Please send the paper in .doc format not .docx as I do not have the newest version of MS Word.

The paper must examine a topic whch requires an argument (made by me) with supporting evidence. I would prefer something about 2nd U.S. President John Adams.

The paper is not due for several weeks however I am desperately in need of a proposal for the paper which must be approved. I need this as soon as possible.

The proposal thesis must be 2 paragraphs identifying my argument. Additionally, in the proposal I must list the supporting arguments as well as the intended references.

Please let me know how soon you will be able to get me the thesis, arguments, amd references.

Thanks in advance,

Bill

The two composers I chose were Phillip Glass and John Adams. Could you please follow the guide lines below for the paper, for the above mentioned composers Phillip Glass and John Adams. Please cite 10 pieces of works from each composer in the paper and use a works cite page for the pieces. The paper should about each composers life, a brief background of his life and or career and if he is involved in any specific movement in musical history of the 20th century. This does not have to be long as i want it to be for both composers in 3 pages. Thank you for your help again


Project 2
20th-Century Composer Group Presentations

Paper and Presentation Due: April 29, May 2, 4, or 6 (paper is due on date of presentation)

Paper Length: 3-4 pages

Presentation Length: 15 minutes (includes a minimum of one musical example)

Format: Typed in a 12-point font (Times New Roman), double-spaced, 1-inch margins, with name and course number in the upper left hand corner. No covers or folders, please. Staple pages. Please follow standard MLA style guidelines for grammar, punctuation, etc. Provide a descriptive title.

Part I ? Paper:
Write a 3-4 page paper about one of the following composers (the list is drawn from composers covered in your text book in chapters 1-20 of the section ?Twentieth Century and Beyond?):

April 29
Alban Berg and Anton Webern
B?la Bartok
Dmitri Shostakovich
May 2
George Gershwin
William Grant Still
Alberto Ginastera
May 4
John Cage
Edgard Varese and Krysztof Penderecki
George Crumb
May 6
Philip Glass and John Adams

Your paper needs to provide a brief overview of the composer?s life and works. If your composer(s) is associated with a specific movement (i.e. minimalism, chance music, electronic music, etc.) please provide information about that musical movement and how your composer(s) was involved. Use your textbook and at least two other reliable sources (re: NOT Wikipedia or other shoddy internet source) to find information about your composer. Make sure to clearly site your references using MLA style guidelines.
Listen to at least 2 pieces by your composer. Listen to each piece several times.
Provide a brief list of your composer?s most famous works and make sure to list at least 10 pieces by this composer in your paper. You may organize them by genre, date, etc. Finally, describe and discuss the pieces you listened to and covered in your presentation. What does the music sound like in general? Is this piece representative of your composer?s style?
Provide a Works Cited page listing your textbook, other reference materials, and the sources/location of the recordings from which you listened to the pieces.

Part II ? Presentation
Your 15-minute presentation may take on a variety of formats. You need to provide the class with a basic understanding of the composer (biographical information, etc.) and his/her works. You may use PowerPoint, handouts, visual aides, video, audio, etc. Your presentation must include at least one musical example and can include up to three. The music you play may take up about half of your presentation (no more than half). Be sure to provide the class with information about the piece(s) and guide them through the listening (i.w. point out what they should listen for in the piece in terms of texture, dynamics, timbre, harmony, etc.). Think of your presentation as a mini-lecuture. You and your group are responsible for teaching your composer and their music to the class.

Assessment:
Presentation content: 100 points
Presentation quality (delivery): 50 points
Paper: 100 points

Total = 250 pts.

1. Please number the pages. Excluding cover sheet.

2. The research paper is on " The history of John Adams and his role with the Declaration of Independance."

3. Please type the paper, double-spaced on 8 by 11 inch word document.

Thank you.

Benjamin Franklin & John Adams
Specific for each writer:

Franklin is a refreshing new view from the Puritans. Not stuffy, and in fact, almost modern and much more contemporary. What is odd is his conflicts and discontinuities in his system of values: not concerned with the condition of the soul and a quest for worldly effectiveness are not Puritan at all. He strives for an almost secular perfection.

John & Abigail Adams express moments of intimacy in their letters, something that might not have been so common with respect to correspondence that would have been, in a way, ?public?. Formal letter writing in the 18th century had a specific presentation and code it followed; one from which these two often times stray. These letters express both political change and personal relationship in different ways.

1. What similarities and essential differences can we see between Franklin?s project of ?moral Perfection? & the Puritan notion of morality?
2. How does Franklin adapt to what he calls the ?Age of Experiments? to political and personal life? Why is what Franklin saying considered to be radically new?
3. Explain how the letters between John and Abigail are ?rare? for the 18th century?
4. How do these letters transcend the formality of the time and what place does feeling have?


How does Franklin?s Autobiography and Adams Letters reveal them to be eighteenth century men? How is each writing to an eighteenth century audience: Franklin speaking about wealth and personal well being and the Adam?s desire for more personal attentiveness in their letters. How are both of these authors contrary to eighteenth century culture?

open to all writers.

Guidelines for Essay: Samuel Adams and The Founding Brothers

General Instructions:

Write an essay in which you demonstrate both thoroughness and depth of understanding of two problems:

1. Consider the major ideas about government and public life that Sam Adams gained from his (A) Puritan heritage and then from his experiences during the revolutionary period; (B) the major causes of the American Revolution; (C) the "Spirit of 76" or the Whig principles; (D) the republican ideology stated in the Declaration of Independence; (E) the changes in the organization of government from the Articles of Confederation to the U.S. Constitution; (F) and the politics of the 1790's. Then use this information to explain the "contradiction" or "argument" Joseph J. Ellis asserts is "built into the fabric of our national identity." Cite an example of this argument in our present politics.


2. Consider Ellis's assertion that the revolutionary leaders were "the greatest generation of political talent in American history." Explain whether you believe Ellis is justified in making this claim and then argue who of these leaders (choose one or two leaders)- Sam Adams, Alexander Hamilton, John Adams, Thomas Jefferson, James Madison, or George Washington - (1) possessed the greatest talent and (2) who made the greatest contribution to the founding of the United States.

Sources and topics for Essay (in reading order)

I. Read the Declaration of Independence to find:
1. The republican ideology (i.e. set of beliefs/ideas that fit together; communism) or what Abraham Lincoln called the "proposition" that is the foundation of the United States.

II. Read the text (SEE FAX) (A Short History of the American Nation, Vol. 1, Garraty and Barnes, 8th Ed.). Chapter 4 (pp. 107-117), Chapter 5 and the Constitution to find:
1. The organization of the nation under the Articles of Confederation and how the adoption of the U.S. Constitution represented a major change in political thinking and government; and
2. General background information on the politics of the 1790's.

III. Read Samuel Adams: Radical Puritan to find:
1. The Puritan origins of Adams' ideas about the role of public virtue and civic duty and the importance of localism. In your opinion, where should power be - localism or centralized government?
2. The major reasons American colonists came to distrust and then rebel against the centralized authority of Parliament.
3. The major ideas Adams expressed about government, politics, economics, and society.
4. How Adams's life exemplified the "spirit of 76" or Whig Principles (see prolog).
5. The multiple crises facing the nation after the American Revolution that initiated the constitutional convention in Philadelphia.

IV. Read The Founding Brothers: The Revolutionary Generation to find:
1. How the Founding Brothers differed in their understanding of the meaning of the American Revolution.
2. How their differences became institutionalized within political parties.
3. What major issues demonstrated these fundamental differences and how the two "camps" viewed these issues?
4. What were the greatest threats to the survival of the young nation during its first decade and how this generation "held" the country together.



Content Specifications:

a. Your paper should clearly show that you read Samuel Adams: Radical Puritan (by William M. Fowler, Jr.) and Founding Brothers: The Revolutionary Generation (by Joseph J. Ellis) and all other sources.

b. Your essay should include a clear thesis for each problem above and the body of the paper should develop each thesis (evidence/answer) in an organized manner.

c. For each problem follow this format: thesis/intro, develop idea, 3-4 main reasons, evidence/facts, conclusion.

c. Limit quotes to illustrative points only and use quote marks.

James Otis led the fight against the writs of assistance and was like "a flame on fire" according to John Adams. Adams recalled Otis's speech against the writs of assistance as "the first scene of the first act of opposition to the arbitrary claims of Great Britain. Then and there, the child Independence was born."

The purpose of this paper is to examine the significance of James Otis's speech.

Please use ".com" sources sparingly; ".gov" and ".edu" sources are preferable.

Also, please use the following two books: (1) The Writs of Assistance Case by M. H. Smith (copyright, 1978) and (2) The Otis Family in Provincial and Revolutionary Massachusetss by John J. Waters, Jr. (copyright, 1968).

Please have Writers

Reading Assignment:
KSSR:
Abigail Adams: Letters: 279, 281 [only these two letters]
John Adams: Letter: 279 [only this letter]
Stanton: Declaration of Sentiments 284
Stanton: from Eighty Years and More 496
Wollstonecraft: from A Vindication of the Rights of Women 286
Woolf: Professions for Women 507
Sommers: from The War Against Boys 515
Crittendon: The Mother of All Problems 526


Writing Assignment 9.1:
Post to the Week 9 forum of the Discussion Board by midnight (11:59 p.m. Central Time) of the Sunday of Week 9. Please write only the following in the subject line: 9.1 and your last name.
Please label as follows: 9.1 and your last name

Part 1 [label as 1 but post in a single thread with Part 2]: The first seven readings above (Adams through Woolf) give historical information on the abuse of human and civil rights for women that occurred systematically until women were given the right to vote in 1920. Since that time women's lives have improved dramatically in this country, and we are approaching equal opportunity, if we have not arrived there already. Thus, many of the criticisms of the male-dominant society made by Adams, Wollstonecraft, and others are now (fortunately) a matter of history and do not apply today. WRITE AN ESSAY OF ABOUT 600 WORDS IN WHICH YOU COMMENT ON WHICH CRITICISMS MADE BY IN THESE HISTORICAL WORKS ARE NO LONGER MATTERS OF CONCERN, AND ON WHICH STILL NEED TO BE ADDRESSED. BE SURE TO SUPPORT YOUR POSITION WITH REFERENCES TO KEY IDEAS IN THESE READINGS AND TO OFFER CRITICAL THINKING OPINION OF THESE IDEAS.

Part 2 [label as 2]: Sommers and Crittenden's essays call into question some of the positions taken by certain factions of feminism. Sommers asserts that feminist propagandists willing to distort the truth have damaged the cause of womens rights. Crittenden argues that mothers' first priority should be raising their children. WRITE AN ESSAY OF ABOUT 400 WORDS IN WHICH YOU OFFER CRITICAL THINKING COMMENTARY ON THE ARGUMENTS PUT FORWARD BY SOMMERS AND CRITTENDEN. BE SURE TO PROVIDE EVIDENCE AND SUPPORT FROM THE ESSAYS, AND BE SURE TO DEFEND YOUR POSITION WITH AS MUCH LOGIC AS POSSIBLE.

I need an 20 page research paper, 12 font, Times New Romans, Standard Academic Form (Kate Turabian , a manual of style). Paper title : Jarena Lee during the 18th and 19th Century Transformation. The paaper must utilize solid historial method (emphasizing primary sources and context). the paper will be gradedfor 1) development 2) content 3) analysis 4) effectivenss of summary and conclusion and 5) academic form. If not written using the turabian style, the grade will be reduced by one (1) letter grade.

I have already completed three pages of this paper and would like to be able to email them to you for changes toward incorporation into this total paper of 20 pages. I amhave abibliography of books that I have either read or reviewed portions of for completion of this paper. The bibliography included the following:

Albanese, Catherine L., Stein, Stephen (ed.), Sisters of the Spirit; Three Black Women?s Autobiographies of the Nineteenth Century. Bloomingdale and Indianapolis, Indiana University Press, 1986.

Brekus, Catherine. Female Preaching in the Early Nineteenth - Century America. The Center for Christian Ethics at Baylor University (2009): pp. 20-29.

Ditmire, Susan."Cape May County." usgennet. http//www.usgennet.org/usa/nj capemay/Jarena

Gates, Henry Louis, Jr. Spiritual Narratives, The Schomburg Library of Nineteenth-Century Black Women Writers. (Lee, Jarena, Religious Experience and Journal of Mrs. Jarena Lee, Giving an Account of her Call to Preach the Gospel). New York and Oxford, et al, Oxford University Press, 1988. pp. 3-97

Lee, Jarena. Religious Experience and Journal of Jarena Lee, Giving an Account of her Call to Preach the Gospel. Philadelphia, Kessinger Legacy, 1849.

McMickle, Marvin A. An Encyclopedia of African American Heritage. Valley forge, Pa., Judson Press, 2002. pp. 70-71.

Raboteau, Albert J., Canaan Land; A Religious History of African Americans. New York, Oxford University Press, 2001.pp.37-39, 128-129. pp. 18-35, 36-55.

Sernett, Milton C., African American Religious History A Documentary Witness, 2nd Edition. Durham and London, Duke University Press, 1999. pp. 13-32, 164-184.

Tyson, John R. Invitation To Christian Spirituality-An Ecumenical Spirituality. New York and Oxford, Oxford University Press. 1999. pp 342-50.

