This week you will take a digital field trip to view the Founding Documents Gallery at the National Archives. Located in Washington D.C., the National Archives are dedicated to preserving important historical and cultural documents, including the founding documents of the United States. Your visit to the digital archive will help you develop your understanding of definitions of democracy and political revolution, and provide key details about the contexts that these forms emerge from.For this assignment you will need to:Read the Lesson for the weekEngage in weekly Discussions to help develop ideasVisit the National Archives at: https://www.archives.gov/founding-docs (Links to an external site.)Produce a 500-700 word reflection assignment (see description below)For your reflection assignment for this week, please select one primary example from the archive and address the following in a two-page reflection assignment:Describe the example you have selected and insert the image into the essay. Include the specific link in the reference page.Explain the origins and context of the example.Include examples from the textbook this week that help develop your analysis of the work and its context.Chose at least one contemporary issue in government that relates to the example. Discuss the influence that these documents continue to have on contemporary cultural patterns. Include a link to the source for the contemporary issue in the reference page.Be sure to submit your assignment.RubricDigital Field Trip Week 5Digital Field Trip Week 5CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContent35.0 ptsReflection addresses all of the following elements: •Description of the image •URL where the image can be found •Explanation of the origins and context of the image •Examples from the textbook that help develop the analysis •Link to a contemporary issues in government •Discussion of the influence of contemporary government link and contemporary cultural patterns30.0 ptsReflection addresses most of the following elements: •Description of the image •URL where the image can be found •Explanation of the origins and context of the image •Examples from the textbook that help develop the analysis •Link to a contemporary issues in government •Discussion of the influence of contemporary government link and contemporary cultural patterns25.0 ptsReflection addresses some of the following elements: •Description of the image •URL where the image can be found •Explanation of the origins and context of the image •Examples from the textbook that help develop the analysis •Link to a contemporary issues in government •Discussion of the influence of contemporary government link and contemporary cultural patterns20.0 ptsReflection addresses few of the following elements: •Description of the image •URL where the image can be found •Explanation of the origins and context of the image •Examples from the textbook that help develop the analysis •Link to a contemporary issues in government •Discussion of the influence of contemporary government link and contemporary cultural patterns0.0 ptsNo effort35.0 ptsThis criterion is linked to a Learning OutcomeWriting Quality10.0 ptsThroughout the whole work, the writing •actively engages with the topic •is free of major errors in grammar, spelling, and punctuation •demonstrates strong word choice and sentence variety •avoids short paragraphs that tend to make a paper choppy and difficult to read •logically organizes ideas8.5 ptsThroughout most of the work, the writing •actively engages with the topic •is free of major errors in grammar, spelling, and punctuation •demonstrates strong word choice and sentence variety •avoids short paragraphs that tend to make a paper choppy and difficult to read •presents ideas well7.0 ptsThroughout some of the work, the writing •actively engages with the topic •is free of major errors in grammar, spelling, and punctuation •demonstrates strong word choice and sentence variety •avoids short paragraphs that tend to make a paper choppy and difficult to read •needs restructuring of organization and concepts5.5 ptsThroughout little of the work, the writing •actively engages with the topic •is free of major errors in grammar, spelling, and punctuation •demonstrates strong word choice and sentence variety •avoids short paragraphs that tend to make a paper choppy and difficult to read •logically organizes ideas •Most of the work is unorganized and difficult to follow.0.0 ptsNo effort10.0 ptsThis criterion is linked to a Learning OutcomeReferences5.0 ptsThroughout the whole work, •outside research is used to apply concepts •in-text references are formatted using APA style •references page includes complete bibliographic information for sources using APA style4.0 ptsThroughout most of the work, •outside research is used to apply concepts •in-text references are formatted using APA style •references page includes complete bibliographic information for sources using APA style3.0 ptsThroughout some of the work, •outside research is used to apply concepts •in-text references are formatted using APA style •references page includes complete bibliographic information for sources using APA style2.0 ptsThroughout little of the work, •outside research is used to apply concepts •in-text references are formatted using APA style •references page includes complete bibliographic information for sources using APA style0.0 ptsNo effort5.0 ptsTotal Points: 50.0PreviousNext

