QUESTION

The essay portion must be 4-5 pages in length, double-spaced, numbered, include 1 inch margins, use 12 point Arial, Calibri, or Times New Roman font.
Your essay must include a Works Cited page. The citation style of the Works Cited page may be either Chicago, APA, or MLA. The selected citations must be appropriate to the exam topic and the citations must support the assertions made in the exam.
Your essay will include three main parts—the Thesis/Introduction, Argument, and Conclusion.
The Introduction section should clearly state the thesis within the first 1-2 paragraphs. The thesis must be relevant and appropriate to the argument and demonstrate an accurate and complete understanding of the question. This section should make it clear which question you are answering, but it should do more than restate the question by offering a brief response and it should be free of grammar and spelling errors.
The Argument section (3-4 pages) should incorporate pertinent details from the assigned readings but you may also use outside readings. The section must provide relevant historical evidence to support the thesis and the key claims made in the argument as needed. It should maintain focus and avoid sidetracking. It should present your answer to the question clearly and concisely in an organized manner and it should be free of grammar and spelling errors.
The Conclusion section should be in the last part of your essay exam within the last 1-2 paragraphs. It should briefly restate the thesis and summarize the main points of the argument. It should also demonstrate insight and understanding regarding the question asked and it should be free of grammar and spelling errors.

SOLUTION

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Thesis/Introduction (about 1 page)

Paragraph 1 — Context and importance of the issue:
At-risk teenagers face numerous social, economic, and psychological challenges that increase their likelihood of engaging in criminal behavior. The consequences of juvenile delinquency affect not only the youths themselves but also their families and communities, resulting in long-term social and economic costs. Developing targeted prevention programs is crucial to reduce juvenile crime and promote positive youth development.

Paragraph 2 — Thesis statement:
This essay argues that a comprehensive intervention program combining mentorship, skill-building, family involvement, and community engagement can effectively reduce criminal behavior among at-risk teenagers. By examining relevant evidence and program components, this paper demonstrates how such a program can address the root causes of delinquency and foster resilience and social responsibility in youth.

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Argument (3-4 pages)

Paragraph 1 — Mentorship as a foundational component
Research consistently highlights mentorship as a key factor in positive youth outcomes. Trained adult mentors provide emotional support, guidance, and constructive role models, which help teens build self-esteem and avoid risky behaviors (Rhodes, 2002). For instance, the Big Brothers Big Sisters program showed that mentored youths are 46% less likely to initiate drug use and 27% less likely to skip school (Tierney, Grossman, & Resch, 1995). Therefore, mentorship is an essential element in any prevention program targeting at-risk youth.

Paragraph 2 — Skill-building workshops to develop resilience
Skill-building activities focusing on communication, conflict resolution, and decision-making empower teens to navigate challenges without resorting to violence or crime. According to social learning theory (Bandura, 1977), learning pro-social skills reduces aggressive and delinquent behavior. Programs like Life Skills Training have demonstrated a significant reduction in substance abuse and criminal activity by teaching these skills (Botvin & Griffin, 2004).

Paragraph 3 — Educational support and its role in prevention
Academic failure is a strong predictor of delinquency (Hawkins et al., 1998). Providing tutoring and homework assistance helps keep teens engaged in school, which improves their future prospects and decreases the likelihood of criminal involvement. The Chicago Child-Parent Centers program, which includes educational support, reduced arrests by 30% among participants (Reynolds et al., 2001).

Paragraph 4 — Family involvement and strengthening support systems
Family dynamics profoundly affect adolescent behavior. Counseling and parent workshops can reduce family conflict and improve parenting skills, which correlate with lower rates of juvenile delinquency (Hoeve et al., 2009). Engaging families ensures that positive changes are sustained beyond the program.

Paragraph 5 — Community service and recreational activities to build social bonds
Participation in community service projects and recreational programs fosters a sense of belonging and responsibility (Sampson & Laub, 1993). These activities redirect youths from negative peer influences and contribute to positive identity development, which decreases criminal behavior.

Paragraph 6 — Integrating mental health services
Many at-risk teens suffer from trauma or mental health issues that contribute to delinquency (Ford et al., 2010). Providing access to counseling and psychological support addresses these underlying problems, making prevention efforts more effective.

