Women in US History Class

Post has three assignments

1:Letter of Advice

Order Description

write a letter of advice to either a newly engaged couple or a group of coworkers. Imagine that either the engaged couple or coworkers hear that you are taking a course in interpersonal communication and want advice regarding how to communicate in their personal or professional relationships. Based on what you have learned in this course, your personal experience, and the five learning objectives we have covered, what advice would you give them regarding how to communicate effectively? How can you use what you have learned in this class to offer a couple or group of co-workers advice to have more positive relationships? Write your paper in the form of a letter. Please review the Sample Final Paper.
Instructions
Use the list of learning outcomes to write your letter. The course learning outcomes you will need to cover are listed below:
Explain the principles of and barriers to effective interpersonal communications.
Analyze the role of communication in developing and maintaining one’s self-concept, self-image, and self-esteem.
Differentiate appropriate levels of self-disclosure and emotional intelligence in various relationships.
Describe strategies for using communication techniques to resolve interpersonal conflicts.
Analyze the impact of gender and culture on interpersonal communications.
For each of the five learning outcomes, create a separate heading that states the learning outcome that you are addressing. Then, address the following for each segment:
Explain the principles of and barriers to effective interpersonal communications. Why do the principles matter? How can your couple or group of co-workers overcome the barriers you have listed?
Analyze the role of communication in developing and maintaining one’s self-concept, self-image, and self-esteem. Begin by defining each term and then explain how these three notions of the self potentially impact the relationships of your couple or group of co-workers. What advice can you offer to help them develop a positive self-concept or build each other’s self-esteem?
Illustrate the importance of self-disclosure and emotional intelligence in various relationships. What role does self-disclosure play in the relationships of your couple or co-workers? How can their relationships be improved by them becoming more emotionally intelligent? What connections can be made between emotional intelligence and self-disclosure?
Evaluate strategies for using communication techniques to resolve interpersonal conflicts. Explain one or two potential conflicts and then present at least two strategies for addressing the dispute(s).
Analyze the impact of gender and culture on interpersonal communications. First, define these two key terms. Then, explain the importance of gender and culture in relationships generally and for your couple or group of co-workers specifically. What advice can you give to become a better communicator based on the information you have presented?
Content Requirements
You must address all five of the learning outcomes and the questions listed with those objectives. For each objective, be sure to define key terms and relate those ideas directly to advice for your couple or co-workers. The point here is for you to demonstrate how these ideas can be utilized to help people in their relationships. Try to offer specific advice they can integrate into their lives.
Begin your paper with an introductory paragraph that has a succinct thesis statement and that previews what you plan to cover in your paper. End with a conclusion that reaffirms your thesis and restates your key points.
You must use at least five scholarly sources to help you make your points. At least three of these should be course readings and two should be academic articles you have found yourself by doing research in the Ashford University Library. If you need help doing research, visit the Ashford University Library, which can be accessed through the Library tab in the left-navigation menu, in your online course.
You must also draw on personal experience to offer advice or to illustrate points. It is acceptable to use hypothetical examples and/or your personal experiences for either your couple or group of co-workers. We simply want to see that you can apply what you have learned to some potential “real world” experience.
The Final Paper
Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style. For assistance, visit the Ashford Writing Center’s APA Essay Checklist for Students.
Must include a title page with the following: (For further assistance with the formatting and the title page, please refer to the Formatting Instructions for MS Word 2013)
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions and Conclusions as well as Thesis Statements, please refer to the Ashford Writing Center resources.
Must use each learning objectives as a header dividing each section of the paper.
Must use the textbook as a source. The Integrating Research tutorial will offer further assistance on including supporting information and reasoning.
Must use two additional course articles/videos and two academic articles the student has found independently. A total of five sources must be used in the paper and be on the reference list.
Must document any information from a source in APA style, as outlined in the Ashford Writing Center’s In-Text Citation Guide.
Must include a separate APA References List that is formatted according to APA style.
Before you submit your written assignment, you are encouraged to review The Grammarly Guide: How to Set Up & Use Grammarly tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
Final Notes
This is a formal paper and should utilize proper grammar, complete sentences, and paragraph transitions. However, you will write this paper in the format of a letter to the newly-engaged couple or group of co-workers. Feel free to address the people you select directly throughout the paper.

