Category: History

Be sure to use the data for the state assigned to complete Assignment #1: Nursing Home Comparative Data.
Assignment Instructions
Review the following report in detail: “Trends in Low-Risk Cesarean Delivery in the United States, 1990-2013” from the CDC Website – https://www.cdc.gov/nchs/data/nvsr/nvsr63/nvsr63_06.pdfLinks to an external site. https://www.cdc.gov/nchs/data/nvsr/nvsr63/nvsr63_06.pdf
It is critical to read the full report to gain an understanding of how the study was conducted and to learn the details behind the data presented. This will help you specifically in answering Question #3.
Question #1: Create a line graph benchmarking your home state against the national percentage reflecting the trend of low-risk CS rate for the three years 1997, 2009, and 2013.
Your graph should include two separate lines with three data points each. One line should track the national percentage for the years described and the other should track your state’s percentage.
Question #2: Create a bar graph reflecting your home state’s percent of change in comparison to the national average percent of change for the same time period.
The report calculates the percent of change from 1997-2009 and from 2009-2013. In order to create the requested bar graph, you will need to calculate the percent of change from 1997-2013 for the United States as well as for your individual state. These two numbers will then be used to create a bar graph with two bars. One bar will show the percent of change for the United States from 1997-2013 and the other bar will show the percent of change for your state from 1997-2013. ***Use the numbers in the “Percent” columns for your calculations. For example, when calculating the percent of change for the United States, you will calculate the change between 18.4% in 1997 and 26.9% in 2013.
How to calculate the percentage change:
Step 1: Calculate the change (subtract old value from the new value)
Step 2: Divide that change by the old value (you will get a decimal number)
Step 3: Convert that to a percentage (by multiplying by 100 and adding a “%” sign)
Note: when the new value is greater than the old value, it is a percentage increase, otherwise it is a decrease.
Both graphs MUST include labels on both the x and y axis as well as a graph title.
Question #3:
Determine if your state trended within 2% of the national average, based on the percentage change. For instance, if you calculated the national change as 40%, the state change must be between 38%-42% to have trended within the +/- 2% of the national average. (Note: The 40% change indicated here is intended as an example and not the true calculation of the national change.)
If your state did not trend within +/- 2% of the national average rate, why do you think your home state varied? It may be helpful to analyze the individual rates of change from 1997-2009 and from 2009-2013 to see where the differences arose. It may also be helpful to consider factors such as race, age, and other demographic data within your individual state that could impact the percentage.
If your state did trend within +/- 2% of the national average rate, provide a discussion on what could possibly affect this number in the future, specific to the characteristics of your state.
In either situation, your answer should be a minimum of 150 words and include state-specific information. Outside resources to determine influencing factors are permissible and encouraged, but should be cited

How would you characterize and assess the impact of the Great Depression and the New Deal on African Americans?
How did ordinary Blacks respond to the extraordinary challenges of the era?
How did Black politicians, activists, wageworkers, authors, and artists seek to address the specific problems that the Depression and the New Deal posed for African Americans? What were the results of their efforts?
What impacts did African American culture have on American culture in this period?
In what ways do you see aspects of the ongoing American freedom struggle evolving into what some have called “the long civil rights movement”?

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

To write a well-structured essay on the impact of the Great Depression and the New Deal on African Americans, follow these steps to ensure you address all key questions thoroughly:

1. Introduction: Set the Context

• Start with an Engaging Opening: Provide a brief context about the Great Depression and the New Deal. Mention how the 1930s were a time of economic struggle, particularly for African Americans who were already facing racial discrimination and systemic inequality.
• State Your Thesis: Clearly state how the Great Depression and the New Deal impacted African Americans, highlighting both the challenges and the opportunities for change. Introduce the themes of activism, culture, and the long civil rights movement that you will explore in your essay.

2. The Great Depression: Challenges for African Americans

• Economic Hardships: Discuss how African Americans were disproportionately affected by the Great Depression. Address the high unemployment rates, the loss of jobs in agriculture, and the difficulties faced by Black wage earners.
• Social Inequality: Examine the systemic racism that exacerbated the impact of the Depression on African Americans, including discriminatory policies in New Deal programs and the exclusion of Black workers from certain relief programs.