I have also attached the first three pages to be re-written, changed, done away with, etc????
As the state of religion entered the 18th Century, there appears a revival, the growth was overwhelming. More people were attending church than had been realized in centuries before. Churches from all denominations were popping up throughout established colonies and cities within the United States. This religious growth was also occurring in England, Wales and Scotland. This was a time referred to as ?The Great Awakening.? Evangelism was front and center; preaching of the Old and New Testament summoned forth parishioners. Churches were erected-both grand and small/by the rich and poor, however at this time, it did not matter which class system was inside; everyone was finding comfort in church attendance and the hearing of the word.
The largest Protestant groups consisted of Presbyterians, Baptists and Methodists. Those denominations (Anglicans, Quakers, and Congregationalists) established earlier were unable to keep up with this growing Protestant revolution.
It was during the 18th century (1787) that the Constitution of the US was written. Thomas Jefferson and John Adams were both on the committee. They were both in agreement that religion was a freedom and religious beliefs should not be dictated to anyone. Many people that had migrated from England and other countries enjoyed this new found religious freedom. They were no longer told (forced) into participating and following the dictate of any particular religion, e.g., Catholicism.
It is also in the 18th Century that we find the family of the Wesley?s, a mother of fortitude and conviction, who through her efforts assured the success of her children. Two of her sons, John and Charles Wesley became ministers and were prominent in the Methodist Revival. The brothers traveled from city to city preaching 3 to 4 times a day promoting Christian consciousness and Methodism.
It is interesting to note that during the time of this ?Second Great Awakening? (beginning of the19th Century) that Thomas Jefferson (President of the US from 1801-1809) did not share the orthodox belief of most of that present day society. He believed rather in Deism which is the belief that God created the world; however he does not become involved with the activities of the world and those therein. He believed that Jesus was a decent and moral character, however not one that performed miracles and not the son of God. His good friend, John Adams? (President from 1797-1801) was reared in the Congregationalist denomination. As an adult he rejected the belief in the Trinity and became a Unitarian. Two presidents, back to back dared to have beliefs strangely different from the Christian community of that era.
As we moved further into the 19th (1863) century we find President Abraham Lincoln and the writing of the Emancipation Proclamation. The proclamation declared "that all persons held as slaves are, and henceforward shall be free." During this time church attendance once again is on the rise.
Synonymous with the Second Great Awakening brought Camp meetings lead by Francis Asbury (1745-1816), a Circuit Riding Methodist Bishop. During these meetings there was what was referred to ?falling exercises.? Gospel music was full of emotionalism and excessive behavior. Many lay persons were involved and women were even participants in bringing the word. Revivalism was on the move, law books had scriptural responses and Social Reform as it pertained to religion was on the move.
Here we see the likes of Charles Finney (1792-1875), a school teacher turned Lawyer turned Preacher. ?Quotations from Finney?s law books pointed him to the Bible; he soon purchased a copy of the holy book and became involved in a local church. In 1821, Finney experienced a dramatic conversion, with his conversion came a profound sense of a call to preach the gospel.? A staunch believer in revivalism he traveled through many states preaching the word of God. His goal was for men to bear fruit demonstrating their beliefs through working with the poor, living a simplistic life, speaking against slavery of other human beings and surprisingly enough, women?s rights.
Although extremely limited, it was with the Emancipation Proclamation the beginning of where we find ourselves (even today) regarding race relations. Obviously we have come to realize how deeply embedded this hatred was for the African American. Many gains have been made, but in many situations we continue to struggle. Why did Lincoln do this, what motivated him? Why was he not afraid? Was it as the movie portrayed? We know that Lincoln grew up in a very religious household, his parents were staunch Baptists; however he never joined a church himself. He did periodically attend a protestant church with his wife and children and there were snatches of scripture found in his speeches. It appears that he was just a good and faithful man; one with the wits to out think and out maneuver a congress toward passing the 13th amendment which reads ?Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.?
In our studies in this class, History of Christianity during this time period has had no mention of African Americans, not even of slavery. The African and African American presence is totally obliterated. I found this to be unthinkable, unconscionable and unacceptable. It is true that the African American was thought of as less than human. To add to the pain of this, the only women mentioned were those that were married to prominent men. Let it suffice to say that research is in order.
As I begin to focus on the plight of Jarena Lee, an African American who although born during slavery, was born to free parents. Lest we forget it was still the time of the slave, colored, Negro, Black, Afro-American, African, and African-American. In spite of enslavement, we are able to find a rich Christian heritage and legacy. It is in the African History of African Americans (1766) that we find the first talk of religion within the African community. ?The natives believed that there is one creator of all things and that he lives in the sun, is girded around with a belt, that he may never eat or drink; but according to some he smokes a pipe. They believe he governs events, especially our deaths or captivity.?

i Tyson, John R., Invitation to Christian Spirituality-An Ecumenical Theology. Oxford University Press, New York, Oxford. 1999. Chapter 4, Modern Spirituality, page 342

ii Sernett, Milton C., African American Religious History, a Documentary Witness. Second Edition. Duke University Press, Durham and London, 1999. Page 13

I have used this source once before, I was satisfied with writer writergrrl101. Do not hold the paper up if the writer is unavailable. I had difficulty accessing my paper last time and do not recall where I finally found it; I am not clear on what you mean by bulk mail. Please email me at [email protected] to let me know if you have received this email and if your are able to meet the specifications described. Thank you

After reading following material give arguements for limiting free speech
From Howard Zinn, ?Free Speech? PASSIONATE DECLARATIONS p.182-230

Growing up in the United States, we are taught that this is a country blessed with
freedom of speech. We learn that this is so because our Constitution contains a Bill of
Rights, which starts off with the First Amendment and its powerful words:

Congress shall make no law respecting an establishment of religion, or prohibiting the
free exercise thereof, or abridging the freedom of speech, or of the press, or of the
people peaceably to assemble, and to petition the government for a redress of
grievances.

The belief that the First Amendment guarantees our freedom of expression is part of the
ideology of our society. Indeed, the faith in pledges written on paper and the blindness
to political and economic realities seem strongly entrenched in that set of beliefs
propagated by the makers of opinion in this country. ?

As I am about to argue, however, to depend on the simple existence of the First
Amendment is to guarantee our freedom of expression is a serious mistake, one that can
cost us not only our liberties but, under certain circumstances, our lives.

?No Prior Restraint?

The language of the First Amendment looks absolute. ?Congress shall make no law?
abridging the freedom of speech.? Yet in 1798, seven years after the First Amendment
was adopted, Congress did exactly that; it passed laws abridging the freedom of speech ?
the Alien and Sedition Acts.

?The Sedition Act provided that ?if any person shall write, print, utter, or publish? any
false, scandalous and malicious writing or writings against the government of the United
States of either house of the Congress of the U.S. or the President of the U.S., with intent
to defame? or to bring either of them into contempt or disrepute? such persons could be
fined $2,000 or jailed for two years.

The French Revolution had taken place nine years earlier, and the new American nation,
now with its second president, the conservative John Adams, was not as friendly to
revolutionary ideas as it had been in 1776. Revolutionaries once in power seem to lose
their taste for revolutions.

French immigrants to the U.S. were suspected of being sympathizers of their revolution
back home and of spreading revolutionary ideas here. The fear of them? became
hysterical?

In Ireland revolutionaries were carrying on their long struggle against the English, and
they had supporters in the U.S. One might have thought that the Americans, so recently
liberated from English rule themselves, would have been sympathetic to the Irish rebels.
But instead, the Adams administration looked on the Irish as troublemakers, both in
Europe and in the U.S?

Jefferson, a former ambassador to France, was friendly to the French Revolution, while
Adams was hostile to it. President Adams, in the developing war between England and
France, was clearly on the side of the English, and one historian has called the Sedition
Act ?an internal security measure adopted during America?s Half War with France?.

Republican newspapers were delivering harsh criticism of the Adams administration. The
newspaper Aurora in Philadelphia (edited by Benjamin Bache, the grandson of Benjamin
Franklin) accused the president of appointing his relatives to office, of squandering public
money, of wanting to create a new monarchy, and of moving toward war. Even before
the Sedition Act became law, Bache was arrested and charged on the basis of common
law with libeling the president, exciting sedition, and provoking opposition to the laws.

The passage of the Sedition Act was accompanied by denunciations of the government?s
critics. One congressman told his colleagues: ?Philosophers are the pioneers of
revolution. They? prepare the way, by preaching infidelity, and weakening the respect
of the people for ancient institutions?

The atmosphere in the House of Representatives in those days might be said to lack
some dignity. A congressman from Vermont, Matthew Lyon, got into a fight?

Lyon had written an article saying that under Adams ?every consideration of the public
welfare was swallowed up in a continual grasp for power, in an unbounded thirst for
ridiculous pomp, foolish adulation, and selfish avarice.? Tried for violation of the Sedition
Act, Lyon was found guilty and imprisoned for four months.

The number of people jailed under the Sedition Act was not large ? ten ? but it is in the
nature of oppressive laws that it takes jus a handful of prosecutions to create an
atmosphere that makes potential critics of the government fearful of speaking their full
minds.

It would seem to an ordinarily intelligent person, reading the simple straightforward
words of our First Amendment ? ?Congress shall make no law? abridging the freedom of
speech or of the press,? ? that the Sedition Act was a direct violation of the Constitution.
But here we get our first clue to the inadequacy of words on paper in ensuring the rights
of citizens. Those words, however powerful they seem, are interpreted by lawyers and
judges in a world of politics and power, where dissenters and rebels are not wanted.
Exactly that happened early in our history, and the Sedition Act collided with the First
Amendment, and the First Amendment turned out to be poor protection.

The members of the Supreme Court? consistently found the defendants in the sedition
cases guilty. They did it on the basis of English common law. Supreme Court Chief
Justice Oliver Ellsworth, in a 1799 opinion said: ?The common law of this country remains
the same as it was before the Revolution.?

That fact is enough to make us pause. English common law? Hadn?t we fought and won
a revolution against England? Were we still by English common law? The answer is yes?

As Blackstone put it?

This is the ingenious doctrine of ?no prior restraint?. You can say whatever you want,
print whatever you want. The government cannot stop you in advance. But once you
speak or write it, if the government decides to make certain statements ?illegal,? or to
define them as ?mischievous? or even just ?improper? you can be put in prison?

That early interpretation of the First Amendment, limiting its scope to no prior restraint,
has lasted to the present day. It was affirmed in 1971 when the Nixon administration
tried to get the Supreme Court to stop the publication in the New York Times of the
Pentagon Papers, the secret official history of the U.S. war in Vietnam.

The court refused to prevent publication. But one of the justices held up a warning
finger. He said, we are making this decision on the basis of no prior restraint; if the
Times goes ahead and prints the document, there is a chance of prosecution.

So, with the doctrine of no prior restraint, the protection of the First Amendment was
limited from the start. The Founding Fathers, whether liberal or conservative, Federalist
or Republican, - from Washington and Hamilton to Jefferson and Madison ? believed that
seditious libel could not be tolerated, that all we can ask of freedom of speech is that it
does not allow prior restraint.

Well, at least we have that, a hopeful believer in the First Amendment might say. They
can?t sop free expression in advance. It turns out, however, that such optimism is not
justified. Take the case of a book, ?The CIA and the Cult of Intelligence,? written by
Victor Marchetti, a former CIA agent, and John Marks, a journalist. The book exposed a
number of operations by the CIA that did not seem to be in the interests of democracy
and that used methods an American might not be proud of. The CIA went to court
asking that the publication of the book be stopped, or at least, that some 225 passages,
affecting ?national security? (or as Marchetti and Marks said, embarrassing the CIA) be
omitted from the book.

Did the judge then invoke no prior restraint and say, We can?t censor this book in
advance; take action if you like? No, the judge said. I won?t order 225 deletions from
the book; I?ll only order 168 deletions.

Another bit of surgery on any citizen?s innocent assumption that the First Amendment
meant what it said. The book was published in 1972 with the court-ordered deletions.
But the publisher left blank spaces, sometimes entire blank pages, where the deletions
were made. It is, therefore, an interesting book to read, not only for what it tells about
the CIA, but what it tells about the strength of the First Amendment.

Or take the case of another CIA agent, Frank Snepp?

?Free Speech and National Security?

The powerful words of the First Amendment seem to fade with the sounds of war, or near
war. The Sedition Act of 1798 expired, but in 1917 when the U.S. entered WWI,
Congress passed another law in direct contradiction of the amendment?s command
that ?Congress shall make no law? abridging the freedom of speech of of the press. This
was the Espionage act of 1917.

Titles of laws can mislead. While the act did have sections on espionage, it also said that
persons could be sent to prison for up to twenty years if, while the country was at war,
they ?shall willfully cause or attempt to cause insubordination, disloyalty, mutiny, or
refusal of duty in the military ??

This was quickly interpreted by the government as a basis for prosecuting anyone who
criticized, in speech or writing, the entrance of the nation into the European war, or who
criticized the recently enacted conscription law. Two months after th Espionage act was
passed, a Socialist named Charles Schenck was arrested in Philadelphia for distributing
15,000 leaflets denouncing the draft and the war? Schenck was found guilty of violated
the Espionage Act and sentenced to six months in prison. He appealed, citing the First
Amendment? The Supreme Court?s decision was unanimous and written by Oliver
Wendell Holmes, whose reputation was that of an intellectual and a liberal. Holmes said
that the First Amendment did not protect Schenck?

Also prosecuted under the Espionage Act was Socialist leader Eugene Debs, who had run
against Wilson for the presidency in 1912 and 1916. Debs made a speech in Indiana in
which he denounced capitalism, praised socialism, and criticized the war: ?Wars
throughout history have been waged for conquest and plunder? And that is war in a
nutshell. The master class has always declared the wars; the subject class has always
fought the battles.??

He was convicted and sentenced to ten years in prison? When the case came to the
Supreme Court on appeal, again Oliver Wendell Holmes spoke for a unanimous court,
affirming that the First Amendment did not apply to Eugene Debs and his speech?

Altogether, about 2,000 people were prosecuted and about 900 sent to prison under the
Espionage Act, not for espionage, but for speaking and writing against the war. Such
was the value of the First Amendment in time of war?.

A filmmaker was arrested for making the movie ?The Spirit of ?76? about the American
Revolution, in which he depicted British atrocities against the colonists. He was found
guilty for violating the Espionage Act because, the judge said, the film tended ?to
question to good faith of our ally, Great Britain.? He was sentenced to ten years in
prison?

The Espionage Act remains on the books, to apply in wartime and in ?national
emergencies?. In 1963 the Kennedy administration proposed extending its provisions to
statements made by Americans overseas?

