Fluent Essays

Hi dear, Can you help to finish this assignment with good quality and be on time please? Please follow the instructor carefully. Remember, all instructions need to be followed. keep in mind in order to give a balanced assessment of the source, mention all points of view with their quotes.  Answer all the questions in your  using quotes as evidence to support your contentions 1. Read in the America Firsthand textbook, Kate Richards O'Hare et al., "The Trial of Kate Richards O'Hare" 2. Then complete the primary source assignment review sheet and submit your assignment as a Microsoft Word document. Only Questions 1 through 5 are applicable. Question 6 is N/A, (Not Applicable) 3. Remember to address all points of view from Kate Richards O'Hare's trial utilizing quotes to provide specific examples and as evidence to support your contentions. Remember to cite all direct quotes and paraphrasing using footnotes. Use the In-Text Footnotes template located in the Instructions and Templates for Assignments/ Informational Resources/ College Student Services Module. Also, refer to the video tutorial "Footnotes Are Easy" located in the Introductory Videos Module if you are uncertain how to create and insert a footnote in Microsoft Word. 4. In addition to your own analysis supported with quotes as specific examples and evidence, address the violation of O'Hare's First Amendment freedom of speech rights.   5. Refer to these sources if you are unfamiliar or unsure how to write an argumentative and compare/ contrast . Read them in the order listed below.    Argumentative : Purdue Online Writing Lab – Argumentative  (Links to an external site.) https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html  Compare and Contrast in : The - University of North Carolina at Chapel Hill – Comparing and Contrasting in  https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/ Delilah Ramirez Professor Sweeney History-112-1647 09 February 2020 Debating War in the Philippines In “Debating war in the Philippines” I have come to conclude that the author is writing about personal letters. The author gives us letters written from different soldiers. These letters individually talk about their experience and or what is going on at the moment. I will be giving background of the war and then go into detail of what the author informed us on. The war between the Philippines and America was over a class between forces of imperialism and nationalism. The Filipinos felt happiness when the Americans defeated the Spanish. In June 12 declaration of independence for the Philippines. The Americans had no plans to grant the Philippines their independence. While the Filipinos protested more and more for their independence the conflict was known as the Filipino-American war. “They are fighting for a good cause, and the Americans should be the last of all nations to transgress upon such rights”.1 “It is an utterly causeless and defenseless war, and it should be abandoned by this government w/o delay”2. The longer the war, the greater crime the war becomes. “I am not afraid, and am always ready to do my duty, but I would like someone to tell me what we are ( 1 Letters From The Battlefront and the Home Front, “Debating War in the Philippines”, in American Firsthand: Readings from Reconstruction to the Present, Vol. 2, 10 th Edition by Anthony Marcus et. al (Boston: Bedford/St. Martin’s, 2009), Page 111 2 Letters From The Battlefront and the Home Front, “Debating War in the Philippines”, in American Firsthand: Readings from Reconstruction to the Present, Vol. 2, 10 th Edition by Anthony Marcus et. al (Boston: Bedford/St. Martin’s, 2009), Page 112 ) fighting for”3. When in war the soldiers were confused on to why they were fighting. The soldiers although of confusion, they were still proud fighting for their country. The letters they provided shows how the Philippine-American War carried on with every evidence and proof to show their loyalty to the United States. They could sacrifice their lives, just to protect the country and they get no explanation. “Of course, we have to fight now to protect the honor of our country…none but the bloodthirsty will claim to be a hero…”4. The United Stated went into war with Spain to accomplish showing off their power. The army destroyed every town and killed every Native that came to sight. They killed around one thousand men, women, and children. All these deaths could not be published their for the author showed the letters because they wanted peace and to stop the fighting and the killing. My argument is that why couldn’t we avoid having a war by communicating. War is violence and causes death and destroys the homes of the people. Violence will not solve nothing it will only make things worse. If we would communicate the peace in society would increase by so much. Although a War would cause changes it would only make those revenge. There is always a correct solution to problems. People should not be feeling hate and try to find peace within the world. ( 3 Letters From The Battlefront and the Home Front, “Debating War in the Philippines”, in American Firsthand: Readings from Reconstruction to the Present, Vol. 2, 10 th Edition by Anthony Marcus et. al (Boston: Bedford/St. Martin’s, 2009), Page 111 4 Letters From The Battlefront and the Home Front, “Debating War in the