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Since sugar was the commodity produced by the Caribbean plantations and it was a ...

Since sugar was the commodity produced by the Caribbean plantations and it was a commodity in great demand in Europe, could we argue that Caribbean slave plantation systems were promoted and protected by the European states partially as a result of mercantilist beliefs (you need to basically connect, sugar, mercantilism, slavery…) To answer this question properly you need to address the following: What is mercantilist economic theory? Explain what mercantilists understood as wealth. What are the implications for this perception of wealth when it comes to things like trade, and the acquisition of goods for trade? Using your lecture material and the provided primary source document (From the Diary on the Abolition of Slave Trade) and the Baker excerpt article explain the economic justifications provided by the pro-slavery lobby for the continuation of the practice. To avoid having you drift off-topic, I have devised a series of questions that will hopefully make sure you are on track. If you have completed the essay you can use these as a check list. 1- What are the basic economic principles/features of Mercantilism? What did it recommend a government do? Use our lecture on mercantilism to answer this question and define mercantilism very clearly. Make sure that you highlight how mercantilist measured wealth. You may also use the textbook (p. 458-459 in 2nd ed.) but make sure you do not turn this into a discussion about the place of the colonies in the mercantilist system (that is a different issue outside of our scope.) 2- Once you have spelled out the basic economic features of mercantilism, consider the following questions: Where the sugar colonies profitable? Did they add to a nation’s wealth? You can use lecture as well as article to answer this and to find evidence and numbers. 3-If sugar is a valuable and sought-after commodity, what happens if a nation does not produce its own, but has to import it? 4-Starting with the Portuguese and Spanish what model of sugar plantations had they established that had proven to be very profitable? In the planters’ minds were there alternatives to slavery to get the labor force that plantations needed? Why did they consider African slaves the ideal work force for these plantations? Make sure that your thesis statement clearly makes an argument for a connection between mercantilism, sugar and the acceptance of slavery as, at the very least, a necessity. As always be sure to cite and quote, and for the love of all that you hold dear, do not try to submit unoriginal work, you will most likely be caught and accordingly sanctioned! Instructions: Your essay should be no longer than 4 pages. Use 12 point script and please double space. Please utilize normal pre-set (1 inch) margins. When citing the material, especially when using direct quotes, please use footnote citations. (In Word go to References and Footnote and then type your source information.) A works cited page is not a substitute for footnotes. If you need guidance or help with this please do not hesitate to come visit with me or the TA’s. Use Chicago Manual of Style (Turabian) for referencing. You can find brief guides readily available online. Please use assigned material and do not use outside sources. Be sure to edit your work for spelling and grammar mistakes as well as organization and clarity. File naming procedure are identical to last assignment: Last name – First Name – Assignment II – WOH 2001 Send me or your TAs any questions you might have and we will do our best to answer them, Below you will find the information you will need to create citation for the readings from module 9 that you are using for this essay. I am also including the appropriate links. The first: "is an article from a London newspaper called 'The Diary' or 'Woodfall's Register' which was published on Thursday 16th April, 1789. In the late 1780s, there was a fiery debate in newspapers and magazines on the question of slavery. The monitored abolitionist activities in newspapers and magazines and employed writers of their own to respond by circulating pro-slavery letters and articles in the same newspapers. This article attempts to persuade its readers of the economic benefits of slavery in the West Indies...Many pro-slavery campaigners played on paranoia about empire and indicated that the prosperity of the British Navy, the merchant navy and the Caribbean itself all depended on slavery. Destroy this slavery, they argued, and the would collapse."West Indies Lobby (Links to an external site.) (Links to an external site.)British Empire (Links to an external site.) (Links to an external site.) Taken from: The Diary or Woodfall's Register Author / Creator: none Publisher: none Date: April 16 1789 Copyright: By permission of the British Library https://www.bl.uk/learning/histcitizen/campaignfor... (Links to an external site.) (Links to an external site.) The Second reading is a one-page screen capture of an excerpt from a much longer article I had originally thought to assign you by William Blaker tilted "William Wilberforce on the Idea of 'Negro' Inferiority." The article while interesting is a little bit dated, especially when it comes to its language/phrasing, so I decided to give you only the most relevant excerpt due to that. "William Wilberforce on the Idea of 'Negro' Inferiority." William Baker Journal of the History of Ideas Vol. 31, No. 3 (Jul. - Sep., 1970), pp. 433-440 (8 pages) *Please cite this source like you would a journal article. All the information you would need to do so is above. If you want to see an example of how to cite a journal article refer to the citation guide, I inserted in Module 4. (Links to an external site.) The full article can be found in facsimile form on the JSTOR article database, which you can access should you wish (not necessary for our assignment) on the FIU library website. Assignments will be Assessed on the following Criteria: 1) Quality of thesis statement which you craft in response to the question: A thesis statement as you should be aware, is a succinct statement that usually comes at the very end of your introduction and posits your argument. Basically, you will be assessed on how well you explain the argument you are presenting in your paper, or in some cases how well you describe the arguments in the reading or readings you have been assigned (depending on directions in prompt) 2) Quality of supporting evidence: You will be assessed on how well you use relevant quotations and appropriate material from assigned readings, text, and lectures to support your argument; and on whether you cite that material properly. In this class we will be using what is known as the Chicago or Turabian style in order to format our citations. 3) Organization of Paper: You will be assessed on how well you organize your narrative in support of your argument. In short, does your narrative progress logically and in a way that supports your thesis/argument and leaves the reader convinced of how right you are! 4) Quality of writing. YES, quality of writing is crucial. Recall this is not a literature composition but an analytical essay. Write clearly and succinctly. Doing otherwise could result in failure! Quality of Intro and Thesis Statement: a-Does the paper include a thesis statement that presents the overall argument of a connection between the mercantilist attitudes in Europe, sugar, and the justification of slavery. b-Is thesis positioned correctly in introduction (at the end) c-Does any part of introduction create ambiguity as to the main argument that the prompt directed us towards Quality of Supporting Evidence a- Student engaged the two assigned readings (the excerpt and the primary source) and the appropriate PPs (Spanish and Portuguese Colonial Expansion, Mercantilism, and some might use the slavery PP, but that last is not that important) b- Student uses the most relevant quotes and details where appropriate (numbers, quotes regarding importance of sugar and slave trade to economy, competition …) and clearly explain the purpose of the quote. Basically, does student demonstrates understanding of what they are quoting c- Student appropriately uses quotation marks and understands the need to integrate quotes in sentence and paragraph. *useful skill: appropriately shifting verb tenses and prepositions inside quotes and inserting changes between brackets [] as appropriate, is a way to properly integrate quotes into your narrative e- Student cites material appropriately using Turabian style in the footnotes Organization of Paper a- Student addresses every part of prompt b- Student uses paragraphs to appropriately organize the narrative and clearly delineates the topic of each paragraph (topic statement) and retains clarity throughout c- Student transitions smoothly between paragraphs (using transitional statements where necessary) and not leave reader wondering ‘why are we discussing this sub-topic here?’ d- Student has a proper conclusion that revisits thesis and expounds on it Quality of Writing a- Word Choice (words used in appropriate context.) b- Grammatical errors (verbs usage, preposition usage, possessive usage…) c-Sentence Clarity! Are words and phrases well-arranged do they create a well-formed sentence d-Sufficient Original Content

