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Tag: Homework Solution

  • [Solved] week 8

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    Evaluate the current policies related to medicinal marijuana – 2 years ago

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    Evaluate the current policies related to medicinal marijuana

    – 2 years ago

  • [Solved] Formative Assessment

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    Create a formative assessment connected to the assessments used in your Lesson Plan Based on an IEP assignment. You may use bullet points for the slides. However, for the notes section, write in complete paragraphs. This assessment should be used for a whole class as well as the student you based th…

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    Create a formative assessment connected to the assessments used in your Lesson Plan Based on an IEP assignment. You may use bullet points for the slides. However, for the notes section, write in complete paragraphs. This assessment should be used for a whole class as well as the student you based the IEP on. Make sure to share the following concepts in your PowerPoint presentation:

    – Briefly review your lesson plan based on your IEP assignment
    – Explain the assessment that supplements your lesson plan based on your IEP assignment
    – Dedicate a slide to your IEP student reviewing the student and explaining how they will demonstrate success in this assessment.
    – Include an example of the assessment that supplements this lesson plan
    – Explain how you know where the learners were before the assessment
    – Share where you want the learners to progress after the assessment, and using integrated research support how you plan to keep them moving towards that target.

    – [\
    \
    8.11.2024COELessonPlanTemplate32.docx](https://www.sweetstudy.com/files/8-11-2024coelessonplantemplate32-docx "8.11.2024COELessonPlanTemplate32.docx")
    – [\
    \
    IEP.doc](https://www.sweetstudy.com/files/iep-doc-10200355 "IEP.doc")

    – 2 years ago

  • [Solved] 2 CLASSES

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    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) Please follow all instructions! ALL work is due no later than Friday 8AM EST – 2 years ago **files (1)** – ## ANSWERALLDQIN75.docx **## ANSWERALLDQIN75.docx** ANSWER ALL DQ IN 75-100 WORDS, MAKE SURE TO PUT REFR…

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    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing)

    Please follow all instructions! ALL work is due no later than Friday 8AM EST

    – 2 years ago

    **files (1)**

    – ## ANSWERALLDQIN75.docx

    **## ANSWERALLDQIN75.docx**

    ANSWER ALL DQ IN 75-100 WORDS, MAKE SURE TO PUT REFRENCES AFTER EACH ANSWER

    FOLLOW ALL STEPS IN ASSIGNMENTS

    [MGMT360:7:Online Leadership](https://uotp.mrooms.net/course/view.php?id=13381)

    Assignment 6.1

    Chapter 12 Leadership Development Case for Analysis: The Suarez Effect

    **Writing Requirements**

    · APA format, 2 pages for each question

    · Use the APA template located in the
    [Student Resource Center](http://potomac.remote-learner.net/mod/url/view.php?id=2212) to complete the assignment.

    [MRKT450:7:Online New Product Development (US & Global)](https://uotp.mrooms.net/course/view.php?id=13434)

    Assignment 6.1

    Look at these two methods of meeting the Criteria for New Products. What are your thoughts. How do we meet each of these requirements or Do we have to meet all of them. Picture this. You have a new Product to introduce to the Management. Is it important that your product meet ALL of the criteria?

    **Criteria Based on the NewProd Studies**

    •
    **Must-Meet Criteria (rated yes/no):**

    – Strategic alignment

    – Existence of market need

    – Likelihood of technical feasibility

    – Product advantage

    – Environmental health and safety policies

    – Return versus risk

    – Show stoppers (“killer” variables)

    ·
    **Should-Meet Criteria (rated on scales):**

    – Strategic (alignment and importance)

    – Product advantage (unique benefits, meets customer needs, provides value for money)

    – Market attractiveness (size, growth rate)

    – Synergies (marketing, distribution, technical, manufacturing expertise)

    – Technical feasibility (complexity, uncertainty)

    – Risk vs. return (NPV, IRR, ROI, payback)

    **Writing Requirements**

    · APA format, 3 pages in length (excluding cover page, abstract, and reference list)

    · Use the APA template located in the
    [Student Resource Center](http://potomac.remote-learner.net/mod/url/view.php?id=2212) to complete the assignment.