Paragraph 7 — Program evaluation through a logic model and performance measures
To ensure effectiveness, the program must be systematically evaluated. Inputs such as trained mentors and funding must be monitored alongside outputs like number of sessions and participants served. Outcomes such as reduced self-reported delinquency and improved academic performance provide evidence of impact. Combining quantitative and qualitative measures allows continuous improvement and accountability.

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Conclusion (about 1 paragraph)

This essay has demonstrated that a multi-faceted program addressing mentorship, skill development, education, family involvement, community engagement, and mental health can reduce criminal behavior among at-risk teenagers. By focusing on both prevention and positive youth development, such programs not only reduce delinquency but also foster healthier communities. With careful evaluation and sustained support, these efforts can create meaningful, long-term change for vulnerable youth.

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Works Cited (MLA Example)

Bandura, Albert. Social Learning Theory. Prentice Hall, 1977.

Botvin, Gilbert J., and Kenneth W. Griffin. “Life Skills Training: Empirical Findings and Future Directions.” The Journal of Primary Prevention, vol. 25, no. 2, 2004, pp. 211-232.

Ford, Julian D., et al. “Trauma Exposure Among Youth in the Juvenile Justice System.” Journal of Child & Adolescent Trauma, vol. 3, no. 1, 2010, pp. 31-46.

Hawkins, J. David, et al. “Predictors of Youth Violence.” Juvenile Justice Bulletin, U.S. Department of Justice, 1998.

Hoeve, Machteld, et al. “The Relationship Between Parenting and Delinquency: A Meta-analysis.” Journal of Abnormal Child Psychology, vol. 37, no. 6, 2009, pp. 749-775.

Reynolds, Arthur J., et al. “Long-term Effects of an Early Childhood Intervention on Educational Achievement and Juvenile Arrest.” JAMA, vol. 285, no. 18, 2001, pp. 2339-2346.

Rhodes, Jean E. Stand by Me: The Risks and Rewards of Mentoring Today’s Youth. Harvard University Press, 2002.

Sampson, Robert J., and John H. Laub. Crime in the Making: Pathways and Turning Points Through Life. Harvard University Press, 1993.

Tierney, Joseph P., et al. Making a Difference: An Impact Study of Big Brothers Big Sisters. Public/Private Ventures, 1995.

QUESTION

Each student will select an interest group or National Governmental Organization (NGO) to do a short analysis. Discuss how a constitutional amendment supports or diminishes the group’s mission. Provide at least three present-day examples to support the claim. Only two students may write about the interest group or NGO. A detailed Rubric will be posted later in the semester.

SOLUTION

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

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Step-by-Step Guide to Analyzing How a Constitutional Amendment Affects an Interest Group or NGO

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Step 1: Select Your Interest Group or NGO

• Pick an interest group or National Governmental Organization you find compelling (e.g., ACLU, NRA, Sierra Club, NAACP, or Human Rights Campaign).

• Confirm no more than two students choose the same group.

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Step 2: Understand the Group’s Mission

• Briefly describe the organization’s core mission and goals.

• Identify the main constitutional principles related to their mission (e.g., freedom of speech, equal protection, environmental protections).

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Step 3: Choose a Relevant Constitutional Amendment

• Identify one constitutional amendment that either supports or diminishes the organization’s mission.

  • For example, the First Amendment for free speech groups, the Fourteenth Amendment for civil rights groups, or the Second Amendment for gun rights groups.

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Step 4: Analyze the Amendment’s Impact

• Explain how the amendment supports or restricts the group’s mission.

• Use clear, specific language to connect the constitutional text with the organization’s work.

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Step 5: Provide Three Present-Day Examples

• Give at least three current examples or cases where this amendment has affected the group’s goals or actions.

• These examples could be recent court cases, legislation, public campaigns, or political developments.

Example format:

1. Case or event name – short explanation of its relevance.

2. How it either advanced or hindered the group’s efforts.

3. Any resulting changes in policy or public opinion.

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Step 6: Conclusion

• Summarize your analysis highlighting whether the amendment overall helps or hurts the group’s mission.

• Reflect briefly on what future changes or interpretations could mean for the group.

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Step 7: Formatting Tips

• Keep your analysis concise (short analysis means 1-2 pages, double-spaced).

• Use formal language and proper grammar.

• Cite any sources if you refer to external materials or court cases.

• Follow any rubric instructions once provided.

