After the Civil War, the United States became a much more industrialized society. Between 1865 and 1920, industrialization improved American life in many ways. However, industrialization also created problems forAmerican society. Consider events that took place after the Civil War and discuss ways that industrializationaffectedthe U.S. between 1865 and 1920.

You have already developed a thesis statement and developed an outline in which you identify three main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.

Write a three to five(3-5) page paper in which you:

1. Introduce your paper with your previously crafted thesis statement.
2. Identify three (3) major aspects of industrialization during 1865 and 1920 that influenced U.S. society, economy, and politics. Consider issues such as geography, entrepreneurship, legislative representation, etc. Explain your responses with specific examples and details.
3. Identify three (3) specific groups that were affected by industrialization and provide two examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.)
4. Summarize how industrialization affected the life of the average working American during this period. Use specific examples and details.
5. Use at least three (3) quality references. Note: Wikipedia and other Websites do not quality as academic resources.

Your assignment mustfollow these formatting requirements:

• Be typed, doublespaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Identifyand discuss the different ways that the heritage of slavery, the Civil War, the Reconstruction, and segregation have shaped America’s history.
• Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
• Recognize the major turning points in American history since the Civil War.
• Use technology and information resources to research issues in contemporary U.S. history.
• Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

Second Paper Assignment

Based on your reading of Ray Raphael’s book The First American Revolution and on our discussion of the revolution in lecture, please explain the role of “the people” in the American Revolution. In your essay examine why many people chose to rebel and what “the people” fought for. As you make your argument distinguish between the body of the people, who we called in lecture “the people out of doors,” and the gentlemen who sought to assert their own vision upon the struggle for independence from Britain.

Please address the following requirements carefully when writing your essay:

·         As you approach the prompt, make a clear argument and support it with evidence from Raphael’s book and from our lectures.

·         Please provide a thesis statement at the end of your first paragraph that clearly and concisely summarizes your argument.

·         To cite from Raphael’s book simply insert the page number in parenthesis at the end of the sentence.

·         To cite from lecture put my last name and the date of the lecture in parenthesis at the end of the sentence or the paragraph. Be sure to cite either when you quote or paraphrase. Indeed, aside from the introduction and conclusion paragraphs, you should provide citations in each paragraph, since any point you marshal to support your case must be based on your sources and properly documented.

·         Your essay should not be less that 1000 words and should not exceed 1200 words. This will amount to around 3 pages or just a bit more.

·         At the end of the essay please provide a ‘works cited’ page, documenting the version of the book that you used and the lectures you cited to make your argument.

·         Please provide the word count for the document at the very end.

·         Please use a 12 size font and double space format for your essay.

·         I will not accept any essays after the first five minutes of class. Any late essay will be discounted 3 points. Any essay that will be handed in more 24 hours after the due time will be docked 6 points, after 48 hours 9 points, and so on.

Good luck!

Instructions: Please post a substantive discussion post of at least 200 words that analyzes BOTH U.S. Cold War Policy AND the impact that the Cold War had on U.S. society, using the following questions as the basis of your analysis: 

• Why did the Cold War start and how did it develop over its first three decades?
• How did different presidential administrations, from Truman to Nixon handle Cold War affairs?
• How did these approaches affect foreign policy?
• How did the Cold War lead to changes within American society and culture?

Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and properly cite any references. When responding to these prompts, draw from the material in ONE of the following videos:

1. Hawksworth, R., Hogan, H., & Spencer, S. (Writers).  The post-war years [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. Chicago, IL: Media Rich Communications, LLC. Available from http://digital.films.com/OnDemandEmbed.aspx?Token=47585&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
2.  Isbouts, J., & Johnson, B. D. (Writers), & Johnson, B. D. (Director). (1999). Superpowers collide [Television series episode]. In J. Florescu, J. Isbouts, & B. D. Johnson (Executive producers),Inside the Cold War with Sir David Frost. Los Angeles, CA: Porchlight Entertainment. Available from http://digital.films.com/OnDemandEmbed.aspx?Token=8397&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
3. Wattenberg, B. (Writer). (2000).  1930-1960 [Television series episode]. In A. Walworth (Executive producer), The First Measured Century: The Other Way of Looking at American History.Arlington, VA: PBS. Available from http://digital.films.com/OnDemandEmbed.aspx?Token=44378&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=

Also, draw from the material in TWO of the following documents:

1. Byrne, M. (Ed.). (2000).  Electronic briefing book no. 28: The secret CIA history of the Iran coup, 1953 Retrieved from http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB28/
2. Eisenhower, D. (1961, Jan. 17).  Farewell address Retrieved from http://www.vlib.us/amdocs/texts/ddefarew.html
3. Herberg, W. (n.d.)  Protestant-Catholic-Jew: An essay in American religious sociology (1960) [Excerpt]. Retrieved from http://personal.ashland.edu/~jmoser1/herberg.htm
4. Johnson, L. (1964, Aug, 5).  The Tonkin Gulf incident; 1964 Retrieved from http://avalon.law.yale.edu/20th_century/tonkin-g.asp
5. Kennedy, J. (1962, Oct. 22).  Address on the Cuban crisis October 22, 1962. Modern History Sourcebook. Retrieved from http://www.fordham.edu/halsall/mod/1962kennedy-cuba.html
6. Kissinger, H. (1969, March 8).  March 9th memo from Kissinger to Nixon. Retrieved from http://www.historycentral.com/Vietnam/Documents/Kiss.html
7. Nixon, R. (1974, Aug. 8).  Richard Nixon’s resignation. Retrieved from http://customers.hbci.com/~tgort/resign.htm
8. Potter, P. (1965).  SDS Vietnam anti-war speech. Retrieved from http://www.hippy.com/modules.php?name=News&file=article&sid=130
9. Schlesinger, A. M. (1949). The vital center: The politics of freedom [Excerpt]. Retrieved from http://www.writing.upenn.edu/~afilreis/50s/vital-center.html
10. United States Congress. (1973, Nov. 7). The war powers act. Retrieved from http://customers.hbci.com/~tgort/wpa.htm

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.   Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect).  Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM111 class well, and that the activity is of sufficient quality for this university course. The two key types of activities are a museum visit or a performance. NOTE:  This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM112.  For instance, one might go to the same museum as done for HUM112, but this HUM111 report will focus on entirely different works and displays.

Note: Submit your cultural event choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal.  You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.

Visiting a Museum

• It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you. 
• If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
• Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM111 class and book.  Since HUM111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.
• Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity.  Any alternative activity  outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally we do not expect students to travel over an hour to get to an approved activity.
• Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
• The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums even have benches where you can sit and study a particular piece.
• If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces? 

Attending a Performance

• Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less.  However, performances of high school level or lower will not meet this requirement.
• A performance that is relevant to a HUM111 course is more difficult to find than a performance that would be relevant to HUM112 (which covers from 1600 to the present).  But, our course does cover Shakespeare and Greek tragedy and drama, so any performances of those will work. One can sometimes find music performances of music from the Renaissance or Reformation period, or even earlier.  
• Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity.  Any alternative activity  outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally we do not expect students to travel over an hour to get to an approved activity.
• Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
• Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to make notes on it during or after the performance.
• Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.
• Most long musical performances have at least one (1) intermission. If the lights start blinking, it is a sign that the performance is about to begin.
• Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to make notes of the things which you find enjoyable as well as the things which are not enjoyable. 

If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event/activity for the student to “attend” online. The “virtual” event/activity is usually only for students who, due to their physical location, cannot possibly attend an event/activity in person; typically, these students are stationed overseas or have no means of transportation. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.