Category: History

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Planning of the essay
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Title page
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Brief introductory paragraph
with personal response thesis statement
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A background paragraph that
summarizes the prompt and provides historical context
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3-4 body paragraphs that
explain your thesis and focus on your own response
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Brief concluding paragraph
(approx. 4-6 sentences)
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References page

Topic,Gallipoli Campaign.
(General Ian Standish Monteith Hamilton)
1-Introduction of the battle . * Attention grabbing opening . * answer the 5 W question to establish the context. * clearly state the 4 thesis which are the 4th principal.
2- Brief commander background.
3-Competence
. Strong understanding of the mission, command principle and their fail to success of the Battle. * provide some evidence to support each claim.
4-Mutual Trust .
Strong understanding of the mission, command principle and their fail on the success of the Battle * provide some evidence to support each claim

5-Sharing Understanding
Strong understanding of the mission, command principle and their fail to success of the Battle * provide some evidence to support each claim
6-Disciplined initiative
Strong understanding of the mission, command principle and their fail on the success of the Battle. * provide some evidence to support each claim 7-Conclusion
8-Endnotes(minimum 5 resources )
Types writing Times news Roman 12 double space

Although socialism was not a completely unified movement, its proponents generally shared a core set of beliefs. Based upon your reading of the primary documents in the “Working with Evidence” section of the text, what are some of socialism’s essential criticisms of capitalism? How did opponents of socialism express their opposition? What was it that socialism’s opponents most feared?
Thesis statement should reflect the question-cluster you have chosen. Be sure to base your response on the documents themselves and the information provided in the preceding chapter. As you plan your essay, refer to the Assignment Expectations provided in the course Content area. Read and refer to the very first “Working with Evidence” section found early in the textbook in before Chapter 13 —it offers guidance on analyzing primary sources.
Essay must be between 400-600 words in length, double-spaced, and written in normal-sized font, such as Times New Roman 12-point. All sources should be scholarly and cited using Chicago-Style citation format. They should point to evidence from the primary documents studied in the course. Any plagiarized material will receive zero points. 

Primary Response: Within the Discussion Board area, write 200–250 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas. 
For this Discussion Board, please complete the following:
Dr. King’s 1963 March on Washington was the largest civil rights protest in American history. It helped drive change. This included the passage of the Civil Rights Act of 1964. Jim Crow laws were dismantled in the South. Voter registration increased during the Freedom Summer of 1964. In 1965, Johnson outlawed discriminatory voting practices by signing the Voting Rights Act. Three years later, and just a few days after the assassination of Dr. King, Johnson signed the Fair Housing Act. This act banned discrimination in housing. It also increased protection of Native American rights.
Watch this video to learn more about these key acts. As you can imagine, these acts have impacted people of many different groups—race, sex, national origin, religion, and more.
Choose one of these acts: 
Civil Rights Act of 1964 
Voting Rights Act of 1965 
Fair Housing Act of 1968
Then, respond to the following questions:
How has the act you chose impacted your neighborhood, town, or workplace?  
What progress do you hope to see in the future?

Claim 1: Battle of Khalkhin Gol- Japanese aggression moved to the North and their position in East Asia seemingly decreased by defeat. (not talking about the aftermath. how it made japan to move )
After the Manchurian invasion Japanese aggression moved to Northern Asia which is Siberia. They thought Siberia would have benefits such as agriculture and resources. But Mongolia was in the middle. Japanese army thought that it is a right move to take Mongolia first and then move to the Soviet.
Can you write a 250 word paragraph in this structure.
structure-> topic sentence->evidence-> analysis-> evidence-> analysis

In this order, I’ve attached a rough draft of a research paper I had done. In the Doc file, there are comments on the side, in which if can you please follow them exactly and make necessary edits to the paper per each comment that were specified by the instructor. 
The main comment summary from the instructor is on page 31 of the Doc file. If any questions may arise, please ccontact me through here

