (Optional)

Paragraph 1: Introduction

• Who created the document and when
• Type of document
• Intended audience
• Historical significance
• Relevant historical context
• Your thesis

Paragraph 2: Summary

• Main points of the document
• Authors message and perspective
• Include quotations

Paragraph 3: Analysis

• Evaluate the authors argument
• Discuss reliability and limitations
• State whether you agree or disagree and why

Conclusion

• Why the document matters
• How it contributes to our understanding of history

Module 11 Reading Assignment