    Discussion 7.1

    Review Chapter 13 and discuss the following scenario:

    “Most of our divisions believe in customer integration — involving the user in the new product process. I am a fanatic on it. But some people want us to carry this right into the technical design phase. This would be dangerous.  A lot of what we do must be secret–we can't patent most of our ideas, and timing is every¬thing. That's why we put so much emphasis on speed of development. But I still get pushed to do more. Help me. Tell me all the things we might do to get integrated customers but at the same time minimize the risks of losing our secrets."

    Discussion 7.2

    Corporate Design Foundation (
    [www.cdf.org](http://www.cdf.org/)): Follow the links to the on-line newsletter, @Issue.  Browse the titles of articles in the current issue and recent back issues and select one that addresses some aspect of product design.  Prepare a summary of the article.  Discuss the important role of design in the success of the product discussed in your article.

    Discussion 8.1

    Procter & Gamble (
    [www.pg.com](http://www.pg.com/)): Explore the P&G site and figure out how they test the likely market acceptance of their newest products.  Is this an effective method?  What are its pros and cons? What do you think of some of the newest products under consideration?

    FINAL EXAM

    You are going to be developing a new product for the company. You have to choose a team. Using the following format who would be on your team and what are the requirements you are looking for to develop your team.

    Building a Team
    • Establishing a Culture of Collaboration
    • Team Assignment and Ownership
        – Empowered product champion
    • Selecting the Leader
        – A good general manager
    • Selecting the Team Members
    – Core and extended team members

    **Writing Requirements**

    ·  The questions need to be answered in paragraph format.

    · Your final submission for each case study should be 2-4 pages in length with APA formatting for each case study.

    · You will need to have a minimum of 2 web sources for each case study.

    · Use the Databases and APA template located in the
    [Student Resource Center](http://potomac.remote-learner.net/mod/url/view.php?id=2212) to complete the assignment.

    **## ANSWERALLDQIN75.docx**

    ANSWER ALL DQ IN 75-100 WORDS, MAKE SURE TO PUT REFRENCES AFTER EACH ANSWER

    FOLLOW ALL STEPS IN ASSIGNMENTS

    [MGMT360:7:Online Leadership](https://uotp.mrooms.net/course/view.php?id=13381)

    Assignment 6.1

    Chapter 12 Leadership Development Case for Analysis: The Suarez Effect

    **Writing Requirements**

    · APA format, 2 pages for each question

    · Use the APA template located in the
    [Student Resource Center](http://potomac.remote-learner.net/mod/url/view.php?id=2212) to complete the assignment.

    [MRKT450:7:Online New Product Development (US & Global)](https://uotp.mrooms.net/course/view.php?id=13434)

    Assignment 6.1

    Look at these two methods of meeting the Criteria for New Products. What are your thoughts. How do we meet each of these requirements or Do we have to meet all of them. Picture this. You have a new Product to introduce to the Management. Is it important that your product meet ALL of the criteria?

    **Criteria Based on the NewProd Studies**

    •
    **Must-Meet Criteria (rated yes/no):**

    – Strategic alignment

    – Existence of market need

    – Likelihood of technical feasibility

    – Product advantage

    – Environmental health and safety policies

    – Return versus risk

    – Show stoppers (“killer” variables)

    ·
    **Should-Meet Criteria (rated on scales):**

    – Strategic (alignment and importance)

    – Product advantage (unique benefits, meets customer needs, provides value for money)

    – Market attractiveness (size, growth rate)

    – Synergies (marketing, distribution, technical, manufacturing expertise)

    – Technical feasibility (complexity, uncertainty)

    – Risk vs. return (NPV, IRR, ROI, payback)

    **Writing Requirements**

    · APA format, 3 pages in length (excluding cover page, abstract, and reference list)

    · Use the APA template located in the
    [Student Resource Center](http://potomac.remote-learner.net/mod/url/view.php?id=2212) to complete the assignment.