Touchstone 4: Analyzing Primary Sources
ASSIGNMENT: You have learned that the historian’s craft involves using evidence from the past to learn and write about what happened. This evidence comes in the form of primary sources, or first-hand accounts or artifacts from the time period that the historian is writing about or studying. These sources provide the foundation for any historical narrative. Throughout this course, we have introduced you to the skill of Analyzing Primary Sources and to numerous primary sources that professional historians have used to develop a narrative of U.S. history. Now, you will have the opportunity to practice the historian’s craft by reading and analyzing two primary sources yourself.
Keep in mind that the same skills you use to read and analyze historical sources can also be applied to current sources of information, such as newspaper articles, social media posts, television reports, and commercial advertisements. By practicing these skills now, you will not only develop your ability to perform historical research and think like a historian, you will also become a more skilled consumer of information in general.
To complete this assignment, download the submission template below. You will return the completed template as your Touchstone submission.
Touchstone 4: Analyzing Primary Sources Template
Touchstone 4: Analyzing Primary Sources Sample
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Step 1: Choose Two Primary Sources
Review the U.S. History I Touchstone Primary Sources List and select two primary sources from the list for your assignment. The primary sources you choose should come from different time periods. Submissions that analyze primary sources that are not on the provided list will be returned ungraded.
Step 2: Read and Analyze Each Source
Read and analyze each source by following the instructions outlined below. Record your responses in the Touchstone 4: Analyzing Primary Sources Template.
Part 1: Meet the Primary Source
What type of primary source is this?
Types could include a letter, speech, court transcript, legislation, diary entry, photograph, artifact, map, broadside, circular, political cartoon, artwork, etc.
Provide a brief description of something you notice about the source, as if you were explaining to someone who can’t see it.
For example, you might describe its physical appearance, its formal title (if it has one), its type of language, its size or length, or anything else in particular that stands out to you.
Part 2: Observe its Parts
Who wrote it or created it? Was it one person, or was it a group, like an organization?
When was it written or otherwise created?
What are two things you know about the personal background or beliefs of the person or group who created it?
Was the source meant to be public or private? If public, who do you think was the intended audience?
HINT
You may need to use the internet to help you research these questions.
Part 3: Interpret its Meaning: Historical Context
Describe two other things that were happening at the time the source was created.
Careful! In some cases, this could be different from the time the source describes or portrays.
How does that context (or background information) help you understand why it was created?
HINT
If needed, revisit the U.S. History I tutorials. The four time periods in the Primary Source List correspond to the four Units of the course. Navigate to the most relevant course unit and explore tutorials. Then find information to relate each primary source to its specific historical context.
Part 4: Interpret its Meaning: Main Point and Purpose
What is the main idea or point of the source? Use specific evidence from the source itself to support your answer.
Why do you think this primary source was made? Provide evidence from your prior responses to support your answer.
For example, was its purpose simply to inform? To persuade? To sensationalize? Or something else?
Part 5: Use it as Historical Evidence
What are two historical questions this source could help you to answer?
What are two pieces of information the source presents that you should “fact check” (verify as true) by checking other primary or secondary sources?
This primary source shows one perspective on this event or topic. What are two other perspectives you should get to better understand this event or topic, and why?
Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
❒ Did you select two primary sources from the Touchstone 4: Primary Source List?
❒ Did you select sources from different time periods?
❒ Did you complete all sections of the template for both sources?
❒ Did you review the grading rubric and compare it to your responses?
❒ Did you review the sample to see an example of a completed assignment?
❒ Did you proofread your work for proper grammar, punctuation, spelling, and capitalization?
B. Rubric
Advanced (100%) Proficient (85%) Acceptable (75%) Needs Improvement (50%) Non-Performance (0%)
Meeting the Primary Source (10 points)
Identifies and describes the source.
Shows a detailed understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources. Shows a general understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources. For one or both sources, shows a limited understanding what type of primary source has been selected, but still provides a description of one aspect of both sources. Shows little to no understanding of what types of primary sources have been selected, and/or the descriptions of the sources are inaccurate or confused. Both sources are entirely misidentified, or so little work has been submitted that no points can be given.
Observation of its Parts (20 points)
Identifies the author, date, and audience.
Author, date, and likely intended audience are fully and accurately identified for both sources. Two insights into the author’s background are provided or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author. Most of the elements are met for both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author. Some of the elements are met for one or both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, speculation is made about the likely background of the source’s author. Few of the elements are met for one or both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, speculation is made about the likely background of the source’s author. Both sources are entirely misidentified, or so little work has been submitted that no points can be given.
Interpreting Meaning: Historical Context (20 points)
Interprets the historical context of the source.
Demonstrates in-depth knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context. Demonstrates general knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context. For one or both sources, demonstrates general knowledge of the time period in which the source was written, but may not relate the primary source to its specific historical context. For one or both sources, demonstrates very limited knowledge of the time period in which the source was written and therefore cannot relate the primary source to its specific historical context. For both sources, completely misidentifies the historical context, or so little work has been submitted that no points can be given.
Interpreting Meaning: Main Point (20 points)
Interprets the main point of the source.
Clearly interprets the main idea or point of both sources using specific evidence from the sources themselves to support the interpretation. Clearly interprets the main idea or point of the sources using specific evidence from the sources themselves to support the interpretation, but the interpretation of one source may be stronger than the other. Interprets the main idea or point of both sources, but one or both interpretations may show a more limited understanding of the sources or lack specific evidence to support the interpretation. Attempts to interpret the main idea or point of both sources, but one or both interpretations show substantial misunderstanding or incompleteness. Both sources are completely misinterpreted, or so little work has been submitted that no points can be given.
Interpreting Meaning: Purpose (20 points)
Interprets the purpose of the source.
Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context. Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context, but the interpretation of one source may be stronger than the other. Interprets the purpose of both sources by drawing general connections to other aspects of the source such as author, audience, or historical context, but one or both interpretations may show a more limited understanding of the sources. Attempts to interpret the purpose of both sources, but one or both interpretations show substantial misunderstanding or incompleteness. Both sources are completely misinterpreted, or so little work has been submitted that no points can be given.
Use as Historical Evidence (20 points)
Identifies historical evidence for the source.
For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates thoughtful reflection and a strong understanding of how to use primary sources as historical evidence. For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a general understanding of how to use primary sources as historical evidence. Most of the elements are met for both sources: two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a more limited understanding of how to use primary sources as historical evidence. Few of the elements are met for one or both sources: two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a very limited understanding of how to use primary sources as historical evidence. Response shows little to no understanding how to use primary sources as historical evidence, or so little work has been submitted that no points can be given.
Conventions (10 points)
Submission follows conventions for standard written English and meets requirements.
There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met. There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met. There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; length and formatting requirements are nearly met. There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met. Submission does not meet the minimum threshold for points to be awarded.
C. Requirements
The following requirements must be met for your submission to be graded:
Choose primary sources only from the provided list.
Use a readable 11- or 12-point font.
Composition must be original and written for this assignment and all writing must be appropriate for an academic context.
Plagiarism of any kind is strictly prohibited.
Submission must include your name and the date.
Include all of the assignment components in a single .doc or .docx file.

