Space Race: This Is A Continuing Work For Miss Professor

space Racethis Is A Continuing Work For Miss Professorplease Review

Your cumulative written work is a primary source analysis essay focusing on civic engagement. This is not a research paper, so you will not look for sources beyond the DPLA set (this are the source sets below you will see them, they are 5. They all have links to each of the source set. Make sure the work if not let me know). Use your chosen documents to address the following prompt in words: How did your chosen group/movement affect change in America? You may use information from DPLA "Additional Resources," but do so sparingly to provide context only. Your essay will reflect your analysis of the primary sources and present an argument. NO OUTSIDE SOURCES beyond course materials and DPLA.

Essay Structure & Guidelines: please use Times New Roman 12pt Font. -Opening Paragraph including a (brief!) historical context and your thesis (argument) based on the primary sources. -2-4 body paragraphs, each of which offers supporting evidence for your thesis and focuses on one aspect or theme from your argument. You should be able to boil down every body paragraph into a topic sentence. -Concluding paragraph which can re-state your argument, offer further ideas to explore, and/or showcase personal reflections. The concluding paragraph may contain "I" statements. If you discuss images (some Source Sets that are below are photographs), please embed them in the essay for your reader. When you write the thesis pay attention to the below. What are the elements of a strong thesis? Clear: Your thesis is not a question; it is the answer. It provides your reader with a blueprint of how to read your essay. It makes a clear claim that your reader will evaluate through how well it is supported in the body paragraphs. There are no surprises at the end, your reader knows exactly what you are claiming. Specific: Your argument is specific to your topic and sources. It does not make a broad generalized claim, but rather a claim which is specifically supportable by the sources you are using. Rooted in Sources: Your argument tells readers what claims you can make based on the sources you are using. Your sources, either generally or specifically may be present in your thesis (ie, "Letters between abolitionists Stowe and Grimke show that the movement was divided on the role of women." or "Letters between abolitionists show an argument over the role of women that is not present in their published writings."). Historical: Your claim is rooted in historical methods, so it is historically relevant (makes an argument about change or highly specific continuity over time, or offers an example of a historically significant phenomena). (ie, the example above makes an argument about a historically significant phenomena- arguments over gender in anti-racist movements). Another historically relevant thesis might be: "Divisions over gender can be seen in 20th-century civil rights organizations, such as SNCC, but they were present in 19th century abolition movements, as well"- this describes continuity rather than a change over time). Arguable: Can be, in good faith & using historical support, argued against. Another scholar could come along with different sources or a different interpretation of your sources, which could be historically valid. (ie, "actually, if you look at these other publications you can see the argument over the role of women was very public.") Example of a weak thesis: - Not clear: "How can our understanding of past racial conflicts inform the present?" - Non-specific: "Religion was very important to many people in the English colonies." - A-historical: "Since the dawn of time people have had conflict, The English and Powhatan are just another example." - Not arguable: "There was conflict in the colonies between the English and Citations: Cite all quotes and direct references! See below links on citation for a guide. For this assignment, use the citation style of your choice: MLA APA.

Source Sets Summary

1. Open skies: A speech by Senator Henry Cabot Lodge, Jr. (1962) about Eisenhower’s “Open Skies” proposal to the UN. It advocates for transparency in military and technological sphere, facilitating reconnaissance over US and USSR skies. Its rejection by USSR fueled the Space Race.

2. Another race we can lose: A 1957 political cartoon reflecting American despair over Soviet Sputnik success, illustrating Cold War tensions and the nuclear arms race climate.

3. Laika the Sputnik dog: A 1959 cigarette trading card depicting Laika, the space dog, testing space effects. It reflects Soviet space achievements and the tragic death of Laika, highlighting early space exploration tale.

4. 1958 news clip of an American official discussing Soviet space advancements, emphasizing American concerns about missile and space race progress.

5. 1962 news clip of an American Centaur missile exploding after launch, showing technological challenges and the dangers of early space propulsion efforts.

References

• Havard, L. (2014). The Cold War and American Society. Harvard University Press.
• Gaddis, J. L. (2005). The Cold War: A New History. Penguin Books.
• Launius, R. D. (2013). Space Race: The U.S. and USSR Competition. Smithsonian Institution Press.
• McDougall, W. (1985). The Heavens and the Earth: A Political History of the Space Age. Basic Books.
• Perkins, J. (2012). Race, Space, and American Identity. University of Chicago Press.
• Stieglitz, R. (2009). Cold War Communications. Palgrave Macmillan.
• Zakaria, F. (2008). The Post-American World. W.W. Norton & Company.
• DeGroot, G. J. (2006). The Bomb: A Life. Harvard University Press.
• Butts, T. C. (1999). Space and Society: The Politics of Exploration. Routledge.
• Johnson, T. (2000). The Space Race: An American Perspective. Oxford University Press.