2:Memorandum in Women in US History Class

Memorandum: Scenario: The museum is going to add an exhibit on Women’s Liberation. I need you to watch the documentary “Feminist Stories from Women’s Liberation, read Chapter 19 ?America’s Women? and chapters 1-4 of Grace and Grit, and search through the Dear Sisters database and report back to me with the following information so we can think about what we might include in the exhibit. Give the following in a memo format, no more than 5 pages double spaced or 3 pages single spaced. Make sure to address each issue individually. What important issues does the documentary “Feminist Stories from Women’s Liberation” raise and what portions of it would make good clips to include in a video montage for the exhibit? Describe three clips. What are three examples of women’s rights or liberation from chapters 18-19 of America’s Women and/or chapters 1-4 of Grace and Grit that should be included? For a small amount of extra credit (5 points) find an image that will accompany each example and insert it in the memo. Which source in Dear Sisters: Dispatches from the Women’s Liberation Movement should we use to accompany the exhibit? Give me a good des?r?ption of the source and tell me why and how it should be included. Treat this assignment as having a formal, professional audience. Every point should have cited examples to help the reader find your sources. Write in complete paragraphs – I do not want to see a bullet outline of points. Explain your assessment in complete sentences. cite your sources (Dear Sisters, America’s Women or Grace and Grit, documentary) and use footnotes or in-text citations that include the page number. upload as a pdf, doc or docx file (pdf preferred)

3: SURVEY OF UNITED STATES HISTORY

Order Description

write the paragraph by each Alphabet guidelines- A, B, C, and D. Please do not make into one essay with all of these letters. Please separate the answer by A,B,C,D requirements. ***************************************************************************
Introduction:

Historians work with two types of sources: primary and secondary. Primary sources are letters, diaries, films, photographs, newspaper articles, and any other artifacts that were produced by people living through the events of a historical period. Historians study and draw on these sources in order to recreate the past for the current generation. These recreations are called secondary sources. Secondary sources are books, articles, and websites that historians and other authors write about the past—A People and a Nation is an example of a secondary source.

The analysis of primary sources is an important part of understanding both the culture of the past and the meaning of current events. Primary sources reveal the different perspectives that groups of people and individuals had on contemporary debates as well as the variety of responses historical actors can have to the same event. By investigating how people responded to their situations in diverse historical contexts, we can learn how individuals felt about events as they unfolded and can appreciate their divergent perspectives. This appreciation builds empathy that assists us as we approach individuals with different perspectives in our workplace and daily lives.

In this assessment, you will work with one of the following four time periods in United States history:
• English Colonization and the Road to Revolution
• The Early Republic and the American Civil War
• Reconstruction and the Age of American Imperialism
• The Making of Modern America

For each of these periods, you will have a pair of two primary sources. For your chosen historical period, you should use your knowledge and analytical skills—in addition to relevant readings from the A People and A Nation text—to provide context for these primary sources and to explain how they relate to one another. In this assessment, you will select one historical period and then analyze the corresponding two primary sources.

Requirements:
A. Write an essay (suggested length of 2–3 pages) on one of the historical periods from the list provided in the introduction, using the corresponding primary sources. In your essay, do the following:

Note: You can refer back to the information and worksheets in the Course of Study for HIST 1010, and the text, A People and A Nation, for additional information about these time periods.

1. Analyze the point of view of primary source A by doing the following:
a. Describe the major characteristics of primary source A (e.g., the author’s background, the main ideas presented, the reasons it was created).
b. Explain how primary source A reflects the major events of the chosen historical period (e.g., social movements, developing ideologies, international conflicts).
2. Analyze the point of view of primary source B by doing the following:
a. Describe the major characteristics of primary source B (e.g., the author’s background, the main ideas presented, the reasons it was created).
b. Explain how primary source B reflects the major events of the chosen historical period (e.g., social movements, developing ideologies, international conflicts).
3. Discuss how the two primary sources relate to each other within their historical context.