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CTQ 10: Discuss one of the pioneering dancers emphasized in the book or in the l ...

CTQ 10: Discuss one of the pioneering dancers emphasized in the book or in the lecture and why their work was unique or important to this art form. Also briefly discuss a contemporary (modern) dancer whom you admire or enjoy and say why. (Include at least one relevant date and one citation to the textbook with a page number to earn full points!) Instructions: Write a good narrative of 500+ words using good sentence structure and details. DO NOT CREATE LISTS OR BULLET POINTS WHICH WILL BE STRONGLY MARKED DOWN. Your narrative should only bring content from your textbook only, and DO NOT JUST REPEAT WHAT THE BOOK SAYS. Do not use the internet and bring in outside sources-- there will be strong penalties for this, even if they provide additional facts. This exercise is about your comprehension of the reading material provided. Show adequate use of the special terms and vocabulary in the book and follow college-level writing etiquette. Using run-on sentences, poor sentence structure, and bad grammar will lower your grade considerably. Use real facts, and avoid guesses or vague generalizations. Be specific. Provide relevant dates. Your ability to present the different dates to support your narrative will enhance your grade. Ensure you answer all parts of the question, so carefully read ALL aspects before you begin to answer.

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The 1940s and 1950s saw a number of high-profile cases like the one described in ...