Free speech is fine, but not in a time of crisis ? so argue heads of state, whether the
state is a dictatorship or is called a democracy. Has that not proved again and again to
be an excuse for stifling opposition to government policy, clearing the way for brutal and
unnecessary wars? Indeed, is not a time of war exactly when free speech is most
needed, when the public is most in danger of being propagandized into sending their sons
into slaughter? How ironic that freedom of speech should be allowed for small matters,
but not for matters of life and death, war and peace.

On the eve of WWII Congress passed still another law limiting freedom of expression.
This was the Smith Act of 1940, which extended the provisions of the Espionage Act to
peacetime and made it a crime to distribute written matter or o speak in such a way so
as to cause insubordination... It also made it a crime to teach or advocate the overthrow
of the government by force?

Thus in the summer of 1941, before the U.S. was at war, the headquarters of the
Socialist Workers party was raided? Their crime, it appeared was that they were all
members of the Socialist Workers party?

The First Amendment, said the Supreme Court, did not apply in this case?

The First Amendment was being subjected to what constitutional experts call ?a balancing
test,? where the right of free expression was continually weighed against the
government?s claims about national security. Most of the time, the government?s claim
prevailed. And why should we be surprised. Does the Executive Branch not appoint the
federal judges and the prosecutors? Does it not control the whole judicial process?...

Earlier in the Vietnam War, an army lieutenant named John Dippel had tried to pin the
Declaration of Independence to the wall of his barracks. This was not permitted by the
commander of the base, and the army?s legal office in Washington advised Dippel that he
had no First Amendment right to do this.

Another Supreme Court decision, in 1980, ruled that a base commander in the military
had a right to approve any written material ciculated or posted on the base?

?Police Powers and the First Amendment?

As we have seen, the national government can restrict freedom of speech in relation to
foreign policy, through judicial reinterpretations of the First Amendment. But what about
state laws restricting freedom of speech or press. For over a century, the First
Amendment simply did not apply to the states, because it says, ?Congress?? The states
could make whatever laws they wanted.

And they did. In the years before the Civil War, as abolitionists began to print
antislavery literature, the states of Georgia and Louisiana passed laws declaring the
death penalty for anyone distributing literature? ?with a tendency to produce discontent
among the free population? or insubordination among the slaves.?

When in 1833 the Supreme Court had to decide if the Bill of Rights applied to the states,
Chief Justice Marshall said that the intent of the Founding Fathers was that it should not.
Indeed, James Madison had proposed an amendment forbidding the states from
interfering with various rights, including freedom of speech, and the Senate defeated it?

The right to distribute leaflets on public streets has been affirmed by the Supreme Court
on a number of occasions, even when the street was privately owned, as in 1946 when
the Court upheld the right of Jehovah?s Witnesses to distribute their literature in a
company town. It affirmed this conclusion (that when privately owned areas are open to
public use, the First Amendment protections are not surrendered) in the 1968 case of
union members distributing handbills about their labor dispute at a shopping mall.

Four years later, however, when a group of people were arrested in a shopping mall for
distributing leaflets against the Vietnam War, the Court said they were properly
arrested. What was the difference between this case and the other? The union people,
the Court said, were expressing themselves about an issue connected with the shopping
center. But the Vietnam War had nothing to do with the shopping center...

In other words, judges can always find a way of making the decision they want to make,
for reasons that have little to do with constitutional law and much to do with the
ideological leanings of the judges?

The point in all this recounting of cases is that citizens cannot depend on the First
Amendment as interpreted by the courts, to protect freedom of expression. One year
the Court will declare, with inspiring words, the right of persons to speak or write as they
wish. The next year they will take away that right.

A cloud of uncertainty hovers over how the the Supreme Court will decide free speech
cases. Nor is there any guarantee, if you decide to exercise your right of free
expression.. that the Supreme Court will even hear your case on appeal. It does not
have to take appeals in free speech cases, and your chance of getting a hearing in the
Supreme Court is about one out of eighty.

?Free Speech on the Job?

As we have seen, for more than a hundred years it was only Congress that was
forbidden by the First Amendment to curtain freedom of speech and press. Then in 1925
the Supreme Court wrote freedom of speech into the 14th Amendment and ruled that
states could not violate that freedom. But nothing in the Constitution says that private
employers may not limit the free speech of their employees.

Not many Americans distribute political pamphlets or speak on street corners, but most
Americans work for employers, in situations where to speak their full minds might result
in losing their jobs. And while political speakers might have recourse to the courts ? as
weak as that protection is ? speakers on the job have no constitutional support?

?Secret Police in a Democracy?

In our country, so proud of its democratic institutions, a national secret police has
operated for a long time, in a clandestine world where the Constitution can be ignored. I
am referring to the FBI and the CIA. It was a CIA official, Ray Cline who, when there
was talk of the CIA?s activities violating the First Amendment, told Congress, ?It?s only an
amendment,?

We might comfort ourselves with the thought that the FBI and the CIA are not as
fearsome as the KGB of the Soviet Union or the death squads that have operated in right-
wing dictatorships supported by the U.S. ? El Salvador, for instance. The scale of terror
is not comparable. A radical critic of American foreign policy is not likely to be picked up
in the middle of the night, immediately imprisoned, or taken out and shot. (Although it is
sobering to recall that the FBI conspired with Chicago police in 1969 to murder the black
leader Fred Hampton in his bed.)

But should citizens who cherish democracy use the standards of totalitarian states to
measure their freedom? We want something better than to be able to say we?re not as
bad as those countries.

The actual apprehension of dissidents is on a much smaller scale in our country
compared to theirs. But the mere existence of organizations secretly collecting
information on citizens must have a chilling effect on the free speech of everyone. The
FBI, according to a Senate report of 1976, has files on 500,000 Americans.

However, the FBI goes far beyond the collection of information?. The program began in
1956, according to the Senate committee, ending in 1971 because of the threat of public
exposure? The Senate report said: ?In the intervening years the Bureau conducted a
sophisticated vigilante operation aimed squarely at preventing the exercise of First
Amendment rights of speech and association, on the theory that preventing the growth of
dangerous groups and the propagation of dangerous ideas would protect the national
security and deter violence.?

Again, the excuse of national security. James Madison, back in 1798, had warned about
this in a letter to Thomas Jefferson: ?Perhaps it is a universal truth that the loss of liberty
at home is to be charged to provisions against danger, real or pretended, from abroad.??

In 1973 staff assistant in the White House Tom Huston drew up a plan, approved by
Nixon, that included wiretapping, mail coverage, and ?surreptitious entry.? ?

One wonders about the files on those 500,000 people (or is it 1 million or 2 million ? how
can we tell because the FBI operates in secret). We know from the records of the loyalty
investigations of the 1950s that the FBI filed reports on government employees who had
been seen entertaining black people, or who had been seen at a concert where Paul
Robeson sang, and so on?.

The FBI also maintained files on a number of famous American writers? There was a file
on Ernest Hemingway, whom the FBI labeled a drunk and a Communist. The novelists
John Steinbeck (?The Grapes of Wrath?) and Pearl Buck (?The Good Earth?) were in the
FBI records as people who promoted the civil rights of blacks. John dos Passos
(?U.S.A.?), William Faulkner (?The Sound and the Fury?) and Tennessee Williams (?A
Streetcar Named Desire?) were all on the list. About Sinclair Lewis, on whom there was
a dossier of 150 pages, the FBI said his novel ?Kingsblood Royal? was ?propaganda for
the white man?s acceptance of the Negro as a social equal.??

?The Control of Information?

We have not yet come to perhaps the most serious issue of all in regard to freedom of
speech and press in the U.S. Suppose all of the restrictions on freedom of speech were
suddenly removed ? the Supreme Court?s limitations on the absolute words of the First
Amendment; the power of the local police over people wanting to express themselves;
the fear of losing one?s job by speaking freely; and the chill over free speech caused by
the secret surveillance of citizens by the FBI. Suppose we could say anything we want,
without fear. Two problems would still remain. They are both enormous ones.

The first is Okay, suppose we can say what we want ? how many people can we reach
with our message? A few hundred people or 10 million people? The answer is clear: it
depends on how much money we have.

Let?s say no one can stop us from getting up on a soapbox and speaking our mind. We
might reach a hundred people that way. But if we were the Procter and Gamble
Company, which made the soapbox, we could buy prime time for commercials on
television, buy full-page ads in newspapers, and reach several million people.

In other words, freedom of speech is not simply a yes or no question. It is also a ?how
much? question. And how much freedom we have depends on how much money we
have, what power we have, and what resources we have for reaching large numbers of
people. A poor person, however smart, however eloquent, truly has very limited
freedom of speech. A rich corporation has a great deal of it?

Not only is the usefulness of the First Amendment dependent on wealth, but when
occasionally a state legislature tries to remedy the situation slightly, the corporations
plead the First Amendment. This is what happened in 1977 when the Massachusetts
legislature said corporations could not spend money to influence a public referendum.
The idea behind the law was that corporations could so dominate the debate around a
public issue as to make freedom of speech on that issue meaningless for people without
money.

The corporation lawyer, arguing before the Supreme Court, said, ?Money is speech??
The Supreme Court decided heroically that the First National Bank of Boston should not
be deprived of its First Amendment rights by limiting its use of money to influence a
referendum?

The second enormous problem for free speech is this: Suppose no one ? not
government, not the police, not our employer ? stops us from speaking our mind, but we
have nothing to say. In other words, what if we do not have sufficient information about
what is happening in the country or in the world and do not know what our government is
doing at home and abroad? Without such information, having the freedom to express
ourselves does not mean very much.

It is very difficult for the ordinary citizen to learn very much about what is going on, here
or in other countries. There is so much to know. Things are so complicated. But what if,
in addition to these natural limitations, there is a deliberate effort to keep us from
knowledge? In fact, that is the case, through government influence on the media,
through self-censorship of the media (being prudent, as Mark Twain said), and through
the government?s lies and deceptions?

In 1954 the U.S. government was secretly planning to overthrow the democratically
elected government of Guatemala, which had decided to take land from the United Fruit
Company. A New York Times correspondent there, Sidney Gruson, thought it was the
job of the press to report what it saw. His reports became troublesome. CIA Director
Allen Dulles contacted his old Princeton classmate, Julius Ochs Adler, business manager
of the times, and Gruson was transferred to Mexico City.

In the late 1960s the editor of the Nation magazine, Carey McWilliams, was informed by
a Latin American specialist at Stanford University, just returned from Guatemala, that
Cuban exiles were being trained in that country by the U.S. for an invasion of Cuba.
McWilliams wrote an editorial on this and sent copies to all the major news media,
including the Associated Press and the United Press International. Neither the AP nor the
UPI used the story. Nine days later, the New York Times reported that the president of
Guatemala denied rumors of any pending nvasion.

The press went on playing the role of adjunct to the government, even though the
evidence of a U.S. sponsored invasion began to grow. Time magazine (which later
confirmed that it was a CIA operation) at first talked of Castro?s ?continued tawdry little
melodrama of invasion.? This was right in line with the statement by the U.S.
ambassador to the U.N., James J. Wadsworth, who said the Cuban charge of a planned
invasion was ?empty, groundless, false and fraudulent.

The White House asked the magazine New Republic not to print a planned story about the
invasion preparations, and it complied. Arthur Schlesinger, Jr. later referred to this as ?a
patriotic act which left me slightly uncomfortable?.

Four days before the invasion began, Kennedy told a press conference, ?There will not be
under any conditions an intervention in Cuba by U.S. armed forces.? Kennedy knew that
the CIA was using Latin Americans for the invasion. But he also knew that American
pilots were flying some of the planes in the invasion. Four of those pilots were killed, but
the circumstances of their deaths were withheld from their families. By the time of that
press conference, the evidence of U.S. complicity in the invasion was clear, yet the
press did not challenge Kennedy.

When the Times Latin American correspondent Tad Szulc prepared a story that the CIA
was behind the invasion plans, and that the invasion itself was imminent, the big guns of
the times ? publisher Orvil Dryfoos, editor Turner Catledge, and columnist James
Reston ? got together to edit Szulc?s story to eliminate references to the CIA and to the
imminence of the invasion. Instead of a headline running over four columns, it was
given a one-column headline?.

The slavishness of the major media (with a few heroic exceptions) to the power and the
bullying of government goes a long way toward nullifying that right declared in the First
Amendment, ?the freedom of the press.? More instances of government influence on the
media include the following:

1. When VCBS correspondent Daniel Schorr managed to get a copy of the House
of Representatives report on the CIA in 1976 (a report suppressed and withheld from the
public), he was investigated by the Justice Department and then fired by CBS.
2. At one time the CIA secretly owned hundreds of media outlets and also used
the services of at least fifty individuals who worked for news organizations in this
country?
10. When in 1981 the U.S. government leaked documents designed to prove that
the Cubans, with the aid of the Soviet Union, were suddenly sending large amounts of
arms to El Salvador ? a claim that turned out to be a great deception ? CBS
correspondent Diane Sawyers reported it without a critical examination. It was an
attempt to portray the rebellion in El Salvador as a foreign operation rather than arising
from the terrible conditions in the country.

In general, according to Washington Post writer Mark Hertsgaard, during Reagan?s
presidency the press, although claiming objectivity, was far from politically neutral ?
largely because of the overwhelming reliance on official sources of information.
Hertsgaard said the press and television were ?reduced?. to virtual accessories of the
White House propaganda apparatus.??

The evidence is powerful that the government has tried, often successfully, to manipulate
the press. But, as Noam Chomsky has said, ?It is difficult to make a convincing case for
manipulation of the press when the victims proved so eager for the experience.?

In short, the First Amendment without information is not of much use. And if the media,
which are the main source of information for most Americans, are distorting or hiding the
truth due to government influence or the influence of the corporations that control them,
then the First Amendment has been effectively nullified?

Public radio and television teeters between constant caution and occasional courage? It
loads its programs with establishment spokesmen and cannot discuss any major issue
without bringing in government officials and members of Congress. It is open to
untraconservatives, but not to radicals?