3. The New Deal: Opportunities and Challenges

• Relief Programs and Their Impact: Discuss how the New Deal programs, such as the Works Progress Administration (WPA) and the Civilian Conservation Corps (CCC), impacted African Americans. Highlight both the positive aspects (e.g., employment opportunities) and the negative aspects (e.g., segregation, lower wages).
• Political Changes: Explore how the New Deal shifted political dynamics. While the New Deal did not fully address racial inequality, it created new alliances between African Americans and the Democratic Party, which would shape future civil rights movements.

4. African American Responses: Activism and Advocacy

• Black Politicians and Activists: Discuss how Black leaders, like A. Philip Randolph and Mary McLeod Bethune, sought to address the challenges faced by African Americans. Randolph, for example, organized the March on Washington movement and advocated for jobs and fair wages.
• Writers and Artists: Discuss the role of African American authors, artists, and intellectuals in this era, such as Langston Hughes and Zora Neale Hurston, who used literature and art to express the struggles and aspirations of Black Americans.
• Wageworkers and Labor Movements: Discuss the role of Black wageworkers in labor movements. African American workers, including those in the cotton fields and urban areas, fought for better working conditions and fair wages.
• Results of Their Efforts: Assess the effectiveness of these efforts, both in the short and long term. Consider the limited victories (e.g., some job opportunities in the New Deal programs) and the continuing struggles for full racial equality.

5. The Impact of African American Culture on American Culture

• Cultural Renaissance: Explore how the Harlem Renaissance influenced both African American and mainstream American culture. Highlight the contributions of Black artists, musicians, and writers in shaping American cultural identity during this period.
• Music and Art: Discuss how jazz, blues, and gospel music, as well as visual arts and literature, reflected the experiences of African Americans and became integral to American culture.
• Enduring Legacy: Assess the lasting impact of African American culture on American culture, particularly in terms of its influence on music, fashion, and political activism.

6. From the Great Depression to the Civil Rights Movement: The Long Civil Rights Struggle

• Linking the Struggles: Connect the activism of the 1930s with the broader, ongoing struggle for civil rights. Discuss how the efforts of Black politicians, labor activists, writers, and artists laid the groundwork for the later civil rights movements of the 1940s and 1950s.
• The Evolution of the American Freedom Struggle: Reflect on how the activism of the Depression era evolved into the long civil rights movement, including the struggle for voting rights, desegregation, and economic equality in subsequent decades.

7. Conclusion: Reflect on the Legacy

• Summarize Key Points: Recap the key points about the challenges faced by African Americans during the Great Depression and the New Deal, as well as their responses through activism, culture, and political change.
• Reflect on the Continuing Struggle: Conclude by reflecting on how the struggles of African Americans during the Depression period are part of the larger, ongoing fight for racial justice and equality in America. Emphasize that the long civil rights movement was not a singular event but an evolving struggle with deep historical roots.

8. Editing and Finalizing the Paper

• Proofread: After writing the essay, ensure you proofread for grammar, clarity, and coherence. Make sure your arguments flow logically.
• Check for Balance: Ensure that you balance the challenges African Americans faced with their responses and the resulting cultural and political impact.

Using these 2 documents answer these question
How and why did black people use the language of the American Revolution—of natural rights—in freedom petitions to argue for their freedom and the abolition of slavery?
Primary Source Documents
Your essay should be based on your reading and analysis of the primary source documents. Your paper should be 2 to 3 pages in length and use double-spacing and 12 point font. Please use MLA style.

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

Step 1: Understand the Question

Your assignment asks how and why Black people used the language of the American Revolution—specifically the language of natural rights—in their freedom petitions to argue for their freedom and the abolition of slavery. This means you’ll be analyzing how Black people used the revolutionary ideals of liberty and equality in their fight for freedom. Your primary sources will guide your understanding, so make sure to pay close attention to how these documents reflect the language and ideas of the time.

Step 2: Read and Analyze the Primary Sources

Start by reading the primary source documents carefully. Pay attention to:

• The key arguments made in the petitions.
• How the language of natural rights (life, liberty, and the pursuit of happiness) is used in the context of slavery.
• Any references to the American Revolution and its principles, such as liberty, equality, and justice.

Take notes as you go along to capture quotes or ideas that will support your argument in the paper.

Step 3: Develop Your Thesis

Once you have a solid understanding of the primary sources, develop a thesis statement. Your thesis should answer the main question: How and why did Black people use the language of the American Revolution in their freedom petitions?

For example, your thesis might be something like: “Black people in their freedom petitions strategically invoked the language of the American Revolution to argue that the principles of liberty and equality should extend to all people, regardless of race, and to challenge the institution of slavery.”