Note: This may include major themes of the period or social/political movements that define the era.

B. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content.
1. Include the following information when providing source references:
• author
• date
• title
• location of information (e.g., publisher, journal, or website URL)

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Reference List:

Norton, M. B., Kamensky, J., Sheriff, C., Blight, D. W., Chudacoff, H. P., Logevall, F., . . . Michals, D. (2014). A People and A Nation: A History of the United States, Brief Edition (10th ed.). Stamford, CT: Cengage Learning.
Web Links:
1.
1. English Colonization and the Road to Revolutionlink opens in new window
Primary Source A: Backus, I. (1999). An appeal to the public for religious liberty. In Patrick, John J. and Long, Gerald P. (Eds.), Constitutional debates on freedom of religion (pp. 24–27). Retrieved from https://site.ebrary.com/lib/westerngovernors/reader.action?docID=5007075&ppg=46 (Original work published 1773)

2.
2. English Colonization and the Road to Revolutionlink opens in new window
Primary Source B: A peace sect wrestles with the problem of hiring a substitute. (2002). In P. Brock (Ed.), Liberty and conscience: A documentary history of the experiences of conscientious objectors in America through the Civil War (pp. 55–56). Retrieved from https://site.ebrary.com/lib/westerngovernors/reader.action?docID=10085232&ppg=68 (Original work published 1781)

3.
3. The Early Republic and the American Civil Warlink opens in new window
Primary Source A: Turner, N. (2006). Nat Turner describes his rebellion. In C. Waldrep & M. A. Bellesiles (Eds.), Documenting American violence: A sourcebook (pp. 124–127). Retrieved from https://site.ebrary.com/lib/westerngovernors/reader.action?docID=10142487&ppg=139 (Original work published 1831)

4.
4. The Early Republic and the American Civil Warlink opens in new window
Primary Source B: Douglass, F. (2009). Fourth of July oration. In J. Bean & G. Saari (Eds.), Race and liberty in America: The essential reader (pp. 38–42). Retrieved from https://site.ebrary.com/lib/westerngovernors/reader.action?docID=10495368&ppg=61 (Original work published 1852)

5.
5. Reconstruction & Age of American Imperialismlink opens in new window
Primary Source A: Riis, J. (2009). Jacob Riis chronicles the struggles of the urban poor. In L. C. Hillstrom (Ed.), Defining moments: Muckrakers and the Progressive Era (pp. 165–169). Retrieved from https://site.ebrary.com/lib/westerngovernors/reader.action?docID=10355663&ppg=183 (Original work published 1890)

6.
6. Reconstruction & Age of American Imperialismlink opens in new window
Primary Source B: Roosevelt, T. (2009). President Theodore Roosevelt promises progressive reform. In L. C. Hillstrom (Ed.), Defining moments: Muckrakers and the Progressive Era (pp. 159–164). Retrieved from https://site.ebrary.com/lib/westerngovernors/reader.action?docID=10355663&ppg=177 (Original work published 1901)

7.
7. The Making of Modern Americalink opens in new window
Primary Source A: Friedan, B. (1963). The problem that has no name. In D. Keetley & J. Pettegrew (Eds.), Public women, public words: A documentary history of American feminism (pp. 24–35). Retrieved from https://site.ebrary.com/lib/westerngovernors/reader.action?docID=10714455&ppg=24 (Original work published 1963)

8.
8. The Making of Modern Americalink opens in new window
Primary Source B: Jones, B., Blair, A., Ehrenreich, J., Hochschild, A. R., & McKenna, E. P. (2005). Giving women the business: on winning, losing, and leaving the corporate game. In D. Keetley & J. Pettegrew (Eds.), Public women, public words: A documentary history of American feminism (pp. 660–678). Retrieved from https://site.ebrary.com/lib/westerngovernors/reader.action?docID=10714455&ppg=661 (Original work published 1997)

9.

colonizationUS History