The problem with free speech in the U.S. is not with the fact of access, but with the
degree of it. There is some access to dissident views, but these are pushed into a
corner?


?The Iran Contra Affair?

Covert action and ?plausible denial? once again became prominent news stories during
the second Reagan administration. A dispatch in the foreign press led to disclosures that
were enormously embarrassing to the White House. It is not a tribute to the American
press that aside from a few isolated stories here and there, it did not do the kind of
investigative work that would have exposed the ?Iran-Contra? affair earlier.

The root of the situation was the Nicaraguan Revolution of 1979, in which the rebel
Sandanistas overthrew the Somoza regime, a family dictatorship that was long the
darling of the U.S. government. The revolutionaries were named after the Nicaraguan
rebel Sandino, who in the 1920s and 1930s had led a guerrilla force against the
dictatorship and against the occupation of Nicaragua by the U.S. Marines. Sandino
signed a truce, then was lured to a spot where he was executed by the National Guard
headed by Colonel Somoza, who established the Somoza dynasty in Nicaragua.

The Sandanistas, a coalition of Marxists, left-wing priests, and assorted nationalists, set
about to give more land to the peasants and to spread education and health care among
the very poor and long-oppressed people of Nicaragua. Almost immediately, the Reagan
administration began to wage a secret war against them, hoping to get rid of a
government that would not play ball as submissively as the Somozas did.

The covert war against Nicaragua consisted of organizing and training a
counterrevolutionary force, the contras, many of whose leaders were former National
Guard officers under Somoza. The contras seemed to have no popular support inside
Nicaragua and so were based in Honduras, a very poor country dominated by the U.S.
and dependent on U.S. economic and military aid. From Honduras, they moved across
the border into Nicaragua, raiding farms and villages, killing men, women and children;
and committing many atrocities.

When one of the contras? public relations people, Colonel Edgar Chamorro, learned what
they were doing ? essentially acts of terrorism against poor Nicaragan farmers ? and saw
that the CIA was behind the whole operation, he resigned, telling his story to the
newspapers. He also testified before the World Court.

We were told that the only way to defeat the Sandinistas was to use the tactics the CIA
attributed to Communist insurgencies elsewhere: kill, kidnap, rob, and torture? Many
civilians were killed in cold blood. Many others were tortured, mutilated, raped, robbed,
or otherwise abused.

When I agreed to join? in 1981, I had hoped that it would be an organization of
Nicaraguans, controlled by Nicaraguans? It turned out to be an instrument? of the CIA.

One of the reasons for the secrecy of Reagan?s operations in Nicaragua was that public
opinion surveys showed that the American people were not in favor of U.S. military
operations in Central America. He decided hecould do certain things openly, like
strangling the Nicaraguan economy with an embargo, which the law permitted him to do
if he declared the situation a national emergency.

But other actions were to be taken secretly. In 1984 the CIA, using Latin American
agents, put mines in the harbors of Nicaragua to blow up ships. Secretary of Defense
Caspar Weinberger told ABC news, ?The U.S. is not mining the harbors of Nicaragua.?
The deceptions multiplied after Congress, responding perhaps to common sense, public
opinion, and the memory of our involvement in Vietnam, passed the Boland Amendment
in October 1984, making it illegal for the U.S. to support ?directly or indirectly, military or
paramilitary operations in Nicaragua.?

The Reagan administration decided to ignore this law and to find ways t fund the contras
secretly, by looking for ?third-party support.? Reagan himself solicited funds from Saudi
Arabia, at least $32 million. The friendly government of Guatemala was used to get
arms surreptitiously to the contras. Honduras was used, as always, for the final passage
to the contra army on its soil. Israel, so dependent on the U.S. and, therefore, so
dependable, was also used.

All of this was illegal, but the only ones prosecuted were several of Reagan?s aides.
Reagan himself was kept out of it. It was a perfect example of plausible denial, where
an operation is conducted by underlings, so that the president can simply deny he was
involved and no one can prove it.

At Reagan?s news conference November 19, 1986, when asked about the disclosure that
weapons had been sent to Iran (supposedly a bitter enemy of the U.S.) and profits from
this given to the Contras, he told four lies: that the shipment to Iran consisted of a few
token antitank missiles (it turned out to be 2,000), that the U.S. didn?t condone shipments
by third parties, that the weapons had not been traded for hostages, and that the
purpose of the operation was to promote a dialogue with Iranian moderates (the purpose
was to help the contras).

In October 1986 when a transport plane that carried arms to the contras was downed by
Nicaraguan gunfire and the American pilot captured, the lies multiplied. Assistant
Secretary of State Elliot Abrams and Secretary of State Schultz lied (?no connection with
the U.S. government at all?). There was so much nonsense being told the public that
even the patient New York Times became irritated and wrote in an editorial, ?It may
cross the reader?s mind that Americans are learning more of the truth from Managua
than Washington.?

The whole Iran-Contra affair is a perfect example of the double line of defense of the
American establishment. The first defense is to lie. If exposed, the second defense is to
investigate, but not too much; the press will publicize, but they will not get to the heart of
the matter? The media in a country with a First Amendment, kept the public informed
only on the most superficial level?

?Taking our Liberties?

If the government deceives us and the press more or less collaborates with it ? to keep
us from knowing what is going on in the most important matters of politics: life and
death, war and peace ? then the existence of the First Amendment will not help us.
Unless, of course, we begin to act as citizens, to put life into the amendment?s promise of
freedom of expression by what we do ourselves. British novelist Aldous Huxley (?Brave
New World?) once said, ?Liberties are not give; they are taken.?

You have been asked to consider the work of John Smith, William Bradford, Anne Bradstreet, Edward Taylor, Cotton Mather, Benjamin Franklin, John Adams, Abigail Adams, Thomas Jefferson, Thomas Paine, and Phillis Wheatley in the context of colonial America. Choose 2-3 of these writers to discuss common thematic elements from your reading and explain what is revealed about the culture of this time period. You may wish to focus your discussion by noting comparisons between texts and authors and/or relevant issues found in your reading. You may also take into consideration relevant historical information. In what ways are the ideals of these authors revealed? Please present an argument for how those ideals contributed to the shaping of the culture of this time period. Be sure to include interpretive and analytical remarks about the literature.

Your essay should be 3-5 pages (1000-1500 words), typed 12 point Times New Roman, double spaced. Use MLA format for all internal citations and for the required bibliography of texts cited. You may refer to the sites linked in Course Information for help with MLA formatting and citation.

The United States has been criticized in recent years for assuming an air of moral superiority and for trying to impose its opinions on the rest of the world. Can you find the seeds of these american attitudes in the literature of the first two centuries? Explain your answer by referring to works we have read and citing specific passages. For this paper, which is a minimum of 3 pages, you are required to have for your sources the following:one other book besides the text were using, one magazine or journal entry, and two internet sources. Use MLA style in your paper and Works Cited page. The text book we are using is The Norton Anthology of American Literature-Vol.1, 5th ed Nina Baym Some of the works that could be used are John Adams, Benjamin Franklin, Thomas Paine, Crevecoeur, Moby Dick,

Writer: Amber111

I need an Abstract page and APA format.

One of the greatest long-term trends of the history of the United States concerns territorial expansion. United States? territorial expansion profoundly influenced its history. Select one (1) of the events of U.S. territorial expansion from the list below.

Examples of Territorial Expansion

Treaty of Paris: 1783 (American Revolution)
Louisiana Purchase: 1803
Adams-Onis Treaty: 1819 (Cession of Florida)
Texas Annexation: 1845
Mexican Cession: 1848
Treaty of Paris: 1898 (Spanish-America War)

In your project document, answer the following questions as they relate to territorial expansion:

How did the U.S. acquire the territory in question?
What were the short-term consequences of the acquisition of this particular territory?
What were the long-term consequences of the acquisition of this particular territory?

Reference Materials:

Presentation
Immigration in the U.S.
Immigration in the United States

Most early immigration, to what was to become the United States, came from Western Europe. Throughout the 17th, 18th, and early 19th centuries, the bulk of immigration came from the British Isles. Some also came from France, the Netherlands, and some Germanic countries. Soon after the establishment of the first permanent English settlement of Jamestown in 1607, immigration from the British Isles increased. Most settlers came seeking a better life, drawn by the opportunities to acquire land and establish businesses. Also important to many immigrants were increased religious liberties and political freedoms that existed in the colonies.
This original period of settlement was vital to the establishment of the basic foundations of American political traditions and social structures. Immigrants from Western Europe laid the foundations for other periods of immigration from many other parts of the world.

Though incentives were given to entice individuals to immigrate, the colonies experienced shortages of labor. This led to the forced importation of slaves from Western Africa. Though African laborers existed in the British colonies during most of the 17th century, by the 1660s, slavery was common enough to be recognized as a legal institution in some colonies. By the 1670s, slavery began to grow as indentured servitude and other forms of labor began to diminish. The increased importation of slaves from Western Africa was related to an expansion of labor-intensive agriculture in North America. Spurred on by technological breakthroughs like the cotton gin in 1793, the importation of slaves also increased.

As slavery intensified, so did protests against the institution. Antislavery proponents, known as abolitionists, eventually persuaded the U.S. Congress to ban the slave trade in 1808. Though violations occurred, the forced importation of West-African peoples decreased dramatically, effectively ending this period of immigration.

With the end of the Atlantic slave trade, and with immigration from most areas of Western Europe beginning to decline, immigration to the United States did not stop. During the end of the 19th century and the beginnings of the 20th century, it shifted to other areas of the world. Immigrants came from Eastern and Southern Europe during this time and typically came to the United States for greater economic opportunities, social mobility, and religious liberties. People from countries like Russia, Poland, Italy, and Spain came seeking better lives for themselves and their families. Religious communities, like Jewish individuals from Eastern Europe, immigrated not only for economic reasons but also came seeking a life free of the religious persecution that sometimes turned violent and was often oppressive.

Most of these new immigrants settled in cities as opposed to the countryside, where many immigrants from earlier periods settled. Often lacking skills, many immigrants worked in poor conditions for long periods of time and lived in substandard housing. Most immigrants found employment and were able to increase their standards of living more rapidly than in their country of origin. Immigrants from Eastern and Southern Europe were often treated with suspicion because they were from geographic areas with which native populations were not familiar. Also, many of these new immigrants were Catholics, Jews, and Orthodox Christians?religions that Protestant majorities in America often mistrusted. Though immigrants from Eastern and Southern Europe began new lives in the United States under very poor conditions and were socially marginalized, most groups assimilated within a generation or two and contributed greatly to U.S. economic growth after the Civil War and into the 20th century. Immigrants from Eastern and Southern Europe supplied much of the labor needed to urbanize and further industrialize the United States during this period and provided proof that people outside of the Anglo-Saxon world could adapt and contribute to American culture and society.





Article
Territorial Expansion in the U.S. I
Territorial Expansion in the United States I

Territorial expansion profoundly impacted the history of the United Sates and the world. Such expansion was a fairly consistent trait of American political and foreign policy from the founding period to the end of the 19th century. Major examples of U.S. territorial expansion are discussed below.

The Treaty of Paris

Following the surrender of British troops at Yorktown in 1781, the United States secured independence from Britain and became one of the most powerful states in the world at that time. However, a formal peace treaty still needed to be signed. In 1783, John Adams, Benjamin Franklin, and John Jay signed what is now known as the Treaty of Paris. Not only did it formally establish American independence, but it also established the United States? first borders. The treaty ceded possession of the 13 original English colonies as well as a large western frontier from Great Britain. The western frontier stretched from the Mississippi river in the west, to the Great Lakes region in the north, and south to Spanish-held Florida. Still in dispute, however, were areas in the northeast, which the British claimed and the Southwest, near New Orleans, which the Spanish claimed.

The treaty immediately created a vast state, much of which was completely unsurveyed and void of Western setters. Nevertheless, the 1783 Treaty of Paris laid the groundwork for the establishment of the United States of America as a regionally significant state and began a pattern of westward expansion that would define much of America?s history.

The Louisiana Purchase

The next significant example of U.S. territorial expansion occurred in 1803 with the Louisiana Purchase. The United States first sought to obtain lands west of the Mississippi after 1802. Before then, the United States had an amicable relationship with the Spanish Empire, which controlled New Orleans and the vast stretches of territory to its south and west. However, with wars raging in Europe, Napoleon Bonaparte forced the session of the Louisiana territory from Spain to France and immediately barred American access to the port of New Orleans in 1802. President Thomas Jefferson quickly dispatched then Secretary of State James Madison to Paris to negotiate access to the port of New Orleans through purchase of territory, negotiation, or by gaining some other type of access to the port. However, upon his arrival in Paris, Madison immediately learned of Napoleon?s intention to sell the entire Louisiana territory to the United States. Seizing the opportunity to purchase roughly 827,000 square miles of real estate, Madison negotiated the purchase of the Louisiana territory for 15 million dollars in 1803.

Because Madison was only authorized to spend 10 million dollars, the purchase exceeded his authority, which was potentially problematic. Jefferson also contemplated the constitutionality of such a purchase, even proposing that an amendment to the U.S. Constitution may be necessary before the purchase could be made official. However, his cabinet persuaded him that this action was not needed. The purchase was also well received within Congress, which ratified the purchase that same year. The Louisiana Purchase presented many of the same long-term problems that the 1783 Treaty of Paris posed. Once more, the United States acquired vast territories not surveyed or settled by Western people. Also, the purchase doubled the size of the United States, which later created massive settlement opportunities engendering conflict with native peoples already present in these areas. The Purchase would also cause conflicts with bordering states such as Spain and Mexico.

