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PORTFOLIO INCLUDING FINAL PAPER 1
Portfolio Including Final Paper
Subtitle (Example: Keeping Schools Closed During a Pandemic)
Laura Chavez Perdomo
ENGL110: Making Writing Relevant
Dr. Mary Orea
21 August 2023
PORTFOLIO INCLUDING FINAL PAPER 2
Table of Contents
Item 1 of the Portfolio – Description of Discourse Community Item 2 of the Portfolio – Annotated Bibliography Item 3 of the Portfolio – Final Paper
PORTFOLIO INCLUDING FINAL PAPER 3
Description of Discourse Community
Name: Laura Chavez Perdomo
Program I am Studying: History
Research guide I am using is the History research guide.
1.
Types of articles I will find in journals in this program: Articles about all types of different time periods in history. 2.
Databases I would use in this program:
JSTOR Art & Sciences I, II, & III Archive Collection; Arts and Humanities Database; ACLS Humanities eBook. 3.
Types of books I would use in this program:
Reference books include The Proper Order of Things: Language, Power, and Law in Ottoman Administrative Discourses; Women’s Periodicals and Print Culture in Britain, 1690-1820s: The Long Eighteenth Century; Liberty and Coercion: The Paradox of American Government from the Founding to the Present. Other books include those based on Egyptian history, American History and European History.
4.
Examples of video media sites (if any) for this program:
JSTOR Arts & Sciences, History Channel, History on YouTube. 5.
Websites for this program: Reference sites include The National Archives; American Memory Collection; Smithsonian Museums Research Center. 6.
Organizations used by people in this program:
The National Archives and Records Administration; American Historical Association: The Professional Association for All Historians; Center for History and New Media; Guide to History Department Around the World.
Here is a closer look at one site. The National Archives (
https://www.archives.gov/research/topics
) is a national registry that “is a work in progress and currently contains descriptions for 95% of our records.” This website includes ancestry records, veteran records, research tools and many more American historical documents. After reviewing their website, I discovered that there is a museum in Washington, DC, that is open to the public by appointment. The Declaration of Independence, the Constitution and the Bill of Rights are housed there. The website is user friendly with a lot of
information and clear hyperlinks to guide you. The guide for using the national archives catalog says “The Catalog also allows users to contribute to digitized historical records through tagging and transcription.” Having a catalog account is not required to use or search the catalog, however, to contribute as a citizen archivist you must be a catalog account holder.
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PORTFOLIO INCLUDING FINAL PAPER 4
Here are tips for communicating in the History field:
Communication between members of the history discourse community is consistent with those related to interacting with any academic community. Here are some specific tips:
-
Stay current on the lates discoveries.
-
Be well rounded on your research.
-
Make sure your sources are based on fact not opinion.
-
Use formal voice.
-
Know other historians in your field and in your category.
END OF REPORT ON COMMUNICATION IN MY FIELD FORM
PORTFOLIO INCLUDING FINAL PAPER 5
Annotated Bibliography
Mazumder, S., & Wood, J. H. (2021). The Cause of the Great Depression: The Decision to Resume the Gold Standard on Prewar Terms.
The Independent Review (Oakland, Calif.)
,
26
(1), 133–151
https://www.proquest.com/docview/2627993544?
parentSessionId=Cz5blFJbZk4Pxd0TZqN%2FIZ0dddF4fT2uHq4UAwEnRHA
%3D&pq-origsite=primo&accountid
Both authors of this article can be traced back to Wake Forest University. John H. Wood is an Economics professor there, while Sandeep Mazumder is an assistant Economics professor. The references used to write this article are extensive, ranging from multiple articles, banking reports and economic forums. This article discusses the many coincidences that led to the start of the great depression. It explores how resuming the pre-1914 gold standard for economic so soon after the end of WWI could’ve propelled the already struggling economy into downfall. Using this resource will be helpful in determining the cause, start and economics behind the great depression. Tapia Granados, J. A., & Diez Roux, A. V. (2009). Life and death during the Great Depression. Proceedings of the National Academy of Sciences - PNAS, 106(41), 17290–17295. https://doi.org/10.1073/pnas.0904491106
The Authors of this article are associated with Drexel University Jose Granados is a politics professor and Ana Diez is a epidemiology professor.