    Discussion 7.1

    Review Chapter 13 and discuss the following scenario:

    “Most of our divisions believe in customer integration — involving the user in the new product process. I am a fanatic on it. But some people want us to carry this right into the technical design phase. This would be dangerous.  A lot of what we do must be secret–we can't patent most of our ideas, and timing is every¬thing. That's why we put so much emphasis on speed of development. But I still get pushed to do more. Help me. Tell me all the things we might do to get integrated customers but at the same time minimize the risks of losing our secrets."

    Discussion 7.2

    Corporate Design Foundation (
    [www.cdf.org](http://www.cdf.org/)): Follow the links to the on-line newsletter, @Issue.  Browse the titles of articles in the current issue and recent back issues and select one that addresses some aspect of product design.  Prepare a summary of the article.  Discuss the important role of design in the success of the product discussed in your article.

    Discussion 8.1

    Procter & Gamble (
    [www.pg.com](http://www.pg.com/)): Explore the P&G site and figure out how they test the likely market acceptance of their newest products.  Is this an effective method?  What are its pros and cons? What do you think of some of the newest products under consideration?

    FINAL EXAM

    You are going to be developing a new product for the company. You have to choose a team. Using the following format who would be on your team and what are the requirements you are looking for to develop your team.

    Building a Team
    • Establishing a Culture of Collaboration
    • Team Assignment and Ownership
        – Empowered product champion
    • Selecting the Leader
        – A good general manager
    • Selecting the Team Members
    – Core and extended team members

    **Writing Requirements**

    ·  The questions need to be answered in paragraph format.

    · Your final submission for each case study should be 2-4 pages in length with APA formatting for each case study.

    · You will need to have a minimum of 2 web sources for each case study.

    · Use the Databases and APA template located in the
    [Student Resource Center](http://potomac.remote-learner.net/mod/url/view.php?id=2212) to complete the assignment.

  • [Solved] Discussion

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Discussion

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    In-depth study guidance and analytical solution covering Discussion.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Best Practices Presentation

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    Make a ppt about oil painting, the main content is to introduce the materials and hazards needed for oil painting. – [\ \ BestPracticesPresentation.png](https://www.sweetstudy.com/files/bestpracticespresentation-png "BestPracticesPresentation.png") – 2 years ago

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    Make a ppt about oil painting, the main content is to introduce the materials and hazards needed for oil painting.

    – [\
    \
    BestPracticesPresentation.png](https://www.sweetstudy.com/files/bestpracticespresentation-png "BestPracticesPresentation.png")

    – 2 years ago

  • [Solved] final

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    final – 2 years ago **files (1)** – ## final.docx **## final.docx** _Respond to the following prompt thoroughly and thoughtfully, ensuring words are your own and not generated from outside or AI resources. Proofread to ensure your ideas are cohesive paying attention to grammar and spelling._ Prompt:…

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    Assignment Prompt & Instructions

    final

    – 2 years ago

    **files (1)**

    – ## final.docx

    **## final.docx**

    _Respond to the following prompt thoroughly and thoughtfully, ensuring words are your own and not generated from outside or AI resources. Proofread to ensure your ideas are cohesive paying attention to grammar and spelling._

    Prompt:

    _Discuss the 3 principles of Universal Design for Learning (UDL). Defend the implementation of UDL in elementary classrooms. Select a grade level, content area, and learning objective of your choice. Describe how you can teach that objective while demonstrating the 3 goals of UDL. This must be a description and not a lesson plan. This description must be different from the examples you described for your Discussion 4 responses._