Purchase of Florida from Spain

After the Louisiana Purchase, U.S. officials, on more than one occasion, attempted to purchase Florida from Spain. Though Spain refused, by 1819, Spanish fortunes in the New World were quickly diminishing. Their recourses spread thin and, unable to stop Seminole tribes from invading U.S. territories, Spanish authorities decided to focus their efforts on retaining their Mexican, South American, and Caribbean possessions. Eventually, in 1819, after suffering military defeat from then General Andrew Jackson, Spain was compelled to sign the Adams-Onis Treaty, ceding all of present-day Florida to the United States. Not only did this treaty give the United States a greater presence in the Caribbean, it also established Texas as firmly within Spanish territory. The treaty also opened up possible claims to the Oregon Country for the United States.



Article
Territorial Expansion in the U.S. II
Territorial Expansion in the United States II

The Annexation of Texas

The annexation of Texas was more complicated in many respects than most other territorial acquisitions because Texas seceded from Mexico in 1836 and existed as an independent republic for 10 years before its incorporation into the United States. During the 1820s, both presidents John Quincy Adams and Andrew Jackson attempted to purchase Texas from the Mexican government without success. However, by 1836, political instability prompted many territories under Mexican control to revolt. Among the areas that revolted was Texas, successfully securing autonomy in 1836. The following year, Texas? president Sam Houston sought to incorporate Texas into the United States. This was greeted with opposition among many Northern politicians, who assumed that Texas would be admitted into the Union as a slave state, therefore upsetting the fragile balance between slave-bearing and free regions.

In 1842, Mexico made two attempts to retake Texas, which revealed Texan vulnerabilities. This, in turn, led to offers of British assistance. Unwilling to allow Britain to gain influence over this region, outgoing president John Tyler introduced a resolution leading to the annexation of the Republic of Texas in 1845. This annexation not only greatly expanded American territory, but also brought the United States into direct conflict with Mexico over the disputed territory, leading to war in 1846. Another longer term problem included the inclusion of Texas as a slave state into the union, leading to the expansion of slavery into the West and adding tension to an already strained relationship between the North and the South over the issue of slavery.

As many predicted, disputes over border concerns in Texas and other western lands eventually led to war between Mexico and the United States. After the Texas annexation in 1845, Mexico, which never recognized Texan independence, broke diplomatic relations with the United States. President James Polk, a strong advocate of manifest destiny, attempted to purchase not only the disputed lands concerning Texas but also the Mexican territories of New Mexico and California for as much as 30 million dollars. When the politically unstable Mexican government stalwartly refused these offers, tensions over the Texas border arose once again.

President Polk sent a contingency of troops to Texas at the Rio Grande, which Americans claimed as the border. Mexico claimed this territory as its own, maintaining that the Nueces River (more than 100 miles north of the Rio Grande) delineated the border of Texas. A skirmish soon occurred in which Mexican troops attacked a small U.S. patrol party, giving Polk the necessary pretext to go to war in 1846. Following a series decisive victories, Mexico City was occupied in 1847, and the Treaty of Guadalupe Hidalgo was signed in 1848. The treaty ceded territory that now comprises portions of Texas, California, Nevada, New Mexico, Arizona, and parts of Utah and Wyoming. This greatly expanded the U.S.'s southwestern territories. The borders of Mexico and the United States would not change again, baring the Gadsden Purchase of 1853.

Additional Territorial Acquisitions

The Spanish-American War constituted the last large territorial acquisition engaged by the United States. By the 1890s, what was once a vast Spanish empire that stretched from points in Alaska to the southern tip of South America was reduced to a few remaining colonial possessions. Among those possessions were some islands in the Pacific Ocean, most important of which were the Philippines and the islands of Cuba and Puerto Rico in the Caribbean. Spain?s remaining colonial possessions were growing increasingly unstable during the last decades of the 19th century. Spanish imposition of martial law on the island of Cuba in 1896 drew American attention to the growing chaos in the Caribbean. After the inauguration of President William McKinley, an advocate of U.S. intervention against the Spanish Empire, the U.S.S. Maine exploded and sank off the coast of Cuba. Charging Spain with sinking the Maine, America initiated a blockade of Cuba and declared war in 1898.

Shortly thereafter, the U.S. Navy sank a Spanish fleet off the coast of Manila in the Pacific Ocean, and an invasion of Cuba led to the unconditional surrender of Spanish troops on the island. That same year, Spain ceded control of Puerto Rico to the United States, accepted the independence of Cuba, and allowed for the purchase of the Philippine Islands for 20 million dollars in an agreement formally named the Treaty of Paris. Not only did this brief war signify the end of the Spanish empire, but it also created a complicated relationship for the United States in Cuba and the Philippines; both sought and eventually received independence from the United States.





Activity
Changes in Segregation in the U.S.
Many aspects of American life were racially segregated, either formally or informally, for most of U.S. history. However, during the middle of the 20th century, this long-standing social institution began to face opposition. This shift affected American society in three significant areas: public schools, the U.S. military, and professional sports.

In the public schools, prior to 1954: Many states segregated African-American students from students of European descent. This practice was most commonly employed in the Southern states.

1954: The U.S. Supreme Court ruled, in Brown v. Board of Education, that public school segregation was unconstitutional. Resistance to this ruling was so great that a second ruling by the U.S. Supreme Court, commonly known as Brown II, was needed, to directly initiate a serious effort to desegregate public schools.

1957: A group of nine African-American students attempted to attend Central High School in Little Rock, Arkansas. President Dwight D. Eisenhower was forced to send 1,200 soldiers there to maintain order through the remainder of the year and to allow the nine African-American students to attend class.

1971: The Supreme Court ruling, Swann v. Charlotte-Mecklenburg Board of Education, allowed the forced busing of students outside of their neighborhoods to achieve further school desegregation.



Presentation
Presentation: The Stock Market Crash, The Great Depression & The New Deal
The Stock Market Crash, the Great Depression, and the New Deal


After the relatively calm time during the 1920s, things started to change. When the stock market crash of 1929 happened, the United States began a downward spiral. Many people had borrowed money from banks to buy stock. When the market crashed and people began to lose the money they invested, they could not repay bank loans, and the banks were left with the large, unpaid loans. More than 5,000 banks closed during the early 1930s, and millions of savings accounts were gone. This meant that people who had an account with the bank lost their money. This resulted in thousands of people looking for work because they were being laid off. People were living on the streets, starving, and in tents. These groups of tents became known as Hoovervilles. Many tended to blame President Hoover or the Depression, so the name Hooverville was, more or less, a mocking of him.


The Great Depression brought out organized labor. The American Federation of Labor (AFL) was mainly catering to the skilled workers. This meant that many unskilled works were left without unionization. This prompted the development of the CIO (Congress of Industrial Organizations). The CIO also catered to women and minorities.

By the time 1933 came about, Hoover was out and Franklin Delano Roosevelt was the president. FDR created New Deal Programs that would help lift the United States out of the Great Depression. The programs were known as the Alphabet Agencies because most of the agencies had acronyms like CCC and CWA. The New Deal consisted of new programs such as the Emergency Banking Act. This act closed banks for a few days and then reopened them under tight supervision. The treasury was authorized to issue more currency to stimulate the economy. The CCC (Civilian Conservation Corps) created over 1,000 camps that gave young men new jobs in the conservation of natural resources. The CCC eventually employed 2.5 million men with work. The Civil Works Administration (CWA) provided around 4 million jobs that consisted of building up communities. Things such as roads, schools, and sewer systems were among the projects. There was also the Social Security Act, which consisted of unemployment insurance and retirement pensions paid to employees and was funded by payroll taxes. In June of 1933, Congress started the FDIC (Federal Deposit Insurance Corporation), which insured deposits in banks up to $2,500.00. This was in reaction to the lack of trust Americans had for banks and their money after the stock market crash. These New Deal programs showed the increased role of the federal government in Americans' lives. FDR would go on to be elected an unprecedented four terms.



Article
Economic Crisis in American History
Economic Crisis in American History

While immigration and racial integration possessed major consequences for American society, and territorial expansion affected American and global politics, various periods of economic crisis greatly influenced all aspects of American history. The panic of 1837, the panic of 1893, the post-WWI recession, and the Great Depression are examples of economic downturns that effected U.S. politics, economics, and society.

The Panic of 1837

The Panic of 1837 is often referred to as the United States? first major economic depression. Its roots can be traced back to instability within the U.S. banking system. In the late 1830s, British banks, in response to economic worries overseas, began restricting loans to U.S. banking concerns. This forced many American banks to cease lending and even begin actively calling in loans that were already in existence. Compounding an already tightening money supply, then president Andrew Jackson issued the 1836 Specie Circular, which called for the purchase of all federal land with hard currency (gold or silver), making such purchases much more difficult. Within a few months of the election of President Martin Van Buren, influential banks in New York ran out of hard currency reserves. Many other banks followed suit throughout the country. Loans soon became hard to acquire, leading to a decline in purchases and other economic activity. A severe and protracted recession ensued.

Attempts to ameliorate the situation with the establishment of an independent treasury department were not immediately successful, and the recession/depression lasted well into the election season of 1840, ending with President Van Buren?s defeat. It was not until 1843 that the economy slowly recovered, after the economy slowly absorbed the bank failures and inflationary pressures of the preceding six years.

The Panic of 1893

Just as the Panic of 1837 caused the most severe economic downturn in U.S. history until that time, the Panic of 1893 also set new records for severity. Following a period of long prosperity in the 1880s, the beginning of the new decade witnessed a series of events that would eventually culminate in a run on banks and the initiation of a severe economic depression. In 1890, after pressure from many sectors of the citizenry, the Sherman Silver Purchase Act was passed. This law forced the federal government to buy more silver, thereby increasing inflationary pressures and raising prices. That same year, the McKinley Tariff was initiated, placing additional taxes on imported goods. Instead of raising revenue, the tariff created the opposite effect, reducing income to the U.S. treasury, putting further strain on government finances. This, coupled with the failure of a few large employers in 1893 (principally among them the Philadelphia and Reading Railroad), prompted investors and financial institutions to worry about the overall health of the economy. As growing numbers of people demanded to withdrawal their money, many banks began to fail, quickly causing severe liquidity problems, which then lead to further business failures. Unemployment during this period is often estimated to have reached more than 18%, stemming from the failure of thousands of companies and hundreds of banks. The severity the economic depression dominated the election of 1896. Eventually, William McKinley, a strong advocate of the gold standard and defender of high tariffs, defeated national and populists Democrats.

The Post-WWI Recession

Unlike many other periods of economic downturn, the causes of the recession that the United States experienced shortly after the end of WWI are relatively simple to understand. Once the United States entered WWI in 1917, industrial and agricultural production increased rapidly to supply the war effort. By 1918, however, the war was over, and the next two years saw a sharp decline in demand for U.S. exports. By 1920, the recession was fully underway; however, by 1921, all portions of the economy (except for the farming sector) adjusted to the postwar era, initiating a period of long economic expansion. Because the recession was relatively short, long-term consequences of this period were limited. However, the post-WWI recession is an interesting example demonstrating how quickly a free-market economy can recover from the substantial distortions that war-time spending and regulation can impose upon an economy.

The Great Depression

The Great Depression is the best known economic downturn in U.S history. It began abruptly with the stock market crash on October 24, 1929 in which securities prices fell rapidly over a 72-hour period. As prices failed to recover, additional panicked selling spread to other portions of the economy, initiating the longest period of economic stagnation and retraction in U.S. history.

Though the effects of the Great Depression have been thoroughly documented, its origins are still debated by historians and are harder to identify due to its multifaceted nature. However, some major contributing factors have been identified. Access to credit expanded greatly during the 1920s, spurring demand for consumer products, homes, and business-related machinery. However, this also led to increasing levels of debt. Meanwhile, during the 1920s, prices for agricultural products slowly declined, putting tremendous economic pressure on farmers. In the latter portion of the decade, new housing starts fell significantly years before the crash of 1929. As farmers and other consumers started to default on their loans, tremendous pressure began building on banks, which were burdened with increasing levels of debt. As signs of economic trouble slowly manifested, expanded industrial capacities created large inventory surpluses. This, in turn, led to layoffs because companies no longer needed to produce as many goods. After the crash, the Federal Reserve monetary policy tightened the money supply by 27% by 1933, and the imposition of tariffs resulted in a 30% decline in trade, all of which exacerbated economic instability.

Beginning in 1929, the Great Depression varied in intensity throughout the 1930s and did not end until the industrial and manpower demands of America?s entrance into WWII in 1942 absorbed excess economic capacities. Before WWII prompted the end of the depression, however, the Great Depression profoundly changed many aspects of American politics and society. Public works programs vastly increased the amount of Americans employed by the federal government. Entitlement programs also became far more prominent, the most popular and important of which was Social Security. Also, federal agencies like the TVA established permanent authority over infrastructure and utilities in many areas.


Resource Links
U.S. Immigration
(http://www.besthistorysites.net/USHistory_Immigration.shtml)
This site provides several articles related to the topic of immigration in the U.S.

United States Immigration 1965
(http://www.history.com/topics/united-states-immigration-to-1965)
This site provides several videos on the topic of immigration.

History of International Migration
(http://www.let.leidenuniv.nl/history/migration/about.html)
This site provides research for individuals studying European migration patterns.

The Terrible Transformation
(http://www.pbs.org/wgbh/aia/part1/)
This site provides several links discussing the history of slavery in the U.S.

The Tumultuous 1960s
(http://www.gilderlehrman.org/teachers/module.php?module_id=568)
This site provides links and information related to the Civil Rights movement in the U.S.

The Integration of Central High School
(http://www.history.com/topics/central-high-school-integration)
This video explores the integration of Central Rock High School and the Little Rock Nine.

Desegregation of the Armed Forces
(http://www.trumanlibrary.org/whistlestop/study_collections/desegregation/large/index.php?action=chronology)
This site provides chronological information about the integration of the U.S. Military.

Integration of the Armed Forces
(http://www.history.army.mil/books/integration/iaf-fm.htm)
This site provides documentation and links supporting the integration of the U.S. military.

Westward Expansion
(http://www.history.com/topics/westward-expansion)
This site provides videos and interactive games depicting the expansion of the U.S.