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Optional: Sample Outline

1. Introduction: Brief intro to the group and the amendment.

2. Group’s mission and constitutional amendment overview.

3. Analysis of how amendment supports/diminishes mission.

4. Three present-day examples with explanations.

5. Conclusion and reflection.

For this written assignment, please answer the following question utilizing your textbooks. Be sure to cite your sources appropriately.
I have attached the required chapters from the books that need to be cited throughout the paper.
1. What factors contributed to any circumscription of commerce for pre-independence America?
2. What were the greatest challenges to the growth and development of the early American economy and businesses?
3. What economic problems were resolved by the replacement of the Articles of Confederation with the Constitution?
4. Business and government have always had a relationship. What was the relationship between business and government at the start of the 19th century (1800)? What were the issues and challenges? How do you think this affected economic growth?
5. What were the important differences between Northern commerce and Southern commerce?

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

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Step-by-Step Guide to Answering Your Questions:

Step 1: Review Your Textbook Chapters

• Carefully read the attached chapters to gather relevant information for each question. Make sure you note key concepts, examples, and any case studies mentioned in the chapters.
• As you review, jot down important facts, theories, and arguments that will help you answer each question comprehensively.

Step 2: Organize Your Answers

• Plan how to structure your paper by addressing each question in a logical sequence. Each answer should be clear, concise, and based on the readings from your textbooks. The structure might look like this:
  • Introduction: A brief introduction to the early American economy and its evolution.
  • Body: Detailed answers to each of the questions. Be sure to separate each question clearly.
  • Conclusion: A summary of the key points and any overall observations about the economic development of early America.

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Answering the Questions:

Question 1: What factors contributed to any circumscription of commerce for pre-independence America?

• Factors:
  • British Mercantilism: Under British rule, the American colonies were subject to a mercantile system that limited their ability to trade freely with other nations. They were required to trade primarily with Britain and were restricted by British laws such as the Navigation Acts.
  • Geography: The lack of infrastructure and transportation, like roads and canals, limited trade between regions and with international markets.
  • Political Instability: The colonies experienced political instability and lack of centralized governance, which restricted economic development.
  • Dependence on British Imports: As the colonies were primarily agricultural, they relied heavily on British manufactured goods, leading to a lack of diversification in industry.

Question 2: What were the greatest challenges to the growth and development of the early American economy and businesses?

• Challenges:
  • Lack of Capital: Early American businesses struggled with limited financial resources and lack of access to capital markets, hindering growth.
  • Inadequate Infrastructure: The lack of roads, bridges, and transportation networks made trade and distribution of goods difficult.
  • Political Fragmentation: The Articles of Confederation created a weak central government, making it hard to enforce laws and regulations that could stabilize the economy.
  • Foreign Competition: Early American businesses faced stiff competition from European powers, particularly Great Britain, which dominated global trade.
  • Labor Shortages: Early American businesses often had to rely on a limited and sometimes unskilled labor force, particularly in agriculture and manufacturing.

Question 3: What economic problems were resolved by the replacement of the Articles of Confederation with the Constitution?

• Economic Problems Resolved:
  • Currency Issues: The Articles of Confederation allowed individual states to print their own currency, which led to inflation and economic instability. The Constitution gave the federal government the power to coin money, helping standardize currency.
  • Debt Management: The Articles failed to provide a way to manage national debt. The Constitution allowed the federal government to assume the states’ war debts and establish a unified financial system.
  • Trade Barriers: Under the Articles, states imposed tariffs on goods from other states, which hindered internal trade. The Constitution granted the federal government the power to regulate interstate commerce, leading to more efficient trade.
  • Lack of Centralized Authority: The weak central government under the Articles made it difficult to enforce laws and stabilize the economy. The Constitution created a more powerful federal government capable of managing economic policy and relations with foreign countries.

Question 4: Business and government have always had a relationship. What was the relationship between business and government at the start of the 19th century (1800)? What were the issues and challenges? How do you think this affected economic growth?