The 1940s and 1950s saw a number of high-profile cases like the one described in this article that seemed to confirm people's worst fears that foreign powers like the Soviet Union were conspiring to weaken the United States and steak its secrets. How did this case and others you read about in the textbook (OpenStax) heighten people’s fears during the Cold War? How did these fears impact the way Americans lived their lives? As you read the article, A Spy in Brooklyn, pick two to three different paragraphs/sections and create some comments using the questions provided. A Spy in Brooklyn - A hollow nickel, KGB agents a real-life Cold War thriller by Norm Goldstein On June 22, 1953, Jimmy Bozart delivered We Brooklyn Eagle as usual to a sixth-floor apartment on Foster Avenue in East Flatbush. After collecting for the newspaper from the two female schoolteachers living there, Jimmy left with 50 cents, including a 15-cent tip. On his way out he tripped and dropped the coins. One of them, a nickel, fell apart revealing a tiny photograph. An incident that started with a 13-year-old newsboy’s mishap—just three days after the execution of convicted spies Julius and Ethel Rosenberg—would develop into a Cold War espionage case that took four years to crack, was appealed to the U.S. Supreme Court and ended with the international intrigue of a spy swap in Berlin—a saga that nearly 60 years later became an Oscar-nominated feature film. Jimmy Bozart told a friend, whose father was a New York cop, about the strange nickel, and it wasn’t long before a 67th Precinct detective came calling on the newsboy, who handed over the nickel and the photograph. As this was a time fraught with Cold War suspicions, the detective quickly contacted the FBI. The Rosenbergs had been nabbed in New York in 1950 on charges of stealing atomic bomb secrets for the Soviets, and their trial and execution had captivated the nation. Senator Joseph McCarthy was leading Communist-hunting investigations of several entities, including Voice of America, the U.S. Army and Hollywood. The “hollow nickel incident” was taken very seriously. When agents examined the nickel’s micro photo, they saw 10 columns of type-written five-digit numbers, with 21 numbers in most columns. What it all meant eluded them, but they were sure it was a coded espionage message. The FBI determined that the 1948 Jefferson nickel had a tiny hole in the R of the word TRUST, so a fine needle could be used to pry the coin open and squeeze a message into it. Agents talked to the schoolteachers who had given the newsboy the coins, but they knew nothing more. Visits to novelty stores eliminated some possibilities. One salesman told them: “It's not suitable for a magic trick. The hollowed-out area is too small to hide anything—aside from a tiny piece of paper. But their efforts to decipher the message on the micro photo came up empty and they could not identify the typewriter used, deciding it must be foreign made. Months of fruitless investigation turned into years until May 1957, when a Soviet spy, Reino Hayhanen, called the U.S. Embassy in Paris. “I’m an officer in the Soviet intelligence service,” he said. “For the past five years, I have been operating in the United States. Now I need your help.” It turned out that Hayhanen, considered an underachieving or failed spy by his superiors, had been ordered back to Moscow. Fearing banishment to Siberia, or worse, he defected. The information he spilled in Paris was checked and corroborated, and Hayhanen returned to the United States to be interviewed by FBI agents. He told them that his contact in the United States, his espionage superior, was codenamed “Mikhail.” They met only when necessary, often at the Prospect Park subway station in Brooklyn, and used hiding places known as “dead drops” to exchange messages and intelligence data. In one of these dead drops, a hole in a set of cement steps in Prospect Park, FBI agents found a hollowed-out bolt containing a typewritten message. Hayhanen told them that the spies used trick containers such as this one often. Among similar items he had been supplied with were hollow pens, pencils, screws, batteries—and coins. Hayhanen also talked about codes and cryptosystems he had used. With that data, the FBI was finally able to decipher the message in the nickel that had started the whole investigation—and had been either lost or spent by Hayhanen in 1953. The nickel’s message to Hayhanen gave instructions on retrieving $3,000 as well as on sending and receiving messages. The FBI agents now turned their attention to the identity of Mikhail. Hayhanen told them his superior had left the country and been replaced by “Mark,” who was believed to have come into the United States illegally through Canada in 1948. Hayhanen said he met Mark face to face for the first time in the summer of 1953, at the RKO Keith’s movie house in the Flushing section of Queens. Hayhanen described him as about 50 years old, 5-feet-10 or so, with thin gray hair. Mark was an accomplished photographer and on one occasion took Hayhanen to a storage room where he kept photo supplies in a on Clark and Fulton streets in the Brooklyn Heights neighborhood. It was the Ovington Brothers Carpet Company building at 252 Fulton St. (mow Cadman Plaza West). It had housed artists’ studios since the 1930s, and in the 50s and ’6os renters included the cartoonist Jules Feiffer and caricaturist David Levine. Among the tenants in 1957 was a man who had an artist studio on the fifth floor since 1954—and who had formerly rented a storage room there. His name was listed as Emil Goldfus, but he was actually the Soviet spy Colonel Rudolph Abel, a high-ranking KGB agent. The FBI set up a surveillance operation, watching for Goldfus from a room in the French Renaissance-style Hotel Touraine on Clinton St. near the photo studio. One day, agents