Philippines”, in American Firsthand: Readings from Reconstruction to the Present, Vol. 2, 10 th Edition by Anthony Marcus et. al (Boston: Bedford/St. Martin’s, 2009), Page 112 ) 1 Citations format for sources used this semester: Alan Brinkley Textbook: Alan Brinkley, American History: Connecting with the Past: Volume Two, 15th Edition (New York: McGraw Hill, 2015), insert page number(s). America Firsthand Textbook: Document in a Compilation Book: Author First and Last Name, “Title of Document,” in America Firsthand: Readings from Settlement to Reconstruction, Vol. 2, 10th Edition by Anthony Marcus et. al (Boston: Bedford/St. Martin’s, 2015), insert page number(s). Example: America Firsthand Textbook. Ida B. Wells, “African American Protest,” in America Firsthand: Readings from Settlement to Reconstruction, Vol. 2, 10th Edition by Anthony Marcus et. al (Boston: Bedford/St. Martin’s, 2015), 28. Online Source with title only: For access date, use the date you viewed the website. Follow this pattern for the National Archives online article. Name of website, “Title of Article,” URL address (accessed insert date you viewed the website). Example: Online Source with title only: For access date, use the date you viewed the website. Follow this pattern for the National Archives online article. Washingtonpost.com, “The Watergate Story,” http://www.washingtonpost.com/wp-srv/politics/special/watergate/timeline.html (accessed November 5, 2015). Online Source with author and title: For access date, use the date you viewed the website. Author First and Last Name, “Title of Article,” Name of Website, URL address (accessed insert date you viewed the website). Example: Online Source with author and title: For access date, use the date you viewed the website. Carl Bernstein and Bob Woodward, “Woodward and Bernstein: 40 years after Watergate, Nixon was far worse than we thought,” Washingtonpost.com, https://www.washingtonpost.com/opinions/woodward-and-bernstein-40-years-after-watergate-nixon-was-far-worse-than-we-thought/2012/06/08/gJQAlsi0NV_story.html (accessed November 5, 2015). Film: Pakula, Alan J., William Goldman, Walter Coblenz, Robert Redford, Dustin Hoffman, Jack Warden, Martin Balsam, et al. 2006. All the President's Men. Burbank, CA: Distributed by Warner Home Video. 1 Written Assignment Checklist Primary Source Review Sheet, Discussion Board, and Journal Entry Assignments: 1. For primary source review assignments, please use the primary source review sheet template and follow all instructions in addition to this checklist. 2. For Discussion Boards and Journal Entries, follow all instructions listed in Canvas in addition to this checklist. It is the student’s responsibility to ensure all submitted assignments follow all instructions and meets all criteria in the checklist below. Assignments that do not follow instructions will receive a zero. Basic Format Guidelines A. Your name, class section, and date as a header, with Times New Roman or Arial 12-point font, 1-inch margins, double space, and inserted page numbers. I, the student, have completed this task. Check here if completed. □ Basic Paper Structure B. Introduction: One paragraph in length. Introduces brief overview, tells reader in summary what topics will be discussed, and includes a thesis statement. Thesis statement is telling the reader your perspective and contention on the topic. I, the student, have completed this task. Check here if completed. □ C. Main body of paper, (meaning all paragraphs in between the introduction and conclusion paragraphs, provides chronological description of events with relevant quotes to provide proof of your descriptions and ideas. I, the student, have completed this task. Check here if completed. □ D. When starting to discuss a new topic or idea start a new paragraph. I, the student, have completed this task. Check here if completed. □ E. Each paragraph needs to stay focused and on topic. Do not jump around on topics or ideas within the same paragraph because it creates a disjointed reading experience. I, the student, have completed this task. Check here if completed. □ F. Transitional sentences between each paragraph create flow. Jumping from one topic/ idea to the next without transitional sentences at the end of a paragraph leading into the next paragraph creates a disjointed reading experience. I, the student, have completed this task. Check here if completed. □ G. Conclusion: One paragraph in length. Summarizes paper as a whole and last sentence ends with final analysis of your thesis statement. I, the student, have completed this task. Check here if completed. □ Continued on next page. Professor Laura J. Sweeney Curricula Materials 2 Grammar, Spelling, Correcting Typos, Proper Academic Format, and Citation H. Used past tense in paper since historical events were in the past. I, the student, have completed this task. Check here if completed. □ I. Indented the beginning of all paragraphs with five spaces. I, the student, have completed this task. Check here if completed. □ J. Used either underline, italics or quotation marks for proper titles of documents, films, books, etc. I, the student, have completed this task. Check here if completed. □ K. Capitalized all proper names, places, events, titles, and the first letter of the first word that begins a sentence. I, the student, have completed this