• Relationship Between Business and Government:
  • The early 19th century saw an emerging relationship between business and government, with the federal government taking steps to encourage economic growth through protective tariffs and establishing a national bank (the Second Bank of the United States).
  • Issues:
    • Tariffs and Trade Policies: Protective tariffs were a point of contention between agricultural and manufacturing interests, as manufacturers wanted protection from foreign goods, while agricultural producers sought cheaper goods.
    • Banking and Currency: The establishment of the national bank led to debates over centralized versus decentralized control of money, with business interests favoring a national bank for economic stability.
    • Infrastructure: There were significant challenges in terms of building infrastructure (roads, canals, and railroads) to support business growth, and government investment was often slow.
  • Impact on Economic Growth:
    • The government’s involvement helped stimulate economic growth by providing financial support for infrastructure projects, offering protective tariffs to encourage domestic industry, and stabilizing the financial system through the creation of a central bank.
    • However, the challenges of balancing interests between different regions and sectors sometimes hindered rapid and uniform growth across the nation.

Question 5: What were the important differences between Northern commerce and Southern commerce?

• Differences in Commerce:
  • Northern Commerce: The North was more industrialized and commercialized. It focused on manufacturing, textiles, and trade, and had a more diverse economy with a strong merchant class. The North also had a more developed transportation infrastructure (canals, roads, railroads) facilitating both internal and international trade.
  • Southern Commerce: The South’s economy was primarily agrarian, relying heavily on plantations and the cultivation of cash crops like cotton, tobacco, and rice. The South was less industrialized and more dependent on slave labor, which made economic development in other sectors more challenging.
  • Economic Focus: The Northern economy was more diversified with greater emphasis on commerce, while the South was focused on agricultural production, which limited the development of urban centers and industries in the region.

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Step 3: APA Citation of Your Textbook Sources

• As you answer these questions, make sure to cite the specific chapters of your textbooks you are using. You can follow APA format for citing your sources both in-text and in your reference list. For example:

  • In-text citation: (Author, Year)
  • Reference list: Author, A.A. (Year). Title of book. Publisher.

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Step 4: Finalizing Your Paper

• After completing the answers to each question, proofread your paper for clarity, organization, and proper APA formatting.
• Ensure that your responses are thorough, well-supported by evidence from your textbooks, and free of grammatical or typographical errors.