Step 4: Organize Your Paper

Structure your paper in a clear, logical way. Here’s a suggested outline:

1. Introduction
   • Briefly introduce the question and provide context on the American Revolution and the ideas of natural rights.
   • Present your thesis statement.
2. Body Paragraphs
   • Paragraph 1: Explain how Black people used the language of natural rights in their freedom petitions. Provide examples from the primary sources to illustrate their arguments.
   • Paragraph 2: Discuss why Black people chose to use the language of the American Revolution in their petitions. Consider historical context, such as the influence of revolutionary ideals and the desire for justice.
   • Paragraph 3: Analyze the effectiveness of these arguments. How did the use of revolutionary language challenge the institution of slavery and contribute to the abolition movement?
3. Conclusion
   • Summarize the key points made in your paper.
   • Reiterate how Black people’s use of revolutionary language in their petitions was a powerful tool in advocating for freedom and the abolition of slavery.

Step 5: Draft Your Paper

Start writing your paper based on the outline. Begin with your introduction, clearly stating your thesis and setting the stage for your argument. In the body paragraphs, integrate evidence from the primary sources to support your analysis. Remember to explain the significance of each piece of evidence and connect it to your thesis.

Step 6: Revise and Edit

After completing your draft, set it aside for a while, then come back to it with fresh eyes. Look for areas where your argument can be stronger or clearer. Check your grammar, spelling, and punctuation to ensure your paper is polished. Make sure each paragraph flows logically and ties back to your thesis.

Step 7: Cite Your Sources

Be sure to correctly cite your primary sources and any other references you use in MLA format. Include a Works Cited page at the end of your paper. This is an important step to ensure your paper follows academic standards and avoids plagiarism.

You’re writing about the Europeans and Africans in the transatlantic slave trade . You’ll be using these two reading as the primary source , please don’t use chat gpt or any aI to write this essay

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

Step 1: Understand the Assignment

Before diving into the research or writing, it’s crucial to understand the question and the expectations. Your assignment is about the role of Europeans and Africans in the Transatlantic Slave Trade, using two primary sources provided by your instructor. Take a few minutes to read through the instructions carefully, ensuring you know what is required for the paper.

Step 2: Read the Primary Sources

You’ll be using two primary sources for this paper. Begin by reading them thoroughly, and take detailed notes on key points, arguments, and any evidence provided. Pay special attention to the following:

• Key roles played by Europeans and Africans in the Transatlantic Slave Trade.
• Historical context and timelines.
• The experiences and perspectives of both Europeans and Africans.

Don’t rush this step! The more time you invest in understanding the primary sources, the easier your analysis will be.

Step 3: Identify Your Thesis

Once you’ve gathered your ideas from the readings, identify the main point (or thesis) you want to argue in your paper. Your thesis should reflect the role of both Europeans and Africans in the Transatlantic Slave Trade. For example, you might argue how the actions of Europeans directly influenced the experiences of Africans, or vice versa.

Keep your thesis clear and concise, as it will guide the entire paper.

Step 4: Organize Your Paper

A well-structured paper will make your argument stronger. Here’s a suggested outline:

1. Introduction
   • Briefly introduce the topic.
   • Provide background on the Transatlantic Slave Trade.
   • Present your thesis statement.
2. Body Paragraphs
   • Paragraph 1: Discuss the role of Europeans in the Transatlantic Slave Trade, referencing your first primary source.
   • Paragraph 2: Discuss the role of Africans in the trade, using your second primary source.
   • Paragraph 3: Analyze how the roles of Europeans and Africans intersected, showing the impacts on both parties.

   Each body paragraph should begin with a clear topic sentence that supports your thesis. Provide evidence from your primary sources to support your points.

3. Conclusion
   • Summarize the key points you made in the body.
   • Reiterate the significance of the roles of Europeans and Africans in the Transatlantic Slave Trade.
   • End with a final thought or reflection.

Step 5: Draft Your Paper

Now that you have your outline, start writing your paper. Don’t worry about getting it perfect on the first try—just focus on getting your ideas down. As you write, ensure that each paragraph flows logically into the next and supports your thesis.

Step 6: Revise and Edit

Once you have a draft, set it aside for a bit and come back to it later with fresh eyes. Review your work for:

• Clarity: Is your argument easy to follow?
• Cohesion: Do your paragraphs connect well, and do your ideas flow smoothly?
• Grammar and punctuation: Check for any spelling or grammatical errors.