spotted a man fitting the description of Mark on a bench in the park directly opposite 252 Fulton St. The agents thought he appeared nervous, as though he were looking for someone. But he soon left. The agents decided not to follow him, but to wait. If that was him, they surmised, he'd be back. Meanwhile, they checked daily on the dead drops that Hayhanen told them about, mostly in Prospect Park. The building surveillance finally paid off on the night of June 13, 1957, when they saw lights go on in the studio and a man moving about the room. The man left the building near midnight and walked a few blocks down Fulton Street to a subway station. He took a train to East 28th St.in Manhattan and walked to the nearby Hotel Latham, where he was registered under the name Martin Collins. A photograph of Goldfus, taken with a hidden camera, was shown to Hayhanen, who said: “You've found him. That’s Mark.” At 7 o'clock on the morning of June 21, they knocked on the door to Room 839 in the Latham. The resident opened the door and was confronted by FBI agents who addressed him as “colonel” and stated that they had “information concerning [his] involvement in espionage.” He said nothing in response. Then, the FBI agents called in Immigration and Naturalization Service officers who arrested him for illegal entry into the United States and failure to register as an alien. Following the arrest, the FBI found numerous false papers, including two American birth certificates. One was in the name of Emil R. Goldfus, born in 1902 in New York; the other for Martin Collins, born in 1907, also in New York. They determined that Emil Goldfus had died in infancy; the Collins certificate was a forgery. They learned that their man had also used many other names since he entered the United States. At first, he refused to cooperate, but eventually he claimed to be a Soviet citizen, Rudolf Ivanovich Abel, born July 2, 1902, in the Soviet Union. It was later learned that his real name was Vilyam Genrikovitch Fisher, born July 11, 1903, in Newcastle upon Tyne, England. His parents, Heinrich and Lyubov, were Bolshevik supporters from Germany, and the family moved to Russia in 1921. But Rudolph Abel was the name by which he became known to all of America. In a search of his hotel room, the FBI found $4,000, a hollow ebony block containing a 250-page Russian codebook, a hollow pencil holding encrypted messages on microfilm and a key to a safe-deposit box containing another $15,000. In his Brooklyn photo studio, they found espionage equipment, including shortwave radios, cipher pads, cameras and film for producing microdots, as well as more trick containers, including a hollow shaving brush containing microfilm. The FBI believed they had captured the highest-ranking KGB agent operating in the United States—one who had been undiscovered for nine years. It was front-page news. Truman Capote, living in Brooklyn Heights at the time, recalled later: “Life can be pretty exciting around here. Remember Colonel Rudolf Abel, the Russian secret agent, the biggest spy ever caught in America, head of the whole damned apparatus? Know where they nabbed him? Right here! Smack on Fulton Street! Trapped him in a building between David Semple’s fine-foods store and Frank Gambuzza’s television repair shop.” After uncovering the evidence of espionage, the United States no longer considered Abel an illegal alien. He was indicted as a spy and flown from the Federal Alien Detention Facility in McAllen, Texas, to New York to stand trial in federal court in Brooklyn in October 1957. There, Abel, then 55, was tried for espionage. Abel was defended by James Donovan, a Bronx-born attorney who had been associate general counsel at the Office of Scientific Research and Development in 1942 and general counsel at the Office of Strategic Services from 1943 to 1945, when he became assistant to Justice Robert H. Jackson at the Nuremberg trials in Germany. He was a partner in the New York-based law office Watters and Donovan when he accepted the job of defending Abel, after many other lawyers had refused. On Oct. 25 Abel was convicted on three counts of espionage: conspiracy to transmit defense information to the Soviet Union; conspiracy to obtain defense information; conspiracy to act in the United States as an agent of a foreign government without notifying the secretary of state. Donovan argued against a possible death sentence and won. Abel was sentenced instead to 30 years in prison at the federal penitentiary in Atlanta, Ga. Donovan appealed the conviction to the Supreme Court on the grounds that Abel’s rights had been violated, particularly the Fourth Amendment protection against unreasonable searches and seizures. But the conviction was narrowly upheld in a 5-4 decision on March 28, 1960, and Abel went back to prison. On May 1, in one of the Cold War's most dramatic incidents, American U-2 spy plane pilot Francis Gary Powers was captured after he was shot down by a surface-to-air missile over the Soviet Union. On Feb. 10, 1962, after Donovan had negotiated with Soviet mediators, KGB Colonel Vilyam Genrikhovich Fisher (aka Rudolf Ivanovich Abel), still imprisoned, was swapped for Powers. The exchange took place at the Glienicke Bridge between West Berlin and Potsdam, East Germany. At virtually the same time, Frederic Pryor, an American student who had been arrested and held without charge in East Berlin, was also released through Donovan's efforts. Rudolf Abel went back to the Soviet Union and his wife and daughter. He kept a low profile, though he was occasionally called on to give patriotic speeches, before he died of lung cancer in 1971. In 1990 the Soviet Union issued a commemorative postage stamp to honor Abel. Just a year later, in December 1991, the country he had spied for, the nemesis of the United States for half a century, was no more.