This article covers the changes in mortality and life expectancy during the four years of the great depression. It also sheds some light on the effects that economic recessions and expansions have on
PORTFOLIO INCLUDING FINAL PAPER 6
population health. Through their research they found that population health did not diminish during the great depression, instead, mortality decreased, and life expectancy increased for all races and most age groups. This source will be useful to understanding the effects the great depression had on population health and wellbeing.
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PORTFOLIO INCLUDING FINAL PAPER 7
Final Paper
Subtitle (What caused The Great Depression)
Tip: Do not be intimidated by the word count requirement. If you write between 150-167 words per section, you will be in the desired range. Introduction
The Great Depression was the worst global economic downturn in modern history, lasting from 1929 to 1939. While this is not an ongoing problem, the nature of it causes to this day is an ongoing debate. Many Historians and economists cannot agree on what exactly caused this epidemic. Some attribute The Great Depression to “an unfortunate coincidence of a variety of shocks” (Mazumder, 1)
. Others claim that the depression was “symptomatic of a profound weakness in the mechanisms of capitalism” (Bernstein, 1). Looking at the historical events leading up to the 1920s, it is clear to point out the road that led the United States to its economic downturn. Historians and economists alike should consider major events such as lack of policies,
global relations, consumerism, natural disasters, lack of government interference and mass hysteria when trying to pinpoint the causes and prolongation of The Great Depression.
Background
On October 24, 1929, the stock market crashed deeming the day to go down in History as
“Black Thursday”. Over 12.9 million stocks were traded as investors panicked and began selling overpriced shares. Mass hysteria set in as billions were lost over the span of a week. There were “25,000 different banking corporations in the US” (David Kennedy, 2005) most of these banks did not have the reserves to protect their depositors. Lack of government policy left the public unprotected as there was not any federal protection for lost or mishandled funds. The effects of the stock market crash were felt on a global level. As European countries began to struggle with
PORTFOLIO INCLUDING FINAL PAPER 8
their economies many enforced isolationist trade practices which only deepened and prolonged the depression globally. Back in the United States new technologies made manufacturing of major goods like automobiles more efficient. This created an increase in the supply of goods which greatly surpassed demand. Corporations started to cut down on jobs and wages to remain profitable. Environmental disasters and hardships did not aid in the economy. With multiple droughts and bad harvests, the price of food increased, and farmers were not able to make ends meet. Sending the United States into an agricultural crisis. The economic layout of the 1920s had previously introduced the use of credit to the population. Most American households bought everything using credit. Even while buying stocks, they would use broker companies to buy stocks on margin. When the market crashed and banks failed Americans lost everything. The Hoover administration did not grasp the full extent of the economic problem and their political measures to aid the public took too long and did very
little to provide aid. Provide a brief history of your topic. This is a good place to answer some of the questions
listed in the instructions. What is the problem being addressed (explain, describe, and “prove” that it exists)? Who is affected by this problem? Why does this problem exist (identify the root causes)? Why does the problem persist? (Identify the major factors that contribute to the problem’s ongoing presence.) Side A
This is where you will present YOUR side of the argument (in third person). Example topic sentence: Due to the many safety and health concerns caused by face-to-face instruction,
PORTFOLIO INCLUDING FINAL PAPER 9
virtual learning is the obvious solution during a pandemic.
INCLUDE RESEARCH AND CITATIONS. This might be a good place to answer, “what is at stake if the problem is not solved?”
Side B
This is where you will present THE OTHER side of the argument, the counterargument (in third person). Example topic sentence: Despite the dangers of schools meeting face-to-face, some insist that virtual education is not the solution.
INCLUDE RESEARCH AND CITATIONS. Possible Solutions
In this paragraph, you could answer: Who can take action? What should they do, exactly?
Why would this help? What are the positive and negative aspects of your solution(s)? How do the positives outweigh the negatives and “win” in the end? INCLUDE RESEARCH AND CITATIONS. Conclusion
Restate your claim in slightly different way. Summarize and bring your essay to a satisfying finish. Write a full paragraph, no less than one hundred words.
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PORTFOLIO INCLUDING FINAL PAPER 10
References
List your five sources here (in alphabetical order). Use the cite button in the library. Include the https address/link for each source. Example:
Carty, T. (2011). JOHN KENNEDY, RELIGION, AND FOREIGN POLICY.
The Review of Faith & International Affairs
,
9
(4), 51–59. https://doi.org/10.1080/15570274.2011.630203