here is the assignment prompt: Step 2: Make an outline, noting what your primary source document says and how it was a product of its time period. The outline can be comprised of bullet points and should roughly look as follows:  At the top, there should be a thesis statement (or argument) related to this primary source document. The thesis statements is generally 1-2 sentences, with several sentences of context leading up to it: because X, Y, Z was happening then, the author of this primary sources argues A because of B. Though the thesis is at the top of the outline, it should be the last item you add to the outline, once you look through and analyze your 3 pieces of evidence/context below. Your thesis typically relates to a main point (or the main point) that the author is making in your primary source—even if the author was not consciously making an argument (as in a diary entry; few people form thesis statements in their diary entries, but you, as a historian, can find an argument related to that diary entry, touching upon what it shows about people in that time period).  Argument 1 from the primary source: Copy down an exact quote from the primary source that supports what you find to be the main point of this document. Note which page you found this on in the primary source. Then, IN YOUR OWN WORDS, in 1-3 6 sentences, explain what this piece of textual evidence shows the reader (related to what you see as the main argument/point of this primary source). o Historical context for argument 1 (info taken from your secondary source) should appear in a sub-bullet (like this one) below argument 1. Here you will “contextualize” the evidence from your primary source. “Contextualizing” means making connections between the content of your primary source and the time period in which it was produced. If, for example, your primary source was written by a member of Students for a Democratic Society (SDS) arguing for an end to the Vietnam War in the late 1960s because the people of South Vietnam want communism, then you’d use your secondary source to explain the geo- political situation in South Vietnam (about how communism was popular in South Vietnam). If your evidence above references certain events or circumstances, explain these historical references in this step. Make sure to relate this historical context ONLY to the piece of evidence above from the primary source. Do not, for example, launch into a general history of the whole American ground war in Vietnam; instead, describe only the historical context that is needed to understand the point above about Vietnam and communism. You can get this information from your approved secondary source.  Argument 2 from the primary source: Copy down another exact quote from the primary source that supports what you find to be the main point of this document. Note which page you found this on in the primary source. Then, IN YOUR OWN WORDS, in 1-3 sentences, explain what this piece of textual evidence shows the reader (related to what you see as the main argument/point of this primary source). o Historical context for argument 2 (info taken from your secondary source) should appear in a sub-bullet (like this one) below argument 2. Here you will “contextualize” the evidence from your primary source. “Contextualizing” means making connections between the content of your primary source and the time period in which it was produced. If, for example, your primary source was written by a member of Students for a Democratic Society (SDS) arguing for an end to the Vietnam War in the late 1960s because the people of South Vietnam want communism, then you’d use your secondary source to explain the geo- political situation in South Vietnam (about how communism was popular in South Vietnam). If your evidence above references certain events or circumstances, explain these historical references in this step. Make sure to relate this historical context ONLY to the piece of evidence above from the primary source. Do not, for example, launch into a general history of the whole American ground war in Vietnam; instead, describe only the historical context that is needed to understand the point above about Vietnam and communism.  Argument 3 from the primary source: Copy down an exact quote from the primary source that supports what you find to be the main point of this document. Note which page you found this on in the primary source. Then, IN YOUR OWN WORDS, in 1-3 sentences, explain what this piece of textual evidence shows the reader (related to what you see as the main argument/point of this primary source). o Historical context for argument 3 (info taken from your secondary source) should appear in a sub-bullet (like this one) below argument 3. Here you will “contextualize” the evidence from your primary source. “Contextualizing” means making connections between the content of your primary source and the time period in which it was produced. If, for example, your primary source was written by a member of Students for a Democratic Society (SDS) arguing for an end to the Vietnam War in the late 1960s because the people of South Vietnam want communism, then you’d use your secondary source to explain the geo- 7 political situation in South Vietnam (about how communism was popular in South Vietnam). If your evidence above references certain events or circumstances, explain these historical references in this step. Make sure to relate this historical context ONLY to the piece of evidence above from the primary source. Do not, for example, launch into a general history of the whole American ground war in Vietnam; instead, describe only the historical context that is needed to understand the point above about Vietnam and communism. Step 3: Now it is time to put all the information in your outline together in an essay. Using the outline that you created in step 2 above, you are now going to write an essay that contextualizes your primary source document as a historian would do. In other words, write an essay with a strong thesis statement/argument that what the document says and shows how it was a product of the time period in which it was produce. Each piece of evidence from the outline should become a paragraph in the essay. This portion of the assignment should be about 5-8 paragraphs in length: an introduction paragraph that sets up your thesis and document, followed by 3-6 body paragraphs (1-2 paragraphs for each of the three pieces of evidence from the outline in step 2), plus a conclusion paragraph. Step 3 of this exercise must be footnoted in University of Chicago/Turabian style. below are my sources and thesis for the essay: Primary source: https://www.jstor.org/stable/community.28045028 Kangaroo Court Martial Primary source (used to contextualize the other primary source): The Ballot or the Bullet (Takin’ It To the Streets, 119-122) Secondary source: https://www.jstor.org/stable/590029 Anti-War Demonstrations and American Public Opinion on the War in Vietnam Thesis: My primary source details the experiences of several African American soldiers in the US military who protested the war in some way and were disproportionately punished. This source reveals the political and cultural pressures fighting to keep support for the war within the military, along with how regular soldiers were punished for a mere suspicion of wanting to be free from an unjust war that they were forced into. My secondary source contextualizes the environment surrounding these soldiers by clarifying and exemplifying the friction between the opposing forces of the people and their government in regard to support for the war in Vietnam. As for my thesis, I intend to argue for how increasing dissent within the military was a reflection of the dissatisfaction and more prevalent protests occurring at home, and how these harsh disciplinary actions were a direct result of an attempt to “overcorrect” for the minority of soldiers that went against the federal narrative of supporting the war.