Module 2 showcases American imperialism at the turn of the century. American intervention in the developing world attracted both supporters and detractors. Many Americans favored overseas expansion for the purpose of exporting American culture and maximizing business opportunities. Other Americans, especially those in the American Anti-Imperialist League, fought against what they considered were the imperial endeavors of a business and political elite. The tensions in the debate over America’s role in world affairs were captured by popular cartoonists of the period.
For this essay, students will write a thesis-driven essay explaining one motivation behind American imperialism as well as discuss the significance of 1 political cartoon.
There are two related tasks that students will complete. It’s important for students to follow the organizational instructions carefully.
First, students will need to become familiar with the module readings. The Kruger and Jacobson articles will help students identify some of the motivations that historians have attributed to turn-of-the-century imperialism. The Kruger article especially discusses the broader interpretations that historians have assigned to better understand why Western nations engaged in imperialist endeavors—the economic, social, political, cultural, etc. Students will select one of the interpretations—economic, social, political, cultural, etc—to account for American imperialism in places like Cuba, China, Hawaii, the Philippines, etc. The Beveridge reading is a primary source that discusses how contemporaries understood American imperialism. Also, the Aguinaldo article offers a critical contemporary review of American intentions in the Philippines.
In the first section of the essay (the first couple of pages), students will pick one of the historical interpretations to answer the following questions:
Why did Americans engage in imperialism (1890-1914)?
What pushed Americans to drop traditional isolationism and engage a more interventionist, imperialist foreign policy?
The essay must begin with a formal introduction that presents a thesis statement. In this case, the thesis will answer what you consider was the primary factor that motivated American imperialism. The thesis statement can be one or two sentences. It must make absolutely clear what the argument of the essay is. The argument is essentially your answer to the above questions.
After the introduction, the next 2-3 body paragraphs will discuss actual, factual historical evidence that proves your argument. The argument should be at the very center of the discussion in the body paragraphs, accompanied by relevant examples/evidence to prove your argument. You must have evidence to prove your argument. The essay should not be a series of claims or a general discussion of the history of imperialism. You must convince the reader (me) that the factor identified and illustrated with evidence offers the most accurate explanation for why Americans engaged in imperialism.
Second, the last half of the essay will identify a cartoon that comports with your thesis. In other words, once you have discussed the factor that led to American imperialism (the argument in the first part of the essay), then discuss the contents/message of a cartoon that helps illustrate why your interpretation is in fact valid. You must select 1 cartoon from the on-line sources listed below. The cartoon must have an obvious connection to your argument that explains the reasoning/justification/interpretation of why Americans engaged in imperialism. The analysis/discussion of the cartoon, in relation to the earlier thesis, fills the remaining 2-3 paragraphs.
The cartoon must align, in a very obvious way, with the argument presented in the first part of the essay.
The cartoon must come from the period 1890-1914.
You should consider the following topics in the second part of your essay:
-How does the cartoon validate/justify/illustrate why your interpretation of American imperialism is historically accurate?
-place the cartoon in the proper historical context. That is, discuss what events are going on in American foreign policy that prompted the cartoonists to complete their work. Background information should not dominate your essay, but you should show that you are informed with the historical events that led to the cartoon.
-identify and explain the perspective(s) of the cartoonist. Is the cartoonist drawing a cartoon in favor of or against imperialism? What is the message the cartoonist is attempting to convey?
-who was the artist?
-where was the cartoon published?
-why was the cartoon drawn?
Use the following resources to identify your cartoon
https://hti.osu.edu/opper/lesson-plans/american-imperialism (Links to an external site.)
https://www.archives.gov/files/legislative/resources/education/america-and-the-world/ebook.pdf (Links to an external site.)
https://cartoons.osu.edu/ (Links to an external site.)
http://www.yourhistorysite.com/PDFs%202009/Imperialism/Political%20Cartoons%20Imperialism.pdf (Links to an external site.)
https://courses.lumenlearning.com/atd-sanjac-ushistory2/chapter/1898-2/ (Links to an external site.)
This pinterest site has 100s of images. This may be a good site to begin exploring.
https://www.pinterest.com/iamjohnnycinco/imperialism-political-cartoons/ (Links to an external site.)
Writing Standards
The essay will be 3-4 pages long (approximately 1200 words.
Standard margins.
12 point times new roman font.
In-text parenthetical citations. For example: (Foner, 3), or (Johnson, 25).
The essay needs to reference/cite at least 3 sources from the list of required resources (readings/videos). If the essay does not reference at least 3 sources, the grade will be penalized. The reference to the cartoon does not count toward the 3 source minimum.
All essays need to be submitted to turn-it-in, through canvas. I will not grade the essay if it’s not submitted to turn-it-in.
Proofread the essay. If I can’t understand the writing, the grade will be penalized.
The rubric is posted on the course portal.
Every essay needs a formal works cited page. Remember to cite each individual source. MLA format for works cited page.
There is no need to consult outside sources. All of the information needed to complete this essay is found in the module. Students must reference the Johnson text.
Structure of Essay
-Every essay should have a formal introduction (paragraph 1). The purpose of the introduction for this essay is to identify the thesis about the motivations behind American imperialism and a couple of sentences on the cartoon, as well as to set up a little of the historical context.
-After the introduction, the essay should spend a couple of pages discussing the argument (the first task). Identify the factor that you think was the leading cause of American imperialism and then explain why. You must reference actual historical evidence to prove your argument. Specific pieces of historical information that validate your argument as to what led Americans to engage in imperialism must be incorporated in your writing. Without evidence you have no argument.
-When addressing the second task, students must clearly identify the cartoon and then discuss why the cartoon helps illustrate your argument about the motivations that contributed to American imperialism. Use the cartoon as a piece of evidence to drive home your point. This task should be complete in the final couple of body paragraphs.
-Each essay should contain a short, formal conclusion (final paragraph) that restates the central themes discussed in the body paragraphs, offers broader conclusions about American history, or even tries to connect the paper to contemporary events.
If the essay fails to meet the above requirements the grade will be penalized.
Remember, your essay needs to write about events that took place between 1890-1914.
Do not include information about American foreign policy before or after this period.
You will not be given credit for information that takes the discussion outside of this period.
In previous semesters, for reasons I do not understand, this assignment has prompted students to discuss the Guano Islands and the Cold War. These are outside of the time range and should not be included.
Due: September 18, 11:59 pm
After completing these tasks and objectives, students will be able to:
Course Objective 1 (CO1). Assess key events, central themes, and questions pertaining to recent United States history.
Gain experience reading and analyzing written arguments by engaging with a variety of types of sources.
Learn and apply the techniques of writing an argumentative, thesis-driven and evidence-based paper
Students will construct an evidence-based argument demonstrating how local, regional, national, and global events shaped the interactions of two or more groups in the United States. (Global Awareness)
Students will construct an evidence-based argument that integrates multiple perspectives on an issue in Modern US History. (Global Perspective)
Students will consider different perspectives on a problem or controversy related to Modern US History and attempt to reach a resolution about it. (Global Engagement)
Use the following resources to identify your cartoon
https://hti.osu.edu/opper/lesson-plans/american-imperialism (Links to an external site.)
https://www.archives.gov/files/legislative/resources/education/america-and-the-world/ebook.pdf (Links to an external site.)
https://cartoons.osu.edu/ (Links to an external site.)
http://www.yourhistorysite.com/PDFs%202009/Imperialism/Political%20Cartoons%20Imperialism.pdf (Links to an external site.)
https://courses.lumenlearning.com/atd-sanjac-ushistory2/chapter/1898-2/ (Links to an external site.)
This pinterest site has 100s of images. This may be a good site to begin exploring.
https://www.pinterest.com/iamjohnnycinco/imperialism-political-cartoons/ (Links to an external site.)