task. Check here if completed. □ L. Used a lead-in to quote rather than beginning sentence with a quote. Correct Example: Professor Sweeney said, “Follow the paper checklist.” Incorrect Example: Professor Sweeney said to follow all guidelines for the paper. “Follow the paper checklist.” I, the student, have completed this task. Check here if completed. □ M. Spelled out numbers except for dates, Examples: twenty-five thousand dollar slush fund (not 25,000 dollar) December 29, 2014 I, the student, have completed this task. Check here if completed. □ N. Placed all periods or commas next to quotations inside the quotation marks, not on the outside and placed a comma before quote. Correct example: Professor Sweeney said, “follow the checklist.” Incorrect example: Professor Sweeney said “follow the checklist”. I, the student, have completed this task. Check here if completed. □ O. Corrected all misspellings, typos, and improper grammar. I, the student, have completed this task. Check here if completed. □ P. Ensured there was not excessive use of pronouns, e.g. he, him, himself, she, her, herself, they, their, them, us, we, it, you etc. I, the student, have completed this task. Check here if completed. □ Q. Ensured there was not any use of contractions, e.g. don’t should be written out do not, isn’t should be written out is not etc. I, the student, have completed this task. Check here if completed. □ Continued on next page. Professor Laura J. Sweeney Curricula Materials 3 R. Ensured all abbreviations have periods in between each letter, e.g. US should be U.S. or Washington DC should be Washington D.C. I, the student, have completed this task. Check here if completed. □ S. Ensured there was not any use of the first person, e.g. “I,” “Me,” “My,” “Myself,” etc. I, the student, have completed this task. Check here if completed. □ T. Ensured that commas or semicolons were used to separate thoughts in sentences, not colons or dashes. I, the student, have completed this task. Check here if completed. □ U. Ensured there was not any use of colloquial or slang language. I, the student, have completed this task. Check here if completed. □ V. Ensured that after introducing a person with their full name when they first appear in the paper, thereafter person is referred to by their last name, not first name. I, the student, have completed this task. Check here if completed. □ W. Ensured there were not any run-on sentences. I, the student, have completed this task. Check here if completed. □ X. Placed all citations at the end of sentences, not in mid- sentence. I, the student, have completed this task. Check here if completed. □ Y. Provided proper academic citation for all sources. When citing anything from lecture, the textbook, primary source documents, websites, etc. or when paraphrasing information from another source use in-text footnotes. ANY INFORMATION OBTAINED FROM ANOTHER SOURCE MUST BE CITED PROPERLY OR THE PAPER WILL RECEIVE A ZERO AND I WILL REPORT THE ACT OF PLAGIARISM TO THE DEPARMTENT THAT HANDLES ACADEMIC DISHONESTY. I, the student, have completed this task. Check here if completed. □ Z. Ensured all instructions for written assignments and questions were addressed in submitted work and use of specified course materials listed in the syllabus and instructions were utilized in analysis. I, the student, have completed this task. Check here if completed. □ Professor Laura J. Sweeney Curricula Materials 4 Introduction: Using Sources to Study the Past sources provide background about a particular subject, include important refer­ ences to primary sources through footnotes and bibliographies, and raise ques­ tions, topics, and debates that form the foundation for additional research. To carry the courtroom analogy a step further, it is the lawyer's job, like the historian's, to take the evidence (primary sources) and build a case (secondary source). It is impossible to build a case, however, unless you have some idea of what the other lawyers are saying, what their evidence is, and how they plan to structure their case. T his is why courts have a "discovery" process that requires lawyers to share their evidence with opposing counsel before trial. And it is why history teachers assign students to read secondary sources before giving them the difficult task of going through birth records or ship manifests looking for fresh evidence, trying to rearrange the old evidence, or combining the two to create a new understand­ ing of what happened. The exciting part of history is coming up with your own questions about the past and finding answers that create knowledge and spark new ways of understanding the past, the present, and even the future. ':, ��r;t'\;:, )' APPROACHING SOURCES CRITICALLY In any courtroom trial. opposing lawyers try many ways to poke holes in each other's argument bu a the end of the day, the jury must decide what evidence is most relevant, who e estimony is most reliable and which argument is most convincing. The same tandard applies to historical sources. In investigating whether slavery was eco omi ally inefficient, do we trust the tax office's records or the plantation owner's financial records, his complaints to his congressman about how much tax he was paying, or his boastful letters to his sister about cheating on his taxes. Is there a good reason why some or all of