Consider seeking feedback from peers or tutors for additional insights.

Step 7: Cite Your Sources

Ensure that you correctly cite the two primary sources you’ve used in your paper. Follow the citation style specified by your instructor (e.g., MLA, APA, Chicago, etc.). This is crucial for academic integrity.

Step 8: Final Check

Before submitting, give your paper one last read-through. Ensure that your argument is clearly presented and well-supported by evidence from the primary sources. Make sure you’ve adhered to all assignment guidelines and citation requirements.

By following these steps, you’ll be able to write a well-structured and persuasive paper on the roles of Europeans and Africans in the Transatlantic Slave Trade.

Provide comprehensive answers for each of the following questions. Each answer must be AT LEAST one page long and no longer than three (double-spaced, standard margins, font 12, not including the question). Your answers must be based on the PowerPoint lectures and/or the video-documentary assignments. Use of any external sources is not allowed and will lead to a zero on the question even if the sources are paraphrased or cited. Use of A.I. (Artificial Intelligence) is forbidden and will be treated as an instance of academic dishonesty. Transcribing long segments from the lectures, textbook and/or documentary will lead to a zero on the question even if the sources are cited. Any plagiarized material will lead to a zero on the whole assignment. Answer each question separately. I want you to express your understanding of the issues with your own thoughts and words; provide support to your statements with specific historical facts/examples. Each question is worth 7 points. The assignment can be uploaded at any time before Thursday, January 23 at 11:59 PM. Do not wait until the last minute to upload your work. Make sure that the file has been uploaded before login out of Brightspace; it is always useful to take a picture showing the posted assignment with the date and time of submission in the rare case that some malfunction may occur. No late assignments will be accepted after 11:59 PM. If you miss the deadline, do not submit any work to me via email; I will not read anything that is not uploaded on Turnitin.

Explain Aristotle’s categorization of governments in the ancient Greek poleis; describe the Spartan social and political system and explain how it fits or doesn’t within the Aristotelian chart. What are the values upon which the Spartan system is built? How are these values reflected in the formation of Spartan homoioi (provide details about that process)? Discuss two aspects described in the lecture in which Spartan society is emblematic of Greek civilization and values and two aspects which Spartan society departs fundamentally from the Greek norm.

What is the political context for the formation of the Delian League? How did the creation of the league contribute in the long run to the Peloponnesian War? How did Athens and Sparta approach the conflict initially, what strategies did they adopt? What led to the signing of the Peace of Nicias? Who do you think was primarily responsible for the war? Explain why.

Why did the peace not last? Do you think long-term peace doomed? Explain your answer providing factual evidence from the lecture. What prompted the Spartan to renew the conflict? Besides military defeat, what are the political consequences of the Peloponnesian War for Athens? In spite of achieving victory, what are the long-term consequences of the war for the Spartans? Why were the Spartan unable to cope with the consequences of victory?

What led to the development of the democratic system in Athens; how did the system evolve from the time of Solon to the time the time of Pericles? How did democracy operate in ancient Athens? How was the government organized, what mechanisms enabled the participation of the citizens? What were the processes that ensured the full participation of the citizenry? What are the democratic values and practices articulated by Pericles in his oration to the fallen Athenians?

Discuss how philosophy emerged in Ancient Greece. Discuss how Thales of Miletus and Anaximander try to explain the world around them. How do Democritus and Pythagoras conceptualize the structure and operation of the world? Why might the philosophical perspective of the Skeptics might be considered more radical than the views of the Sophists, Stoics, the Epicureans and even the Cynics? How is the concept of ataraxia different in each philosophical school discussed in the lecture?

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

Certainly! Here’s a breakdown of how you might approach answering these questions comprehensively, while ensuring each response meets the required page length and focuses on key details. I’ll provide examples for the first question to give you a better understanding of how to approach the others.

1. Aristotle’s Categorization of Governments and Spartan Social & Political System

Aristotle’s Categorization of Governments: Aristotle categorizes governments based on who rules and for whose benefit. In his work Politics, he identifies six forms of government, divided into two categories: correct and corrupt. The correct forms are those that aim for the common good, while the corrupt forms are those that benefit the rulers rather than the people.