Directions: Select ONE of the following essay questions below to answer. Remember that this one essay question will account for 30% of the final exam grade, so please follow the instructions carefully and don’t hesitate to contact the instructor to discuss this material if you need assistance. The essay should include a brief introduction that contains a clear thesis statement that directly answers the question, along with multiple main body paragraphs that provide evidence/examples to support the thesis, and a brief conclusion that re-states that essay's thesis. NOTE: This essay does NOT require source citations. Students should not use any sources other than material from the textbook, instructor commentaries, discussion boards, and Crash Course videos that have been assigned this semester.QUESTION #1: THE PREAMBLE TO THE U.S. CONSTITUTION (1789) LAYS OUT THE EXPECTATIONS FOR THE ROLE OF THE FEDERAL GOVERNMENT IN THE UNITED STATES: TO PROTECT AGAINST FOREIGN ENEMIES, TO KEEP THE PEACE DOMESTICALLY, TO PROTECT THE FUNDAMENTAL LIBERTIES OF THE PEOPLE, ETC. HOWEVER, THE ROLE OF THE FEDERAL GOVERNMENT, ESPECIALLY CONCERNING ITS DOMESTIC RESPONSIBILITIES AND POWERS, HAS CLEARLY CHANGED OVER TIME. EXPLAIN HOW AND WHY THE ROLE OF THE FEDERAL GOVERNMENT---THAT IS, ITS DOMESTIC POWERS AND RESPONSIBILITIES---IN THE UNITED STATES CHANGED BETWEEN 1877 THROUGH THE PRESENT. THE ESSAY SHOULD ATTEMPT TO IDENTIFY A GENERAL PATTERN OR TREND IN THE FEDERAL GOVERNMENT’S CHANGING ROLE AND POWERS DURING THE ASSIGNED WINDOW OF TIME AND THEN PROVIDE SPECIFIC EXAMPLES TO SUPPORT THAT THESIS. THE ESSAY SHOULD AT LEAST ADDRESS THE ROLE OF EACH OF THE FOLLOWING WHEN ANSWERING THE QUESTION: THE PROGRESSIVE MOVEMENT, THE GREAT DEPRESSION & NEW DEAL, WORLD WAR II (its domestic impact on the American home front), THE SOCIAL MOVEMENTS OF THE 1960S, AND THE 9/11 TERRORIST ATTACK ON NEW YORK CITY AND WASHINGTON D.C.. (hint: after reviewing the content above, as well as the "instructor's comments" links regarding those topics, you should be able to identify a general pattern in the federal government’s changing role American life during these years)

Power Point/Oral PresentationsIn addition, each student is required to make a 3-5 minute presentation on a topic of his/her choice. It could be a book, a scholarly article, a film, something on art, music, literature, personal account of a visit to a historical site – any topic students want to share with their classmates and the instructor - as long as it is relevant to the content and the post- World War II timeframe of the course (please check all chapters in the text assigned under Topics X, and XI). Students will need to select a topic, based on their interest, identify the format they are going to present (oral/PowerPoint presentation), and upload the audio/video/PowerPoint presentation/YouTube video by the due date. Notice there are two days set aside at the end of the semester for the presentations. This is only for emergencies. The presentation is due on the first of the two dates for consideration of full credit; if it is submitted the second day, it will be considered for 50% of the credit. The dates are included in the Important Dates section of the syllabus and will be posted under Instructions/Announcements during the course of the semester. Students will be required to provide a 2-3 sentence summary of what they are going to present after the first couple of weeks of the semester and get their topics approved by the instructor. Students may change topics with prior approval and a resubmission of their brief description via email before the date of their second Journal entry submission where they talk about, among other things, how their oral presentation preparation is going. Generally, students seem to be interested in more contemporary issues, including Human Rights issues, and can opt to present on events/causes that are ongoing or they are actually involved in as we speak. Presenters MUST have a written version of their oral presentation with all references and 5citations listed, which they must email to the instructor at least 24 hours prior to the presentation. It is important to remember that the duration of the actual oral presentation is to be 3-5 minutes. The write-up should include a brief paragraph introducing the country/region in which the topic is based; a paragraph about the country/region’s overall history, a paragraph emphasizing the historical period in which the topic is contextualized, and lastly it should include the written version of what is orally presented. The first three paragraphs may be briefly summarized at the beginning of the oral/ Power Point Presentation to save time. The presentation and the 1-2 page write-ups will account for 10% of the class grade. Students have the option of doing a Power Point presentation instead of the oral presentation. However, a write-up is still required and the specifications are the same as that of the oral presentation. Students are cautioned against inadvertent non-acknowledgement of sources and repeating verbatim the language of their sources as they prepare for their slideshow/ copy paste captions and/or pertinent information as they put together their presentation. Please review district policy about plagiarism carefully prior to submission and presentation. Please check Important Dates section at the end of the syllabus and the calendar