these sources may be lying stretching the truth, or simply misleading? Who is a more reliable witness to slavery, the slave or the slaveholder; the Northern abolitionist or the Southern politician; the poor white farmer who hates the slaveholders or the English gentleman visiting his Georgia cousins? Every person has a unique point of view set of beliefs, and reason for giving testimony; and we must critically analyze and evaluate everything-and assume nothing. These factors constitute the bias of the source. Because all sources are i­ ased, it is important to develop a set of questions for interrogating documemary sources. Some useful questions to ask are: What is the historical context for the document? When was i and how does it relate to important events of the perio . . · headnotes for the sources included in this book provide • 01" ground information.) • Who is the author? What can you tell about that p social status, and so on? What can you infer about the purpose of the doa•- - intended audience? its Professor Laura J. Sweeney's Curricula Materials lsweeney Sticky Note All of these points are important when analyzing primary sources. Introduction: Using Sources to Study the Past What do the document's style and tone tell you about the author's purpose? What main points does the author seek to communicate or express? What does the document suggest about the author's point of view and biases? Consider whether the author misunderstood what he or she was relating or had reason to falsify the account. • What can you infer about how typical for the period the views expressed in the document are? 5 Additional thought must be given to visual sources. When working with visual material, ask the following questions along with those above: • How is the image framed or drawn? What does the image include? What might the creator of the work have excluded? What do the creator's de­ cisions regarding the content tell you about the event, person, or place you are analyzing? • What medium (drawing, painting, photograph, or other) did the creator employ? What constraints did the medium impose on the creator? For example, photographic technology in the nineteenth century was very rudimentary and involved large, bulky cameras with very slow shutter speeds. This technological context tells us something about why people often posed stiffly and without a smile for early photographs. Likewise, although there are numerous Civil War battlefront photographs, most were posed or created after battles because the camera's shutter speeds did not allow for action photography. • Do you know if the work was expensive or cheap to produce? Where was the work intended to be displayed-in a museum, a courthouse, a private home, a grocery store, or elsewhere? What might these consider­ ations suggest about the event, person, or place you are analyzing? Historians strive not to use the standards of the present to make judgments about the past. When working with both primary and secondary sources, the question of historical context must always be considered. For example, the de­ cision to drop atomic bombs on Hiroshima and Nagasaki is often said to have been made without the same taboos, sociopolitical fears, and ecological concerns that are today tied to nuclear energy and nuclear weapons. It was largely as­ sumed, during the entire process of developing atomic weapons, that they would be used. At the time, there was little serious discussion of not using this new war technology to hasten the end of the conflict with Japan, beyond a few last­ minute letters and petitions from the very atomic scientists who had spent years and vast sums of money working to develop these new tools of war. This was the historical context in which the decision to drop the atomic bomb was made. To bring in more modern concerns, such as nuclear proliferation and environmental impact, when analyzing evidence from the period would be moving beyond this decision's historical context. Professor Laura J. Sweeney's Curricula Materials To-Do Instructions and Templates for Assignments/ Informational Resources/ College Student Services Important Note: The Primary Source Review Sheet and In-Text Footnote Citations templates and Written Assignment Checklist will be used several times throughout the semester and are required to use for assignments. 1. Download the editable Microsoft Word Primary Source Review Sheet template. 2. Download the Written Assignment Checklist. The Brief Writing Tutorial and Writing Review in the Week Two module are based on this checklist. This checklist contains the criteria that is required for all written assignments throughout the semester. 3. Download the editable Microsoft Word In-Text Footnote Citations template. This template provides the properly formatted footnotes that are required for all written assignments. The Footnotes Are Easy video tutorial demonstrates how to insert a footnote using Microsoft Word and using this template. 4. Download and read the Discussion Board Instructions Overview.  5. Review and consult throughout the semester the informational resources, Taking Effective Notes Guide, Approaching Sources Critically, How to Write History Assignments Guide, and Citing Sources Chicago Manual Style Quick Guide.  6. Utilize college student services for academic success if needed throughout the semester.