• Monarchy (one ruler for the common good) can degrade into Tyranny (one ruler for personal benefit).
• Aristocracy (a government by the few for the common good) can degrade into Oligarchy (a government by the few for their own benefit).
• Polity (a mixed government aimed at the common good) can degrade into Democracy (rule by the many for their own benefit).

Spartan Social and Political System: The Spartan system fits within Aristotle’s categories as a form of Oligarchy. It was ruled by a small, elite group—the Spartiates (the fully-citizen warriors), who were motivated by military discipline, duty, and the maintenance of power within their class. The Spartan system was characterized by its emphasis on military readiness, hierarchical society, and control over a large slave population known as helots.

The values of the Spartan system revolved around discipline, strength, and austerity. Spartan society was built on the belief that individuals should subordinate their personal interests to the collective good of the state, particularly in terms of military and societal dominance. This is seen in the rigorous education and training of Spartan males, who were enrolled in the agoge system, a state-sponsored training process designed to mold young boys into warriors.

Spartan Homoioi: The process of becoming a homoios (a full citizen or equal in Spartan society) was integral to the Spartan system. Only those who passed the grueling agoge system, endured the training, and demonstrated loyalty to the state could become homoioi. The rigorous nature of this process created a cohesive, disciplined warrior class that maintained the political and military supremacy of Sparta.

Spartan Society and Greek Civilization: Two aspects of Spartan society that were emblematic of Greek civilization include its focus on military excellence and a commitment to civic duty. These values were shared across Greek city-states, where personal contribution to the state’s well-being was emphasized.

However, Spartan society departs from the Greek norm in its militarized focus and subjugation of women. Unlike other Greek city-states that allowed women to participate in the social and political life to a degree, Spartan women were subject to strict military-oriented roles and had fewer personal freedoms than their Athenian counterparts.

Moving Forward:

For each of the other questions, follow a similar approach:

• For the political context of the Delian League and the Peloponnesian War: Discuss the creation of the Delian League as a collective defense against Persian threats, how Athens’ dominant role caused resentment, and how this contributed to the war. Analyze the strategies employed by Athens and Sparta, the significance of the Peace of Nicias, and the causes of the conflict.
• For the collapse of the peace and the Peloponnesian War’s aftermath: Focus on the internal and external reasons for the failure of peace, such as Athens’ internal strife and Sparta’s challenges post-victory. Explore the long-term political consequences for Athens and the Spartans.
• For the development of Athenian democracy: Trace the evolution from Solon’s reforms to Pericles’ establishment of direct democracy. Explain how the Athenian government operated with a focus on citizen participation, and discuss the democratic values in Pericles’ oration.
• For the emergence of Greek philosophy: Explain the contributions of philosophers like Thales, Anaximander, and others in trying to explain the world. Discuss the difference between their views and the philosophical skepticism of the Skeptics. Compare how the concept of ataraxia is viewed differently across philosophical schools.

By following these guidelines, each response can be thoroughly explored in a 3-5 paragraph format. Ensure that historical examples are cited directly from the provided materials, avoiding any use of external sources or AI tools.

There are four sections in this exam, with four questions each. You are required to answer only one question in each section. Be sure to include as much information as possible to support your answer. Each answer should be 3-5 paragraphs in length, and a well-developed paragraph has 5-7 sentences. You only need to cite your sources if you use direct quotes, but make sure you put everything in your own words.
3. What was the role of the colonies in the British mercantilist system?

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

In the British mercantilist system, the role of the colonies was integral to maintaining the wealth and economic power of Britain. Mercantilism, an economic theory that dominated European thought from the 16th to the 18th century, emphasized the importance of accumulating wealth, particularly gold and silver, through a favorable balance of trade. Colonies were viewed as crucial to this system, providing raw materials that Britain lacked and serving as guaranteed markets for British manufactured goods. This setup allowed Britain to expand its economy and maintain a favorable trade balance.

The colonies played a significant role as sources of valuable raw materials such as tobacco, sugar, cotton, and timber. These materials were sent to Britain, where they were processed into finished goods. These finished goods were then exported back to the colonies, which formed a continuous cycle of trade designed to benefit the British economy. This system ensured that Britain’s economy remained strong, as it was able to control both the supply of raw materials and the market for finished products. The colonies, however, were restricted in their ability to trade freely with other nations, as Britain implemented various laws, including the Navigation Acts, to limit colonial trade to only British ships and ports.