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Step 1. Watch the 1983 television film The Day After (link to YouTube video prov ...

Step 1. Watch the 1983 television film The Day After (link to YouTube video provided at the beginning of this module) as well as the assignment overview video presentation on the previous page. Step 2. Write a formal paper that responds to The Day After (1983). See the information provided below outlining the specific components to include in your analysis. Format, Content, & Structure of Paper Format: Word document, 12-pt Times New Roman, double-spaced; include your name and paper title Minimum word count: 1000 words ??Reminder: the word count for Paper 2 has changed from 900 words (as stated in the video from the previous page) to 1000 words Your paper should be structured as follows: Summary of plot: 300 words (maximum). Begin by summarizing the film's plot for a MAXIMUM of 300 words. This summary should not be a recap of the plot. Instead, it should identify the following: location of the setting (and why you think this setting was chosen); principal characters (and why you think these characters were chosen); the movie's representation of the failure of brinkmanship; and the placement of the nuclear attack within the film's storyline. Analysis of how the film develops traditional apocalyptic beliefs, symbols, and expectations: 400 words (minimum). How does the film represent the possible End of the World? Cite scenes or events depicted in the film and connect them to the material you have studied in this course. Be specific. Analysis of how the movie transforms these traditional apocalyptic beliefs, symbols, and expectations to make them relevant for contemporary viewers: 300 words (minimum). How does the film take the traditions that you have studied in this course and transform them? Be specific. Conclusion: 100 words (maximum). Conclude your paper with a brief summary of your analysis. Note: Do not summarize the film but your ANALYSIS of the film. Even though the film is more than 40 years old, how does it continue to reflect contemporary apocalyptic expectations? Submission carefully adheres to assignment instructions, clearly and logically developing the paper’s three parts and conclusion. The analysis is supported by several well-chosen examples from the film and module videos. The writing is persuasive, thoughtful, direct, and concise and is completely free of grammatical, punctuation, and spelling errors.

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https://pubs.acs.org/doi/epdf/10.1021/acs.biochem.... Your seminar should be 15 ...

https://pubs.acs.org/doi/epdf/10.1021/acs.biochem.... Your seminar should be 15-20 minutes in length with 5-10 minutes for a question and answer period. Your paper and presentation should be understandable by your classmates (your target audience). In addition, it should give background information for the article you are reporting on (or your research) showing that you understand the motivation for such research, the work done that led up to this work, how the experiments work and the future direction of such research. (please be creative with the style of the presentation)

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Calendar AMIND141-07:U.S. History from an American Indian Perspective Since 1870 ...

Calendar AMIND141-07:U.S. History from an American Indian Perspective Since 1870 Details Reading Response 3: Questions and Instructions Our third reading response will address questions related to the Indian Boarding School experience and to Kumeyaay Indians of San Diego County as they struggled to continue a traditional lifestyle while navigating continued non-Native occupation of the territory. Please watch the assigned videos and reading material and respond to the following questions: W8 Videos: Unspoken and Digs for Truth Documentaries Unspoken: What was the Indian boarding school program as explained in the video documentary? In what ways did Native communities respond to the boarding school program? Did they have a positive or negative experience, or both? Please explain. Digs for Truth: How else is the Indian boarding school system described in the video? Was it really school, or was it something else? Please explain. What were some ways mentioned in the video that Indian children died at boarding schools, and what would the schools do with their bodies? W9 Readings: Autobiography of Delfina Cuero, Part 1 How did Native people contend with San Diego’s growing population? How did they make a living? Where did they go and what did they gather? Please provide specific examples from the reading to support your statements. W9 Readings: Autobiography of Delfina Cuero, Part 2 Throughout her autobiography, Delfina addresses various topics, themes, and cultural protocols related to traditional Kumeyaay culture. Please identify and discuss 2 Kumeyaay cultural protocols identified by Delfina in her autobiography. Which did you find most interesting about these protocols and why? Please support with specific examples from the reading. Please use examples from the readings/videos to support your responses throughout your essays. Format: 1000 words minimum to 1250+ words (for the entire response, not per question) Briefly summarize the reading and what it discusses (few sentences), then go into responding to the questions about the readings. Note: Longer responses typically produce a stronger response so aim for 1250+ words if you are seeking full credit Insert a heading: Please include a heading with your name and course information Use paragraphs: Please use paragraphs to separate responses/different themes and topics. Do not create "word walls." Citations: Please provide between 2-4 citations/references to the assigned readings per question. You are only citing from the assigned readings - no outside research is necessary NO LONG QUOTES. Instead, paraphrase and explain in your own words where possible. Short, one-sentence quotes are ok where necessary. In-text citations are ok: Since we are all using the same sources, in-text citations are ok: Example: According to Dunbar-Ortiz, Native communities have existed in North America for thousands of years (Dunbar-Ortiz, page number). For Video citations, please use the following format: (Unspoken Documentary, minute 5). For Lecture citations, please use the following format: (Professor Muñoz, Indian Boarding Schools Lecture).