Modern Voices
(http://www.pbs.org/wgbh/aia/part4/4i3099.html)
This article provides a perspective on how Westward Expansion in U.S. History related to slavery.

Remember the Alamo
(http://www.pbs.org/wgbh/amex/alamo/peopleevents/index.html)
This site provides several links to people and events involved in the Battle of the Alamo.

Recession, Depression, Hard Times, New Deal
(http://teachinghistory.org/news/21783)
This site provides information and resources pertaining to the time of the Great Depression.

Pullman Strike
(http://www.history.com/topics/pullman-strike)
This article provides information about unionization and the Pullman Strike in Chicago.

Andrew Jackson and the Bank War
(http://www.gilderlehrman.org/historynow/12_2009/lp1.php)
This site provides information about Andrew Jackson's involvement in the bank war.

Panic of 1893: Seattle's First Great Depression
(http://www.historylink.org/index.cfm?DisplayPage=output.cfm&File_Id=2030)
This article discusses Seattles early economic struggles during the Panic of 1893.

Bank Run
(http://www.history.com/topics/bank-run)
This site provides several videos and photo galleries related to the financial crisis during the Great Depression.

Martin Van Buren
(http://millercenter.org/academic/americanpresident/vanburen/essays/biography/4)
This site discusses the political perspectives and actions of Martin Van Buren.

The Depression of 1893
(http://eh.net/encyclopedia/article/whitten.panic.1893)
This article discusses key statistics and events that occured during the Depression of 1893.

U.S. Economy in World War I
(http://eh.net/encyclopedia/article/rockoff.wwi)
This article provides an economic history of the U.S. during World War I.

Study guide questions:

1. Social movements are a way for
A. those dissatisfied with government to get its attention.
B. the politically weak to force government to be more responsive than usual to their
interests.
C. people to present their views through more dramatic means than conventional political
activity.
D. people to get news coverage of their issue.
E. All of the answers are correct.



2. Among the Constitution's denials of powers is the right of habeas corpus, which prohibits
government from
A. prosecuting persons for acts that were legal at the time they were committed.
B. establishing a state religion based on Christian beliefs.
C. enacting laws that would legalize the practice of indentured servitude.
D. jailing a person without a court hearing to determine the legality of her/his imprisonment.
E. silencing freedom of the press.



3. Public opinion is ordinarily used in reference to the whole society. This perspective is

A. accurate, since Americans are one people and indivisible.

B. less accurate than a view of public opinion based on the majority, since the political
system operates on the principle of majority rule.

C. less accurate than the idea that Americans form many publics, which differ greatly in
such things as the level of attention they pay to politics.

D. less accurate than a view of public opinion based on what the news media are saying
about the public.

E. accurate, because there is little diversity in American public opinion.



4. Historically, the American press has shifted from
A. a political to a journalistic orientation.
B. objectivity to subjectivity.
C. a journalistic to a political orientation.
D. partisan to very partisan.
E. negative to positive.



5. In the United States, the primary responsibility for registration of the individual voter rests with
the
A. state and local governments.
B. local courts.
C. employer.
D. individual.
E. federal government.



6. Most political talk shows on radio offer a(n) _____________ point of view.
A. liberal
B. conservative
C. middle-of-the-road
D. objective
E. non-partisan




7. James Madison, in Federalist No.10, argued
A. against all interest groups.
B. for the advocacy of self-interest free from all systems of restraint.
C. for regulation of interests through a governing system of checks and balances.
D. for the replacement of interest groups by formal political parties.
E. for a powerful judiciary.



8. Political conflict is rooted in which two general conditions of society?
A. authority and scarcity of resources
B. differing values and scarcity of resources
C. differing values and competition
D. authority and competition
E. authority and differing values



9. Which of the following ideological types favor government activism in the economic realm?

A. liberals and populists

B. populists and libertarians

C. conservatives and liberals

D. populists and conservatives

E. liberals and libertarians



10. Economic groups have an advantage over non-economic groups because
A. they nearly always have larger memberships.
B. they are organized primarily for political purposes.
C. they have better leadership.
D. they have greater access to financial resources.
E. their members are committed to their causes.



11. The accuracy of a poll is usually expressed in terms of

A. population density.

B. census parameter.

C. population error.

D. sampling error.

E. interview error.



12. The yellow journalism of the early 1900s was characterized by
A. the use of the telegraph.
B. the emphasis on sensationalism as a way of selling newspapers.
C. prejudice against Asian people and countries.
D. an unwillingness to take editorial positions because of a fear of losing circulation.
E. the desire to present the news in an objective manner.



13. The direct election of U.S. senators came about due to
A. passage of the Second Amendment.
B. political pressure from the Progressives.
C. Jeffersonian democracy.
D. Jacksonian democracy.
E. the fact that state legislators no longer desired to select them.




14. ________ significantly changed American attitudes about the role of the federal government in
the economy.

A. The War of 1812

B. The Spanish-American War

C. The California Gold Rush

D. The Great Depression

E. The Civil War



15. A broad effort to achieve change by citizens who feel government is not responsive to their
interests is called
A. a social movement.
B. a voter upsurge.
C. a citizen lobby.
D. a popular resistance.
E. a regular election.



16. Which of the following is true?
A. Public schools are becoming more segregated nationally.
B. Many urban public school districts have ended the use of busing for desegregation
purposes.
C. Suburbanization has made it more difficult to desegregate urban schools.
D. Reformers have shifted away from busing and focused more on school financing in
recent years.
E. All of the answers are correct.



17. Dramatic change in public opinion on basic issues is uncommon and is almost always a
consequence of

A. a change in the policy position of the president.

B. an extraordinary change in national conditions.

C. popular satisfaction with a government initiative.

D. a change in the law.

E. a Supreme Court ruling.



18. The media perform the signaling role by
A. informing the public of important news developments as quickly as possible.
B. serving as an open channel for leaders to express their opinions.
C. exposing officials who violate accepted performance and moral standards.
D. acting the public's representative.
E. All of the answers are correct.



19. As an influence on what happens in American politics, public opinion can be described as a(n)
_______ force.

A. elusive

B. powerful

C. inexact

D. contradictory

E. All of the answers are correct.




20. According to James Madison, the source of most interest groups or factions is
A. the unequal distribution of property.
B. the American political tradition of association.
C. the system of separation of powers in America.
D. the spirit of individualism.
E. the concept of majority rule.



21. The federal government's power to tax, regulate commerce among the states, and to declare
war are all examples of ________ powers.
A. reserved
B. enumerated
C. implied
D. concurrent
E. None of the answers are correct.



22. Until 1965, immigration laws were biased in favor of immigrants from
A. Asia.
B. the Middle East.
C. Europe.
D. Africa.
E. Latin America.



23. The writers of the Constitution established a federal system of government because
A. the states already existed.
B. it was consistent with the philosophy expressed in the Declaration of Independence.
C. Locke and Montesquieu concluded it was superior to other systems of government.
D. the British political system was based on the federal principle.
E. George Mason wanted to abolish the states.



24. Most studies on the influence of ideology on public opinion agree that

A. liberalism and conservatism have such imprecise meanings that it is not useful to think
about politics in these terms.

B. Americans overwhelmingly identify themselves as liberals.

C. Americans are highly sophisticated in their political thinking.

D. only a minority of Americans understand and apply ideological frames of reference.

E. Americans are highly consistent in their political thinking.



25. Prayer in the public schools violates
A. the free exercise clause.
B. the establishment clause.
C. the exclusionary rule.
D. procedural due process.
E. the clear and present danger test.



26.The first American political parties emerged from the conflict between

A. slave states and free states.

B. the older Eastern states and the newer Western states.

C. the interests of small landholders and those favoring commercial and wealthy interests.

D. business and labor.

E. Protestants and Catholics.


27. In 2004, as a result of the state's Supreme Court, ________ instituted same-sex marriage.
A. California
B. Texas
C. Vermont
D. Massachusetts
E. Alabama



28. The prevalence of mass elections helps the political system by
A. providing leaders a means for deceiving the public.
B. lessening the frequency and need to protest violently.
C. assuring the voter turnout will be very high among all citizens.
D. All of the answers are correct.
E. None of the answers are correct.



29. Political participation among Americans can best be described as a ________ activity.
A. futile
B. middle-class dominated
C. female-dominated
D. universal
E. working-class dominated



30. The only minor-party or independent candidate in the twentieth century to win more votes than
a major-party candidate in a presidential election was

A. Strom Thurmond (Dixiecrat, 1948).

B. George Wallace (American Independent, 1968).

C. Theodore Roosevelt (Bull Moose, 1912).

D. Ross Perot (Independent, 1992).

E. John B. Anderson (National Unity, 1980).



31. The medium of exchange for most inside lobbying activity is
A. money.
B. information.
C. bribery.
D. coercion.
E. deception.



32. In comparison to Europeans, Americans? awareness of public affairs

A. is about the same.

B. is higher.

C. is lower.

D. is higher on domestic issues but lower on international issues.

E. is lower on domestic issues but higher on international issues.




33. Which of the following developments in the national political system provided for more popular
control?
A. primary elections
B. direct election of U.S. senators
C. recall elections
D. initiative and referendum
E. All of the answers are correct.



34. The words of the Declaration of Independence reflected
A. Aristotle's conception of democracy.
B. Montesquieu's view of constitutionalism.
C. Hobbes's idea of the state of nature.
D. Locke's philosophy of inalienable rights.
E. Madison's view of factions.



35. Proportional representation systems encourage the formation of smaller parties by enabling
parties to

A. win legislative seats even though they do not receive a majority of votes in elections.

B. receive campaign funds from government in proportion to their support in opinion polls.

C. win legislative seats by lottery for parties that have no chance of winning majority
support.

D. share in patronage appointments which serve as an incentive to lure campaign workers.

E. advertise on television.



36. Most Hispanic voters support ________ candidates.
A. Republican
B. Libertarian
C. Democratic
D. Socialist
E. Independent



37. The American press serves most importantly as a key link between
A. parties and interest groups.
B. the three branches of government.
C. the public and its leaders.
D. the United States and other nations.
E. the national and the state governments.



38. Which of the following is correct with regard to obscenity and the law?
A. Obscenity is not protected by the First Amendment.
B. Obscenity is never unlawful.
C. Child pornography is protected by the First Amendment.
D. Obscenity has been easy for courts to define with precision.
E. Obscenity is protected under the Ninth Amendment.




39. Which of the following is not a common ideal in America?

A. liberty

B. equality

C. individualism

D. self-government

E. collectivism



40. Overt discrimination against Hispanics was eliminated from U.S. immigration laws
A. after the Spanish-American War at the turn of the twentieth century.
B. during World War I.
C. during the 1960s at the time of the civil rights movement.
D. in the early 1990s after the fall of the Soviet Union.
E. after the terrorist attacks on September 11, 2001.



41. Interest groups' efforts to influence policy are aimed at all institutions except
A. the presidency.
B. Congress.
C. the bureaucracy.
D. the courts.
E. None of the answers are correct.



42. Political parties in the United States originated with a political feud between

A. John Marshall and John Adams.

B. John Adams and Andrew Jackson.

C. George Washington and Patrick Henry.

D. James Madison and James Monroe.

E. Alexander Hamilton and Thomas Jefferson.



43. The New York Times
A. sets a general standard of news reporting that other news organizations emulate.
B. sets the news agenda for other news organizations.
C. was a pioneer in the development of objective journalism.
D. has been described as the bulletin board for other major newspapers.
E. All of the answers are correct.



44. The Bill of Rights was added to the Constitution
A. by the Framers during the Philadelphia Convention.
B. in stages, with free expression rights added first and the rights of the accused added
years later.
C. in response to the freeing of the slaves during the Civil War.
D. in response to the ideals of Jacksonian democracy.
E. None of the answers are correct.



45. During _________, the age of eligibility for voting was lowered from twenty-one to eighteen.
A. the Civil War
B. World War I
C. World War II
D. the Korean War
E. the Vietnam War




46. A purposive incentive is defined as
A. a goal of direct economic gain.
B. the opportunity to promote a worthwhile public cause.
C. a goal benefiting a specific group.
D. any common purpose which brings groups together.
E. corporate profit.



47. Which of the following would be an indicator of weakening partisanship?

A. an increase in split-ticket voting

B. an increase in independent voters

C. an increase in voters? responsiveness to the issues of the moment

D. an increase in voters? responsiveness to candidates? personal characteristics

E. All of the answers are correct.



48. From President Abraham Lincoln's perspective, the decision to wage a civil war against the
southern states is best summarized in what fashion?
A. States that allowed slavery were no longer sovereign.
B. The states were older than the union.
C. Southern states had abused the "reserved powers" amendment.
D. The union was older than the states.
E. None of the answers are correct.



49. Libertarians are opposed to governmental intervention in

A. both the economic and social spheres.

B. the economic sphere, but not the social sphere.

C. the social sphere, but not the economic sphere.

D. neither the social nor the economic spheres.

E. only affirmative action.



50. In recent decades, groups that offer collective goods as an incentive for membership have
found it easier to attract new members because of
A. changes in public attitudes?people today have a highly favorable opinion of interest
groups.
B. changes in the tax code that allow a tax deduction for membership dues.
C. the development of computer-assisted direct-mail techniques.
D. changes in the nature of collective goods themselves, such that they are more easily
allocated to people who need them.
E. None of the answers are correct.



51. The citizens of ________ are most actively involved in interest groups and community
causes.
A. the United States
B. Germany
C. Italy
D. France
E. Great Britain




52. The effectiveness of busing in achieving racial integration in the public schools was limited by
A. the refusal of many local communities to fully implement the busing plans prepared
specifically for them by federal district court judges, who have no effective means of forcing
them to comply.
B. the Supreme Court ruling that limits the use of busing across school district boundaries,
which has insulated predominantly white suburban schools from busing plans.
C. state laws that have prohibited busing in any of the state's school districts.
D. local referenda on busing, which have produced the two-thirds vote against busing that
is required to rescind the policy.
E. school superintendents who routinely violate federal law.