Furthermore, the colonies were expected to remain economically dependent on Britain, preventing them from developing their own industries or engaging in trade with foreign powers. This one-sided relationship was designed to ensure that the colonies were subordinate to Britain in economic terms. While the colonies did benefit from some of the goods they imported from Britain, their role as suppliers of raw materials and consumers of British goods meant that they were often economically exploited. The relationship, however, was not without tension, as the colonies sometimes resisted the constraints placed upon their economic freedom, leading to tensions that would eventually contribute to the American Revolution.

In summary, the colonies were vital to the British mercantilist system because they provided raw materials, served as captive markets for British goods, and helped ensure a favorable balance of trade for Britain. Although the system was designed to benefit the British economy, it also placed limitations on colonial economic growth and independence, leading to resentment that would shape the future relationship between Britain and its colonies.

The paper must be formatted in Chicago style. This means using footnotes instead of in-text citations. A reminder that every direct quote or claim you make must be cited. No works cited page is needed with this assignment, let your footnotes do the work for you. The paper must be three pages double spaced, or 750 words

Everything on the Discussion Board must be written in your own words and please do not use any citations. Your first post should respond to the prompt below and include a follow-up question that extends the discussion on the topic. Prompt: Discuss the differences between the Fauve and Expressionist styles.
Link to articles to help you answer the question.
https://www.khanacademy.org/humanities/art-1010/early-abstraction/fauvism-matisse/a/a-beginners-guide-to-fauvism
https://www.khanacademy.org/humanities/art-1010/early-abstraction/fauvism-matisse/a/matisse-bonheur-de-vivre

Expressionism, an introduction

https://www.khanacademy.org/humanities/art-1010/early-abstraction/expressionism1/v/ernst-ludwig-kirchner-street-dresden-1908

Everything on the Discussion Board must be written in your own words and please do not use any citations. Your first post should respond to the prompt below and include a follow-up question that extends the discussion on the topic. Prompt: Discuss the differences between the Fauve and Expressionist styles.
Link to articles to help you answer the question.
https://www.khanacademy.org/humanities/art-1010/early-abstraction/fauvism-matisse/a/a-beginners-guide-to-fauvism
https://www.khanacademy.org/humanities/art-1010/early-abstraction/fauvism-matisse/a/matisse-bonheur-de-vivre

Expressionism, an introduction

https://www.khanacademy.org/humanities/art-1010/early-abstraction/expressionism1/v/ernst-ludwig-kirchner-street-dresden-1908