    Use 2nd grade- ELA -Mississippi standards

    This is what I did in my Discussion 4 listed below so she is saying I CANNOT use these examples anymore

    Differentiating Instruction for Diverse Learners

    In my classroom, I use a variety of strategies to differentiate my instruction and serve my learners. diverse needs. Without differentiation, all students no matter their ability level or background may participate in meaningful educational content (Kauchak & Eggen, 2012). Some of the key strategies I implement are:

    Filing Students:

    Students are assigned to working groups based on their readiness level, interest or learning profile. This enables specified instruction to arise from within each group (Kauchak & Eggen, 2012). These groups are dynamic and evolve as students progress, ensuring that struggling learners receive support while advanced students are appropriately challenged.

    Multiple Ways of Representing:

    According to Kauchak and Eggen (2012), students learn best when information is presented to them through multiple avenues. I slip in visual aids, hands-on activities, technology, and discussion opportunities to address different styles of learning. For example, I would use graphic organizers, interactive simulations, and videotapes when trying to get across key concepts.

    Choice Assignments Based on Ability:

    When students are given different ways that they can demonstrate their learning, their levels of motivation and participation in classes go up (Kauchak & Eggen, 2012). In my classroom, students might opt to write an essay or create a visual presentation.

    Adaptive Referrals:

    Because all learners hope to achieve a deeper understanding, scaffolding is necessary in differentiated instruction (Kauchak & Eggen, 2012). I provide sentence starters, guided notes, and student cooperation in the classroom to help students who struggle, while building rapport with advanced students who yearn for enrichment work.

    Culturally diverse Instruction:

    If you acknowledge the cultural background of students and bull elements from different cultures into your teaching, you are fostering inclusive learning (Kauchak & Eggen, 2012). So, I select reading materials that reflect other cultures and encourage discussion among the students about their own experiences. As I employ these strapless plans supported by research in the field, I hope to establish an environment for learning where all students can indeed succeed. I'd like to hear your suggestions for further differentiation!

    **## final.docx**

    _Respond to the following prompt thoroughly and thoughtfully, ensuring words are your own and not generated from outside or AI resources. Proofread to ensure your ideas are cohesive paying attention to grammar and spelling._

    Prompt:

    _Discuss the 3 principles of Universal Design for Learning (UDL). Defend the implementation of UDL in elementary classrooms. Select a grade level, content area, and learning objective of your choice. Describe how you can teach that objective while demonstrating the 3 goals of UDL. This must be a description and not a lesson plan. This description must be different from the examples you described for your Discussion 4 responses._

    Use 2nd grade- ELA -Mississippi standards

    This is what I did in my Discussion 4 listed below so she is saying I CANNOT use these examples anymore

    Differentiating Instruction for Diverse Learners

    In my classroom, I use a variety of strategies to differentiate my instruction and serve my learners. diverse needs. Without differentiation, all students no matter their ability level or background may participate in meaningful educational content (Kauchak & Eggen, 2012). Some of the key strategies I implement are:

    Filing Students:

    Students are assigned to working groups based on their readiness level, interest or learning profile. This enables specified instruction to arise from within each group (Kauchak & Eggen, 2012). These groups are dynamic and evolve as students progress, ensuring that struggling learners receive support while advanced students are appropriately challenged.

    Multiple Ways of Representing:

    According to Kauchak and Eggen (2012), students learn best when information is presented to them through multiple avenues. I slip in visual aids, hands-on activities, technology, and discussion opportunities to address different styles of learning. For example, I would use graphic organizers, interactive simulations, and videotapes when trying to get across key concepts.

    Choice Assignments Based on Ability:

    When students are given different ways that they can demonstrate their learning, their levels of motivation and participation in classes go up (Kauchak & Eggen, 2012). In my classroom, students might opt to write an essay or create a visual presentation.