53. When the United States was founded, who was eligible to vote?
A. everyone?there was universal suffrage
B. all males and females who were at least 21 years of age
C. only white males who owned property
D. only citizens who had lived in the nation for at least ten years
E. all native-born citizens



54. The reporting of national news is relatively uniform among news sources because
A. the government dictates much of what is reported.
B. there are only a few important events each day that merit news coverage.
C. a small number of news organizations and news services generate most of the news.
D. reporters are not given much freedom by their editors.
E. journalists have a tendency to be fairly lazy.



55. Minor political parties have problems with

A. financing their campaigns.

B. getting their candidates on all 50 state ballots.

C. having a lasting impact on American politics.

D. All of the answers are correct.

E. None of the answers are correct.



56. In the Constitution, procedural due process is protected by the
A. Fourth Amendment.
B. Fifth Amendment.
C. Sixth Amendment.
D. Fourteenth Amendment.
E. All of the answers are correct.



57. Native Americans
A. have always been legal citizens of the United States.
B. were not given citizenship status until the twentieth century.
C. do not today have the full legal rights of other U.S. citizens.
D. are U.S. citizens unless they choose to live on a reservation.
E. have numbered roughly ten million in the United States since the 1700s.




58. _______ was the only Republican elected president from 1932 to 1964.

A. Richard Nixon

B. Barry Goldwater

C. Dwight Eisenhower

D. Herbert Hoover

E. Calvin Coolidge



59. All of the following tend to decrease voter turnout except
A. sharp differences between major parties.
B. alienation.
C. frequent elections.
D. a registration system that places the burden of registration on the individual rather than
on government officials.
E. lack of interest in politics.



60. In contrast to European news media, American news media are more likely to
A. guide readers by providing ideological interpretations of current events.
B. play a partisan role by taking sides in political debate.
C. act primarily as neutral transmitters of information.
D. use yellow journalism.
E. None of the answers are correct.



61. In a constitutional system,
A. there are no restrictions on the lawful uses of power, as long as this power is obtained
by majority rule.
B. citizens have basic rights which government cannot take away.
C. the economy is based on the free enterprise system.
D. officials govern according to the traditions established by their predecessors.
E. the judiciary is more powerful in all respects than the legislature or executive.



62. A set of lobbyists, legislators, policy experts, and executives who come together temporarily in
debate over a complex policy issue is
A. an iron triangle.
B. an issue network.
C. a caucus.
D. a policy system.
E. an ideological network.



63.During the twentieth century, American parties lost some of their control over

A. nominations.

B. the financing of campaigns.

C. platforms.

D. the giving of government jobs to loyal party workers.

E. All of the answers are correct.




64. By definition, the interest-group system consists of all interests that are ________ and seek
________ goals.
A. organized; political
B. cohesive; narrow
C. mobilized; ideological
D. small; narrow
E. None of the answers are correct.



65.The chief obstacle to Americans' participation in community activities is
A. the lack of opportunity because there are few groups active at this level.
B. the lack of personal motivation to get involved.
C. the low potential for success, since key decisions are made at the national level.
D. the low potential for success, since key decisions are made at the state level.
E. All of the answers are correct.



66. As distinct from alienation, apathy is
A. associated with a low rate of voter turnout.
B. a feeling of powerlessness.
C. a general lack of interest in politics.
D. a sign that the political system is working properly.
E. widespread among affluent Americans.



67. Which of the following is true?
A. The federal government has more employees than the state governments combined.
B. The federal government has more employees than the local governments.
C. The federal government has more employees than the state and local governments
combined.
D. All of these statements are true.
E. None of these statements are true.



68. The exclusionary rule states that
A. federal law cannot be applied in state courts.
B. the laws of one state court cannot be applied in the courts of another state.
C. after seven years, the statute of limitations applies except in murder cases.
D. evidence obtained illegally is inadmissible in court.
E. state law cannot be applied in federal courts.



69. The FCC's equal time requirement
A. includes the print media.
B. prohibits broadcasters from selling or giving time to political candidates and denying it to
their opponents.
C. requires broadcasters during elections to give free time to candidates for use as they
see fit.
D. requires broadcasters to give equal time to news programming as to commercial
advertising.
E. requires broadcasters to give equal time to third parties as well as the Democrats and
Republicans.




70. In its rulings on religion in the public schools, the Supreme Court has held that
A. organized prayer and Bible reading in public schools are unconstitutional.
B. organized prayer, but not Bible reading, in public schools is unconstitutional.
C. organized Bible reading, but not prayer, in public schools is unconstitutional.
D. organized prayer is constitutional but only if in the form of time set aside for private
meditation, thus giving students a choice of which prayer they will say.
E. prayer is constitutional only during homeroom classes and not regular classes.



71. If a state accepts a federal grant-in-aid, it must
A. comply with federal restrictions on its use.
B. reimburse the federal government after a specified period.
C. match the funds with twice that amount in state funds.
D. reduce its income tax rates to adjust for the increased income.
E. None of the answers are correct.



72. The patronage system was

A. a means of rewarding party workers for their loyalty.

B. established by the Progressives.

C. completely replaced by the merit system.

D. always fair in practice.

E.All of the answers are correct.



73. Which of the following is characteristic of a capitalist economic system?
A. free enterprise
B. self-reliance
C. private property
D. individualism
E. All of the answers are correct.



74. In the 1960s, presidential candidates
A. received more negative coverage than they do today.
B. were largely ignored by the media.
C. were hounded by the media incessantly.
D. received more favorable coverage than they do today.
E. None of the answers are correct.



75. In recent elections, even though candidates for public office still spend most of their campaign
money on televised ads, they have increasingly put money into the effort to get out the vote
on Election Day. Among the reasons for this is

A. an increase in partisanship among voters, which makes it harder to persuade them to
switch sides but makes it more important to get the party?s supporters to the polls.

B. the discovery by candidates that the Internet is not a good medium through which to
campaign.

C. the reluctance of candidates to use negative advertising, which has made more money
available for other activities, including get-out-the-vote efforts.

D. the fact that people like to get telephone solicitation calls.

E. the insistence of donors that their money be used to get out the vote because it makes
donors feel they are making a contribution to civic participation as well as to a candidate
they would like to see win.



ESSAY QUESTIONS ? answer essay questions Brief answers with probably not receive many points.


1. Why have the Democratic and Republican parties been so durable so as to maintain existence since the Civil War? Explain. Explain why the single-member district system of elections tends to promote a two-party system only. What is meant by a realigning election? Give an example. What are primary elections and what impact have they had on party organizations?




2. Identify and discuss the frames of reference that Americans rely upon when forming their
political opinions. Discuss the major characteristics of the political socialization process
through which Americans acquire their political opinions. Define what is meant by a political
ideology and give an example of what it is. How informed is American public opinion? Explain.




3. Identify two sources of conflict among America?s political ideals. Illustrate these sources of conflict in the context of a specific political issue. How could one argue that America is not run by a small power elite? Describe three systemic reasons why Americans vote at a lower rate than Western Europeans.

Honors American Literature
I know this is a lot of detail but it is all important to my paper and I would appreciate it if you read through all of it carefully. Thank you
-------Given Criteria from Professor---------------------------
Reading Authors from the 18th century to the 19th century our class has encountered American social thinkers arguing for expanding women''s rights. Over the course of time, these arguments also changed. We have to choose THREE advocates of women''s rights from our weekly readings and write an essay comparing thier views. (I will list the authors I have to choose from below this paragraph). I have to chart the sililarites and differences in terms of broader trends in American social thought that we''ve encountered so far (e.g. the religious revivals of the early 19th century, mid-19th century Transcendentalism etc.) I MUST also consider WHAT these thinkers advocated and HOW they argued for their views.
--------end of given criteria------------------------------------
I have to choose one author from each group below assigned to us on a weekly basis. I can not choose two authors from the same weekly group.
I listed the authors and the selection from a piece of literature by them that we read. The ones listed in Bold are the ones I originally choose (Judith Sargent Murray, Margaret Fuller and Charlotte Perkins Gilman), but YOU are FREE TO CHOOSE anyone of these authors that you think would best fit the criteria. Also we are not limited to the one or two peices listed by each authors name. We can use anything that he or she wrote and any other outside sources related to that author, but we should at least include some refernce to the peice that is listed by each authors name.
NOTE: ALL THESE SELECTIONS FROM THESE AUTHORS APPEAR IN "The American Intellectual Tradition" EDITED BY DAVID A. HOLLINGER AND CHARLES CAPPER VOLUMES I AND II. ONCE YOU SELECT THE THREE AUTHORS YOU THINK WOULD WORK BEST LET ME KNOW WHICH THREE THEY ARE AND I CAN FAX/EMAIL YOU A COPY OF THE SELECTION FROM THEIR WORK PROVIDED FOR US IN OUR BOOK. each selection is no longer than 15-20 pages and usually only about 10 pages (my email addres is [email protected])

---------Week 1------------------------------------------------

Benjamin Franklin--"The Autobiography"
John Adams--"A Dissertation on the Canon and the Feudal Law"
Thomas Paine--"Common Sense"
Alexander Hamilton--"Constitutional Convention Speech On a Plan
of Government"
"Brutus"--"Essays of Brutus"
James Madison--"The Federalist"--"Number 10" and "Number 51"
JUDITH SARGENT MURRAY--"On the Equality of the Sexes"
Thomas Jefferson

----------Week 2------------------------------------------------

William Ellery Channing--"Unitarian Christianity"
Nathaniel William Taylor--"Concio ad Clerum"
Charles Grandison Finney--"Lectures on Revivals of Religion"
William Lloyd Garrison--"Thoughts on African Colonization"
William Lloyd Garrison--"Prospectus of The Liberator"
Sarah Grimke--"Letters on the Equality of the Sexes, and the
Condition of Woman"
George Bancroft--"The Office of the People in Art, Government
and Religion"
Orestes Brownson--"The Laboring Class"
Catharine Beecher--"A Treatise on Domestic Economy"
Henery C. Carey--"The Harmony of Interests"

------------Week 3-----------------------------------------

Ralph Waldo Emerson--"The Divinity School Address"
Ralph Waldo Emerson--"Self-Reliance"
Elizabeth Palmer Peabody--"A glimpse of Christ''s Idea of Society"
Elizabeth Palmer Peabody--"Plan of the West Roxbury Community"
MARGARET FULLER--"Woman in the Nineteenth Century"
Henry David Thoreau--"Resistance to Civil Government"
Horace Bushnell--"Christian Nurture"
Herman Melville--"Hawthorne and His Mosses"

----------Week 4---------------------------------------------

John C. Calhoun--"A Disquisition on Government"
Louisa McCord--"Enfranchisement of Woman"
George Fitzhugh--"Sociology for the South"
Martin Delany--"The Condition, Elevation, Emigration, and
Destiny of the Colored People"
Frederick Douglass--"What to the Slave is the Fourth of July?"
Abraham Lincoln--"Speech at Peoria Illinois"
Abraham Lincoln--"Address before the Wisconsin State
Agricultural Society"
Abraham Lincoln--"Second Inaugural Address"

-------Week 5--------------------------------------------------

Charles Peirce--"The Fixation of Belief"
William Dean Howells--"Pernicious Fiction"
William Graham Sumner--"Sociology"
Lester Frank Ward--"Mind as a Social Factor"
Elizabeth Cady Stanton--"The solitude of Self"
CHARLOTTE PERKINS GILMAN--"Woman and Economics"
Josiah Royce--"The Problem of Job"
William James--"The Will to Believe"
Henry Adams--"The Dynamo and the Virgin"
Frederick Jackson Turner--"The Significance of the Frontier in
American History"
George Santayana--"The Genteel Tradition in American Philosphy"
--------------------------------------------------------------
ONCE YOU HAVE SELECTED THE THREE AUTHORS YOU WISH TO USE PLEASE EMAIL ME BACK ASAP AT [email protected] SO I CAN EMAIL OR FAX YOU THE SELECTED READINGS ON THOSE THREE AUTHORS. (Altogether the readings should only be roughly 30 pages, and as I stated before we are encouraged to use outside sources in additoin to the selected readings.

There are faxes for this order.

Here is the assignment for my class, at the bottom I have what I want my critique and review on and my cell # please let me know if you can do this, I need to know asap. The movie I want it on is: What the bleep do we know!? Please make sure that this paper is a critique and review, not an essay or anything else, and Please go by the scoring criteria please...
Pam Daniels

Hello all,

Here is some assistance with the Cultural Activity Review and Critique due in LP 8 (Week 6).

First, this assignment is based on DOING AN ACTIVITY on a particular day at a particular time. It has to be SOMETHING NEW and not something you did before. Its not a research paper. And, its not a write up of a trip you took or something you did in the past. Youll find a new cultural activity to do and then write a review and critique.

Please review the following SCORING CRITERIA of the assignment BEFORE DOING THE ACTIVITY. Youre expected to explain your interest before doing the activity and to anticipate your idea of its value. So, you need to think about the activity before doing it.

SCORING CRITERIA (10 pts each):
-- unique to and chosen for the course
-- fits within examples given
-- date, time, and place of activity specified
-- details of events or progression
-- compares/contrasts activity to similar in other eras
-- insight into historical significance of event
-- reasons for choosing
-- realistic picture of understanding prior to activity
-- describes understanding after the activity
-- value critique (why worthwhile or not)
-- enjoyment or dislike
-- why liked or disliked
-- 1200 words minimum
-- free of grammar, spelling, and punctuation errors

WHAT IS A CRITIQUE AND REVIEW?

A review and critique is NOT A BLOW BY BLOW DESCRIPTION OF WHAT HAPPENS. This is called a plot summary. You do need to give some details of the activitys progression, but do this briefly. You only need to identify highlights of what happened. Youll spend most of your writing time on the other criteria. Even though I explain this each term, I still have students who submit a long and boring plot description.