Note: Depending on the source you choose, not all of the above questions may be relevant. Answer those which are relevant to your source. Try to select a document/source that interests you. If it is a topic/person that you are unfamiliar with, be sure to do at least a little research to give you a better background for analyzing the source. If you would like to use additional sources (internet web sites, books, periodicals, etc.,) you are more than welcome to, as long as your focus is on the primary source. Your essay should consist of two sections: a summary of the article and then an analysis of the article. In writing your essay, you should follow the below guidelines: Your essay should be a MINIMUM of 800 words (it can be longer if you like). Your completed essay should consist of a summary (about 2/3 of your essay) and an analysis (roughly 1/3 of your essay). All persons, events, concepts in your paper should be introduced/explained clearly…in other words, write your essay as if your audience was another student! Your essay should follow the basic style guidelines of MLA, APA or Chicago (your choice). Your essay should have a cover page and bibliography page in the style you have chosen (these pages do NOT count towards the essay length). Your essay should be double-spaced with #12 fonts and 1-inch margins. The essay needs to be written entirely in your own words. Use quotes very sparingly and only to highlight a point you are trying to make. Quoted material does NOT count towards the length of your essay. Your essay needs to be neatly written and grammatically correct (points will be deducted for sloppy papers). Your essay should be saved as either a Word (.doc or .docx) file or as a Rich Text File (.rtf). To submit your paper just click on the blue hyperlinked title above. To be safe, you should upload your essay file and copy/paste your essay in the textbox on the submission page! It is your responsibility to submit a file that I can open and read. Late points will apply to files that I cannot open or that are in the wrong format. Any essay submitted after the assignment has closed will be docked 10 points per day! ABSOLUTELY NO excuses (legit or otherwise) will be accepted! Primary Sources (select ONE): Treaty of Paris, 1898 The treaty which ended the Spanish-American War. The Galveston Hurricane, 1900 An eyewitness account of the most deadly hurricane in U.S. history. William McKinley’s Second Inaugural Address, 1901 President McKinley’s address to the nation, given just six months before his assassination. The Death of a President, 1901 An eyewitness account of the assassination of William McKinley. Panama Canal Act, 1902 This act passed by Congress authorized the purchase of land for, and building of, a canal to connect the Atlantic with the Pacific. Booker T. Washington on Industrial Education for the Negro, 1903 A speech by the father of the Tuskegee Institute. History of the Standard Oil Company (excerpts), 1904 Excerpts of the expose of Standard Oil done by the famous “muckraker” Ida Tarbell. Theodore Roosevelt’s First Inaugural Address, 1905 President Roosevelt’s first inaugural address after his election in 1904 (he had been president since McKinley’s 1901 assassination). The Treason of the Senate (excerpts), 1906 Excerpts of the expose of corruption surrounding the selection of senators by famous “muckraker” David Graham Phillips. Also includes the 17th Amendment. William H. Taft’s First Inaugural Address, 1909 President Taft’s first address to the nation after his swearing in. Bull Moose Party Platform, 1912 The political platform of the Progressive (Bull Moose) Party, with Theodore Roosevelt as its candidate for the 1912 election. The Rights of Women, 1913 Speech given by the famed British suffragette Emmeline Pankhurst in Hartford, Connecticut. Woodrow Wilson’s War Message to Congress, 1917 President Wilson presents the case for war against Germany (during WWI) to Congress. The Case Against Joining the War, 1917 Senator Robert M. La Follette argues against President Wilson’s war proposal. The Espionage Act of 1917 Controversial act passed by Congress to assist the war effort by punishing spying and other anti-war, anti-government behaviors. Woodrow Wilson’s 14 Points, 1919 President Wilson’s 14-point peace plan which he took with him to the Paris Peace Conference. The Treaty of Versailles (excerpts), 1919 Excerpts of some of the key articles of the Treaty of Versailles. A Critique of the League of Nations, 1919 Senator William Borah argues against the U.S. joining the League of Nations. Eighteenth Amendment, 1919 and the Volstead Act, 1920 The 18th Amendment, which began Prohibition, and the Volstead Act, which was the enforcement mechanism of Prohibition. Calvin Coolidge’s Fourth of July Address, 1926 President Coolidge marks the 150th Anniversary of the Declaration of Independence. Lindbergh’s Epic Flight, 1927 Excerpts from Charles Lindbergh’s account of his solo flight across the Atlantic. FDR Promises a New Deal for America, 1932 Franklin Roosevelt’s acceptance speech at the Democratic convention. Herbert Hoover’s Campaign Speech, 1932 President Hoover criticizes his opponent’s “New Deal” plans and offers his own vision for America. Franklin Roosevelt’s First Inaugural Address, 1933 FDR addresses the nation after his swearing in. FDR’s Speech on the Banking Crisis, 1933 President Roosevelt’s first “fireside chat” to the nation. Huey Long Criticizes the New Deal, 1935 Presidential hopeful Long criticizes FDR’s New Deal (as not going far enough) and offers his own “Share our Wealth” solution. The Neutrality Act of 1935 Isolationist Congress reacts to the gathering war clouds in Europe by passing this act. Also includes a brief criticism of the act by Senator Tom Connally. The Atlantic Charter, 1941 Statement of Allied war aims (though America was still neutral–sort of–at the time) released by Britain and America after FDR met with Winston Churchill. Charles Lindbergh Speaks at an America First Rally, 1941 Famed aviator and staunch isolationist Lindbergh urges American neutrality in WWII. FDR’s “Day of Infamy” Speech, 1941 President Roosevelt asks Congress for a declaration of war after Japan’s surprise attack on Pearl Harbor. FDR’s Fireside Chat, 1942 FDR updates the nation on the progress of the war. Japanese Internment, 1942 Two documents: FDR’s executive order creating an exclusion zone on the West Coast and a Supreme Court decision upholding this government policy. Bataan Death March, 1942 An eyewitness account of the brutal treatment of Allied prisoners by the Japanese after the fall of the Philippines in 1942. The Doolittle Raid, 1942 An account of the daring raid on Japan by one of the pilots who took part in it. The Battle of Midway, 1942 An eyewitness account of the crucial turning point in the Pacific, as told by a Japanese pilot. A Death at San Pietro, 1943 Famous war dispatch from the journalist Ernie Pyle, on the death of an American soldier in the Italian Campaign. The Tarawa Killing Ground, 1943 An eyewitness account of the brutal struggle to take Tarawa atoll from the Japanese.