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essay on slavery, will attach instructions and details to complete the assignmen ...

essay on slavery, will attach instructions and details to complete the assignment.

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Weekly Review for Set #12 will be different from all others that followed. For ...

Weekly Review for Set #12 will be different from all others that followed. For Weekly Review # 10, you will: 1. Explain how the document "Martin Luther King Jr. Explains Non-violent Resistance" supports my lectures on the Civil Rights Movement. (1 page) To complete assignment, I recommend that you first watch my lectures and lastly read the primary source. Each weekly review should be about 1 page typed, single spaced. Each review is worth 5% of your overall grade. Collectively, the weekly reviews make up 50% of your overall grade. Do a good job! You will submit the review via Canvas. Typed Assignment/Paper Format Requirements: All typed assignments are to be done in Times New Roman 12 point font. Set margins at 1 inch. For spacing, consult the specific assignment instructions. For papers requiring citation: If you borrowed an idea or are quoting an author in your paper, use the following citation method: If you are citing our textbook A Different Mirror put the author’s last name and the page number as a footnote--- ie… [1]Takaki, 232. If you are citing a primary source document that was assigned for the course, put the author’s (of the primary source) last name, abbreviated title of the document in italics and page number (if applicable) as a footnote. --- ie… [2]Bacon, Declaration, If you are citing a source (primary or secondary) that was not assigned in the course, footnote using the Turabian Chicago-Style Format. For Turabian formatting guide see https://www.chicagomanualofstyle.org/turabian/citation-guide.htmlLinks to

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Hi Rita91, considering that you've helped me do most of my reading reviews for H ...

Hi Rita91, considering that you've helped me do most of my reading reviews for History 10 this semester I was thinking we could work closely together to do this final essay for the same class. The reading reviews of chapters from A Different Mirror: A History of Multicultural America a book by Ronald Takaki, will help us answer this prompt together. I'll send all of the old assignments to help and considering that I did the reading I narrowed down exactly which chapters to talk about in the prompt. so wait for those directions in the next few hours. below I've attached the professor's insider-outsider perspective. Confirm below that you understand my specific directions after recalling working with me before. Essay: Be sure to address the questions in the prompt directly in your introduction paragraph. Your essay should set forth a clear argument (thesis) and draw upon evidence from both lectures and the readings. A good essay will reference primary sources to support your argument. Length = 5 pages double spaced When we began our course, I argued that the American ethnic/racial past is best understood within a framework of the “insider/outsider dilemma.” What exactly did I mean and how did HIST 10 ultimately bear this out? In your essay, fully explore one major ethnic/racial development from each of the following periods (1607 – 1789, 1790 – 1900, 1900 – 1980) to demonstrate the usefulness of the insider/outsider dilemma in understanding America’s ethnic/racial past. Your response should touch on the experiences of at least three ethnic/racial groups.

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The purpose of this essay is to provide students with an opportunity to discuss ...

The purpose of this essay is to provide students with an opportunity to discuss a key concept or topic in American politics and to show a basic understanding of academic research and reporting skills. offer evidence for their arguments The assignment should be a minimum of 750 words must include a work cited page (Note: there must be a parenthetical citation at the end of each sentence that contains information from a source) You should use Times New Roman, 12-point font, double-spacing, and one-inch margins on all four sides of the paper. The assignment is to be formatted according to the Modern Language Association (MLA) style which includes a works cited page but does NOT include a title page. All writing assignments will be analyzed using SafeAssign. DO NOT cut and paste information from an online source or copy information directly from the chapter without using quotations and citing the information. DO NOT use generative artificial intelligence programs (such as ChatGPT) to prepare your assignment. No plagiarism Writing prompt: 1) The Bill of Rights outlines fundamental freedoms for American citizens. Choose a specific amendment and discuss how it has been interpreted and applied by the Supreme Court over time. Has this interpretation changed over time, and if so, why?

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