    Adaptive Referrals:

    Because all learners hope to achieve a deeper understanding, scaffolding is necessary in differentiated instruction (Kauchak & Eggen, 2012). I provide sentence starters, guided notes, and student cooperation in the classroom to help students who struggle, while building rapport with advanced students who yearn for enrichment work.

    Culturally diverse Instruction:

    If you acknowledge the cultural background of students and bull elements from different cultures into your teaching, you are fostering inclusive learning (Kauchak & Eggen, 2012). So, I select reading materials that reflect other cultures and encourage discussion among the students about their own experiences. As I employ these strapless plans supported by research in the field, I hope to establish an environment for learning where all students can indeed succeed. I'd like to hear your suggestions for further differentiation!

  • [Solved] science

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    whats the awnser – [\ \ Screenshot2025-02-2012.00.06PM.png](https://www.sweetstudy.com/files/screenshot2025-02-2012-00-06pm-png "Screenshot2025-02-2012.00.06PM.png") – 2 years ago – 0.01

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    Assignment Prompt & Instructions

    whats the awnser

    – [\
    \
    Screenshot2025-02-2012.00.06PM.png](https://www.sweetstudy.com/files/screenshot2025-02-2012-00-06pm-png "Screenshot2025-02-2012.00.06PM.png")

    – 2 years ago
    – 0.01

  • [Solved] Nursing

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    [>Ecology homework help](https://www.sweetstudy.com/fields/biology-ecology) will conduct tutor – 2 years ago

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    Assignment Prompt & Instructions

    [>Ecology homework help](https://www.sweetstudy.com/fields/biology-ecology)

    will conduct tutor

    – 2 years ago

  • [Solved] milestone

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) See attached instructions, sample template, and template that must be used. – 2 years ago **files (3)** – ## USHistoryITouchstone4Template.docx – milestonedirections.pdf – USHistory1Sample.docx **## USHistoryI…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    See attached instructions, sample template, and template that must be used.

    – 2 years ago

    **files (3)**

    – ## USHistoryITouchstone4Template.docx

    – milestonedirections.pdf
    – USHistory1Sample.docx

    **## USHistoryITouchstone4Template.docx**

    Name:

    Date:

    **US History I**

    **Touchstone 4: Analyzing Primary Sources Template**

    _Complete the following template, including all parts, for each primary source you chose from the_ [**_U.S. History I Primary Source List_**](https://app.sophia.org/tutorials/us-history-i-touchstone-primary-sources-list) **_._** _Fill out all cells using complete sentences._

    The two sources must be from separate time periods on the provided list (the time periods are: Settling the Americas, 10,000 BCE-1700; The Road to Revolution, 1600-1783; The New Nation, 1776-1840; and A Nation Divided, 1800-1877).

    | | | |
    | — | — | — |
    | **Part 1:**<br>**Meet the Primary Source** | **Primary Source 1** | **Primary Source 2** |
    | **Write the title of the primary source from the U.S History I Primary Source List and paste the web link here.** | | |
    | **What type of primary source is this?**<br>_(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 it to someone who can’t see it.**<br>_(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:**<br>**Observe its Parts** | **Primary Source 1** | **Primary Source 2** |
    | **Who wrote it or created it? Was it one person, or was it a group, like an organization?**<br>_(HINT: You may need to use the internet to help you research these questions, and the rest of the questions in Part 2.)_ | | |
    | **When was it made?** | | |
    | **What are two things you know about the personal background or beliefs of the person or group who created it? (4-5 sentences)** | | |
    | **Was the source meant to be public or private? If public, who do you think was the intended audience? (4-5 sentences)** | | |

    | | | |
    | — | — | — |
    | **Part 3:**<br>**Interpret the Meaning (Historical Context)** | **Primary Source 1** | **Primary Source 2** |
    | **Describe two other things that were happening**<br>**at the time the source was created. (4-5 sentences)**<br>_(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? (4-5 sentences)** | | |