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Assignment Requirements

• Write a 3-4 page essay (approximately 1200 words), double-spaced, 12 pt. Times New Roman.
• Develop a thesis-driven argument identifying one motivation behind American imperialism (1890-1914).
• Select one political cartoon from the provided sources and analyze how it supports your thesis.
• Use at least three required sources (excluding the cartoon) and cite them properly in MLA format with a works cited page.
• Submit the essay on Turnitin through Canvas before the deadline.

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Step 2: Outline Your Essay

Introduction (1 Paragraph)

• Start with historical context: Explain that American imperialism (1890-1914) was driven by economic, political, cultural, and social factors.
• Introduce your main argument (thesis statement): Clearly state which factor you believe was the primary motivation behind American imperialism.
  • Example Thesis: The primary motivation for American imperialism was economic expansion, as the United States sought new markets, raw materials, and opportunities for investment in overseas territories.
• Briefly introduce the political cartoon you will analyze in the second part of your essay.

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Body Paragraphs (2-3 Paragraphs on Imperialism Motivation)

Each paragraph should focus on one key piece of evidence supporting your argument.

1. Economic Motivation for Imperialism (Example)

• Discuss how industrial growth after the Civil War led to overproduction and the need for new markets abroad.
• Cite Kruger’s article to explain how economic pressures influenced U.S. expansion into places like Cuba, the Philippines, and Hawaii.

2. Political Justifications and Expansionist Ideals

• Explain how politicians and business leaders justified imperialism through the idea of “Manifest Destiny” on a global scale.
• Use Beveridge’s speech to highlight how he argued for expansion as a means of economic prosperity and national strength.

3. Opposition to Imperialism and the Anti-Imperialist League

• Briefly discuss opposition from the Anti-Imperialist League, using Aguinaldo’s critique to show how economic imperialism harmed native populations.
• This helps strengthen your argument by acknowledging opposing views while reinforcing why economic expansion remained the dominant factor.

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Body Paragraphs (2-3 Paragraphs on Political Cartoon Analysis)

Now, shift to analyzing the political cartoon in relation to your thesis.

1. Identify and Describe the Cartoon

• Name the cartoon, artist, and publication source.
• Describe the imagery (symbols, characters, text, and exaggerations).

2. Connect the Cartoon to Your Argument

• Explain how the cartoon supports the idea that economic motivations drove imperialism.
• Example: If the cartoon depicts the U.S. grabbing resources or controlling markets, relate this to your argument about economic expansion.

3. Place the Cartoon in Historical Context

• Explain what was happening in American foreign policy at the time that prompted the cartoon.
• Discuss whether the cartoonist supported or criticized American imperialism.

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Conclusion (1 Paragraph)

• Summarize your argument: Restate how economic interests were the primary driving force of American imperialism.
• Reinforce the cartoon’s significance in illustrating your thesis.
• Connect to broader themes in U.S. history, such as how economic motivations continued to shape U.S. foreign policy in later years.

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Step 3: Format in MLA Style

• Use in-text citations (Author, Page Number).
• Include a Works Cited page listing all sources in MLA format.

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Step 4: Proofread and Submit

• Check for clarity, grammar, and formatting.
• Ensure you used at least three required sources.
• Submit on Turnitin before the deadline.