Requirements:
At least 3700 words
A total of 8 sources used to support (Need 1 more)(Chicago style)
12 point font, double spaced, 1 inch margins
Introduction
3-4 premises
Conclusion
Make sure to include footnotes
More details for assignment within attached document!

https://www.britannica.com/video/180270/students-West-Germany-Extra-Parliamentary-Opposition-Kurt-Georg
https://sourcebooks.fordham.edu/mod/1946hoess.asp

Task: In a well-organized, thesis-driven paper of 3-5 pages, students will:
briefly summarize the main idea and content of George Fitzhugh Argues that Slavery is Better than Liberty and Equality, 1854
explain how the document connects to important events, ideas, or developments in its own historical context
discuss their assigned document’s significance for broader themes or ideas in early American history that we’ve read about or studied in class. Use the following texts: Excerpt from Narrative of the Life of Frederick Douglass, an American Slave…(1845) and David Walker’s Appeal
Formatting:
Papers should have an introduction and conclusion that clearly state the paper’s central argument.
papers should have a single space heading that includes the students name course number and date followed by the paper title. A separate title page is not necessary. All pages should be numbered.
Standard formatting rules apply – 12 pt. font, Times New Roman or other standard font, 1″ margins, double-spaced.
All sources MUST be cited with Chicago Style footnotes include quote from the text to strengthen your main idea