    | | | |
    | — | — | — |
    | **Part 4:**<br>**Interpret the Meaning (Main Points and Purpose)** | **Primary Source 1** | **Primary Source 2** |
    | **What is the main idea or point of the source? Use specific evidence from the source itself to support your answer. (4-5 sentences)** | | |
    | **Why do you think this primary source was made? Provide evidence from your prior responses to support your claim. (4-5 sentences)**<br>_(For example, was the purpose simply to inform? To persuade? To sensationalize? Or something else?)_ | | |

    | | | |
    | — | — | — |
    | **Part 5:**<br>**Use as Historical Evidence** | **Primary Source 1** | **Primary Source 2** |
    | **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 topic. What are two other perspectives you should get to better understand this event or topic, and why? (4-5 sentences)** | | |
    | **Reflection: What perspective do you bring to this topic and source? How does your background and the time in which you live affect your perspective? (4-5 sentences)** | | |

    **Checklist for Success:**

    ❒ Check that your chosen sources are on the provided list.

    ❒ Check that your chosen sources come from different time periods.

    ❒ Check that all sections of the template are complete for both sources.

    ❒ Check that you have included your name and date.

    ❒ Check that your work is proofread for proper grammar, punctuation, spelling, and capitalization.

    **milestonedirections.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/milestonedirections-pdf)

    **USHistory1Sample.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ushistory1sample-docx-10200265)

    **USHistory1Sample.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ushistory1sample-docx-10200265)

    **## USHistoryITouchstone4Template.docx**

    Name:

    Date:

    **US History I**

    **Touchstone 4: Analyzing Primary Sources Template**

    _Complete the following template, including all parts, for each primary source you chose from the_ [**_U.S. History I Primary Source List_**](https://app.sophia.org/tutorials/us-history-i-touchstone-primary-sources-list) **_._** _Fill out all cells using complete sentences._

    The two sources must be from separate time periods on the provided list (the time periods are: Settling the Americas, 10,000 BCE-1700; The Road to Revolution, 1600-1783; The New Nation, 1776-1840; and A Nation Divided, 1800-1877).

    | | | |
    | — | — | — |
    | **Part 1:**<br>**Meet the Primary Source** | **Primary Source 1** | **Primary Source 2** |
    | **Write the title of the primary source from the U.S History I Primary Source List and paste the web link here.** | | |
    | **What type of primary source is this?**<br>_(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 it to someone who can’t see it.**<br>_(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:**<br>**Observe its Parts** | **Primary Source 1** | **Primary Source 2** |
    | **Who wrote it or created it? Was it one person, or was it a group, like an organization?**<br>_(HINT: You may need to use the internet to help you research these questions, and the rest of the questions in Part 2.)_ | | |
    | **When was it made?** | | |
    | **What are two things you know about the personal background or beliefs of the person or group who created it? (4-5 sentences)** | | |
    | **Was the source meant to be public or private? If public, who do you think was the intended audience? (4-5 sentences)** | | |

    | | | |
    | — | — | — |
    | **Part 3:**<br>**Interpret the Meaning (Historical Context)** | **Primary Source 1** | **Primary Source 2** |
    | **Describe two other things that were happening**<br>**at the time the source was created. (4-5 sentences)**<br>_(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? (4-5 sentences)** | | |

    | | | |
    | — | — | — |
    | **Part 4:**<br>**Interpret the Meaning (Main Points and Purpose)** | **Primary Source 1** | **Primary Source 2** |
    | **What is the main idea or point of the source? Use specific evidence from the source itself to support your answer. (4-5 sentences)** | | |
    | **Why do you think this primary source was made? Provide evidence from your prior responses to support your claim. (4-5 sentences)**<br>_(For example, was the purpose simply to inform? To persuade? To sensationalize? Or something else?)_ | | |

    | | | |
    | — | — | — |
    | **Part 5:**<br>**Use as Historical Evidence** | **Primary Source 1** | **Primary Source 2** |
    | **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 topic. What are two other perspectives you should get to better understand this event or topic, and why? (4-5 sentences)** | | |
    | **Reflection: What perspective do you bring to this topic and source? How does your background and the time in which you live affect your perspective? (4-5 sentences)** | | |

    **Checklist for Success:**

    ❒ Check that your chosen sources are on the provided list.

    ❒ Check that your chosen sources come from different time periods.

    ❒ Check that all sections of the template are complete for both sources.

    ❒ Check that you have included your name and date.

    ❒ Check that your work is proofread for proper grammar, punctuation, spelling, and capitalization.

    **milestonedirections.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/milestonedirections-pdf)

    **USHistory1Sample.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ushistory1sample-docx-10200265)

    **## USHistoryITouchstone4Template.docx**

    Name:

    Date:

    **US History I**

    **Touchstone 4: Analyzing Primary Sources Template**

    _Complete the following template, including all parts, for each primary source you chose from the_ [**_U.S. History I Primary Source List_**](https://app.sophia.org/tutorials/us-history-i-touchstone-primary-sources-list) **_._** _Fill out all cells using complete sentences._

    The two sources must be from separate time periods on the provided list (the time periods are: Settling the Americas, 10,000 BCE-1700; The Road to Revolution, 1600-1783; The New Nation, 1776-1840; and A Nation Divided, 1800-1877).

    | | | |
    | — | — | — |
    | **Part 1:**<br>**Meet the Primary Source** | **Primary Source 1** | **Primary Source 2** |
    | **Write the title of the primary source from the U.S History I Primary Source List and paste the web link here.** | | |
    | **What type of primary source is this?**<br>_(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 it to someone who can’t see it.**<br>_(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:**<br>**Observe its Parts** | **Primary Source 1** | **Primary Source 2** |
    | **Who wrote it or created it? Was it one person, or was it a group, like an organization?**<br>_(HINT: You may need to use the internet to help you research these questions, and the rest of the questions in Part 2.)_ | | |
    | **When was it made?** | | |
    | **What are two things you know about the personal background or beliefs of the person or group who created it? (4-5 sentences)** | | |
    | **Was the source meant to be public or private? If public, who do you think was the intended audience? (4-5 sentences)** | | |

    | | | |
    | — | — | — |
    | **Part 3:**<br>**Interpret the Meaning (Historical Context)** | **Primary Source 1** | **Primary Source 2** |
    | **Describe two other things that were happening**<br>**at the time the source was created. (4-5 sentences)**<br>_(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? (4-5 sentences)** | | |

    | | | |
    | — | — | — |
    | **Part 4:**<br>**Interpret the Meaning (Main Points and Purpose)** | **Primary Source 1** | **Primary Source 2** |
    | **What is the main idea or point of the source? Use specific evidence from the source itself to support your answer. (4-5 sentences)** | | |
    | **Why do you think this primary source was made? Provide evidence from your prior responses to support your claim. (4-5 sentences)**<br>_(For example, was the purpose simply to inform? To persuade? To sensationalize? Or something else?)_ | | |

    | | | |
    | — | — | — |
    | **Part 5:**<br>**Use as Historical Evidence** | **Primary Source 1** | **Primary Source 2** |
    | **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 topic. What are two other perspectives you should get to better understand this event or topic, and why? (4-5 sentences)** | | |
    | **Reflection: What perspective do you bring to this topic and source? How does your background and the time in which you live affect your perspective? (4-5 sentences)** | | |

    **Checklist for Success:**

    ❒ Check that your chosen sources are on the provided list.

    ❒ Check that your chosen sources come from different time periods.

    ❒ Check that all sections of the template are complete for both sources.

    ❒ Check that you have included your name and date.

    ❒ Check that your work is proofread for proper grammar, punctuation, spelling, and capitalization.

    **milestonedirections.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/milestonedirections-pdf)

    **USHistory1Sample.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ushistory1sample-docx-10200265)