Imagine a movie review article you might have read in the past. The writer will have to describe the film quite early in the article. This brief description will flow over into observations (perhaps about what was expected versus what really happened). A reviewer is not just providing a summary description; s/he will focus on the observations that relate to the opinions about to be given. These observations will probably provide the raw material for the comparison to a related activity back in history, because the assignment requires that comparison. A comparison to related activities (other movies, the book, etc) is often part of a movie review. You'll be engaging in a review and critique if you assess the activity, if you talk about its value or lack of it. Perhaps you thought it was vulgar or fun or informative or useful or appropriate for children. How does this assessment compare with your assessment of the same kind of thing elsewhere in history?

HOW TO CHOOSE AN ACTIVITY:

The instructions in the Assignment area direct you to choose from a trip to a museum, attending a play, going to the ballet, listening to an orchestra (possibly relating to a famous composer), watching an international film, assembling a virtual field trip to one of the many museums on the internet, reading a piece of literature, attending a religious service, watching a documentary film, etc. The activity must be chosen specifically for this course and not something youve done before. It can relate to something youve done before, but what you do here must be a new activity. For example, if you traveled to Washington, D.C. three years ago and visited the Smithsonian, then you cannot use this activity. But, you can visit another museum and compare it to your prior Smithsonian adventure.

Here are some of my ideas. Perhaps youll like one of these. Or, perhaps my list will nudge you into another idea. The rest of this letter presents various ideas, including the virtual museum which can be done entirely online.

FILMS:

Baraka Religion, music, dance, film. Baraka means blessing and the jacket hails this film as a transcendently poetic tour of the globe. The images and music are without commentary, unless you get the DVD and consider the special features. This film is beautiful. Im not doing it justice. Its compelling. Its delicious.

Il Divo (Live at the Greek) Music, pop culture, popular themes in songs. From
Netflix.com: The hugely beloved popera quartet brings their cultured voices and international style to the stage in this concert performance featuring a passionate set of both old and new hits. Check out some of the comments on Netflix.com. Examine the groups popularity, themes, and personas.

The Queen History, film, cultural icons. Helen Mirren won the Academy Award for Best Actress. From Netflix.com: This drama goes behind the scenes as the queen and prime minister try to manage Diana's death on a personal level while also dealing with a public calling for royal treatment for their beloved princess. The movie blends the acted footage with actual news footage.

Ken Burns America (The Shakers) History, religion, art. From Netflix.com: Acclaimed documentary filmmaker Ken Burns directs this look at the unique religion and the peaceful and productive pastimes the Shakers practice on a daily basis. Productive pastimes? They produce furniture and other practical objects that often appear in museums as art.

Frida History, art; a film based on the life and work of Mexican painter Frida Kahlo.
Youll also find information about Frida and her artwork on the internet for creating your own virtual museum tour. She was interesting, and her work is interesting.

Moulin Rouge History, film, pop culture, music. Starring Nicole Kidman. From a reviewer on Netflix.com: a movie so cheeky, aggressive and bursting with vitality that it can't help being annoying and exhilarating at the same time. The movie is set in the bohemian revolution of Paris (late nineteenth / early twentieth century). The visual style has an artistic quality suggestive of that period. Quite a trip.

Blue Man Group (The Complex Rock Tour Live) Music, pop culture. Blue Man Group is a cultural event in itself, but with this version of their show they critique the rock tour of pop culture. Its fun and clever.

The Magdalene Sisters is a fictionalized account of the slave-like circumstances of the young women committed to the Magdalene Asylums. The DVD from Netflix also has the original documentary expose. Religion, sexuality, history.

Amazing Grace presents the story of William Wilberforce as he fights slavery in Parliament in England in the early 1800s. Religion, history.

Ed Harris plays the title character in Copying Beethoven. The movie presents his views on music through his interactions with the other characters, especially the young woman assigned to be his copyist. Music, history.

Ed Harris plays the title character and makes his directorial debut in Pollock, a modern painter. The movie also deals with other artists of the time that Pollock knew or knew about or reacted to.

The recent HBO series called John Adams is fascinating. Its based on a Pulitzer Prize winning book. It transformed my perspective of the revolutionary period of American history. Its on DVD now. There are 2 to 3 episodes on each of 3 DVDs. Its several hours long. If you love this sort of thing, go for it.

Lately Ive been aware about just how many excellent Holocaust period movies have been made. The Pianist, which won Adrien Brody an Academy Award, has an intriguing blend of seriousness and lightness, sadness and hope. I was so touched by his performance that I watched it again right away. I also found Everything Is Illuminated quite interesting. It features Elijah Wood and deals with the theme of remembering.

The movie Miracle shows a fairly accurate account of the 1980 Olympics. Is a hockey flick. Quite inspiring. One of my favorites.

The movie When We Were Kings is an Academy Award winning documentary about the Rumble in the Jungle fight in Zaire between Muhammad Ali and George Foreman. In it youll find a fascinating trip through sports, communications, music, and history. I dont consider myself a sports aficionado, but I loved this movie.

Bobby was written and directed by Emilio Estevez. It takes place in the hours leading up to the assassination of presidential hopeful Bobby Kennedy. There is a lot of actual footage of Bobby Kennedy, but the story of the movie is about the people at the hotel where the shooting occurred. If you add the Extras to your experience, youll have a fine historical journey into the early 1960s.

August Rush is all about music. Its in the air. Can you feel it? Its a delightful story about a musical family trying to get back together. The music theme is so pervasive that this recent movie qualifies as a film for review and critique in this course.

Out of the Blue is a docudrama based on an actual sudden killing spree that shook New Zealand. Karl Urban won an award recently for his portrayal of one of the police officers.

Casey Affleck won acclaim for his role in The Assassination of Jesse James by the Coward Robert Ford. This movie explores the way in which history becomes legend.

Tom Selleck plays General Dwight D. Eisenhower in Ike: Countdown to D-Day. Although it is dealing with World War II history, its not about battle scenes. It deals more with strategy, personalities, and tactical constraints.

Ron Howards Frost/Nixon has been getting critical acclaim.

One of the most intriguing films Ive seen this past year is called Day Night Day Night about a teenage girl suicide bomber. The film has a stark realism to it. Its not sensationalistic. It doesnt slam Islamic culture. There is something about the films ending that gave me insight into what her mission means to her. On imdb.com, a user comment reads: mesmerizing high tension.

A quick search on biographical films on netflix.com yielded the following possibilities.
They all cross different areas of the humanities.
- Capote (theres more than one, theyre all interesting)
- The Mystery of Picasso
- F for Fake
- How to Draw a Bunny
- The U.S. vs. John Lennon
- Just an American Boy
- Arnas Children
- Tom Dowd and the Language of Music
- Tupac: Resurrection
- Ill Sing for You

VIRTUAL FIELD TRIPS or VIRTUAL MUSEUM:

To do a virtual museum or virtual field trip, youll need to view it as a MUSEUM or FIELD TRIP on the internet. I say it this way, so youll avoid thinking of it as a research paper. Many museums have quality photos of their regular and guest collections on their websites. You could even choose a kind of art, let's say Impressionism, and take in the show for multiple museums via various websites. You'll need to do a bit of poking around to line up something that looks interesting to you and that has enough stuff for a review and critique. Once you know your topic, locate one or more websites for your field trip. Then choose a DAY AND TIME and ATTEND YOUR VIRTUAL MUSEUM or TAKE YOUR VIRTUAL FIELD TRIP. Your write up will go better if you view it as an ACTIVITY for a review and critique rather than as research for a typical research paper.

There are so many kinds of museums to use as a guide. Here are some kinds of museums Ive been to: art (ancient, modern, contemporary, folk, different countries and cultures, different styles of art, etc), transportation, antique cars, toys, wax, farm tools, Indian Pueblo culture, Civil War, African American spiritual music, glass, weaving, southern plantation, sunflowers, Star Trek, etc. If you can imagine a museum on something of interest to you, you can assemble your own personal museum via the internet.

NATIONAL ANTHEM:

You can use youtube.com to review and critique the Star Spangled Banner. My favorite version was performed by Marvin Gaye in 1983. Search youtube.com for "national anthem marvin gaye". I'm also fond of those by Whitney Houston, Josh Groban, Carrie
Underwood -- just vocals that touch me. A critique might include the controversial versions by Jose Feliciano or Roseanne Barr. You can speculate about why Jose Feliciano received flack but Marvin Gaye didnt. Theres even a video out there of Hilary Clinton singing the wrong words. I also find it interesting that so many singers don't pronounce all the words correctly. Consider where the anthem is being sung sports events for sure. If youve followed American Idol, you can consider how many of these singers are performing it.

MATT AND OTHER YOUTUBE.COM ACTIVITIES:

There's an interesting cultural phenomenon on youtube.com. It's called "Where the hell is Matt?" It makes me smile. It's international. It started as an email/blog phenomenon, and now there's a lot on youtube.com. Actually, Matt started it for his family and friends. There's so much there now and so many links and discussions that it could easily make an interesting cultural activity for review and critique. The website WhereTheHellIsMatt.com has a lot of videos. Matt has posted a three-part set from a lecture he gave at a college about his adventures. He has also posted various homage versions by other people. Its quite an interesting modern cultural phenomenon. There are many topics that could be drawn from youtube.com.

LITERATURE:

A Play: If you prefer a book as your cultural activity, consider reading a play. You can get a book of drama from many libraries, especially if youre near a college library. Go to www.pulitzer.org and search in the history of the prizes under drama. Youll see quite a few award-winning plays. You may notice that some of these plays were made into movies. You can compare the written play to the movie version. Some plays/movies that I like are Night, Mother, Glengarry Glen Ross, Driving Miss Daisy, and Crimes of the Heart. This last play, in particular, is fast reading and humorous. If youve never read a play, you might be surprised how quick and easy it is.

A Novel: Gregory Maguires book Wicked: The Life and Time of the Wicked Witch of the West is a fun read. Its been made into a play on Broadway, though I havent been to it. Gregory Maguire has other novels that take off on fairytales, history, art, and literature. His novels are perfect for a humanities course such as this.

There are many more possibilities for plays, novels, poems.

CULTURAL EVENTS:

Some students choose to attend a cultural event in their area. Its a good opportunity to take the whole family to help you with your assignment. Here are some of the things students have done in the past
>Do a mock pilgrimage on a climb of Mount Fuji
>Attend a powwow
>Attend a festival
>Visit a war memorial
>Tour a cactus garden
>Visit Hoover Dam
>Attend a religious service of a type not attended before
>Take a bus tour of an historic location
>Visit an ancient ruins

Enjoy your activity :)
Linda
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Name Author Date
Cultural Activity Review & Critique
Due by May 1, 2009 11:55 PM

#I would like for you to do this critique and review on a movie called "What the bleep do we know!?" written by William Arntz, Betsy Chasse. This movie would be conidered a philosophical movie, because it presents a particular view of how the world works. Some of the criteria asks me to anticipate what I think the experience will be like, so you will need to know what notes to take during the movie, so that you can write the paper.
If you can not do my critique and review on this movie, please let me know, because I do not want it done on anything else! I have the dvd movie, not sure if I can download it and send it to you or if you have access to it. Should be available on line or blockbusters. (I hope) please let me know if you can't do this......This assignment is very important and needs to be done right, and I do not have the time, job, child.

Thnk you, Pam Daniels cell 816-863-1489

Individual Research: OverviewAssignment 3: Individual Research Task

Individual Research: Overview

As a forensic psychology professional, you need to critically analyze the legal statutory and case laws related to psycho legal issues and correctly apply the knowledge from your analysis in your work. The individual research course project will provide you with the opportunity to analyze the landmark cases related to psycho legal issues.

In Module 1, identify at least one case for each of the following legal areas and critically analyze the essence of the selected cases:

Competency to stand trial (CST)
Criminal responsibility
Right to treatment
Right to refuse treatment
Coercion
Participation in treatment and civil commitment of sex offenders
Through Module 2, conduct research of professional literature to find additional information regarding the selected cases to create a case report. Please note that professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

You may refer to the following links for additional information:

Landmark Cases of the US Supreme Court
Supreme Court of the U.S.
FindLaw
Google
US Supreme Court Center
In Module 4, you will create and submit a case report for each case related to competency and criminal responsibility right to treatment, right to refuse treatment, coercion, and participation in treatment and civil commitment of sex offenders. You are highly encouraged to work on these case reports on a weekly basis and not wait until Module 4 to complete. Write each case report in 1??"2 pages, providing your analysis and interpretation of the case. In addition, analyze the roles and responsibilities of a forensic psychology professional in the circumstances presented in each case.

Each case report should contain the following headings:

Title and Citation: Provide the title of the case and in which court the case is involved.
Type of Action: Describe the type of the case.
Facts of the Case: Describe the key facts in the case with roles and responsibilities of forensic psychology professionals.
Contentions of the Parties: Explain the relevant points in the contentions of the parties.
Issue: Describe the issue from the viewpoint of psycho legal question at hand.
Decision: Explain the decision in the case with the implications, present and future, for the practice of forensic psychology.
Reasoning: Explain the reasoning provided by the trial judges or justices to arrive at the decision and dissenting opinions, if any.
Rule of Law: Describe the rule of law with regard to the practice of forensic psychology.
Click here to view a sample case report, which you can also use as a template to write your case reports.

Landmark Case Selection

In this assignment, you will research specific cases, describe the essence of each case, and critically analyze how each relates to the practice of forensic psychology.

Click here to view a list of landmark cases.

Tasks:

Select one case for each of the following six legal areas:
CST
Criminal responsibility
Right to treatment
Right to refuse treatment
Coercion
Participation in treatment and civil commitment of sex offenders
Conduct individual research from professional literature to critically analyze the essence of the selected cases in forensic psychology. Please note that professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Present your choices, as well as your critical analysis of the essence and issues of each case, in a 1- to 2-page Microsoft Word document.

All written assignments and responses should follow APA rules for attributing sources.

Submission Details:

By Wednesday, January 8, 2014, save your documents as M1_A3_Lastname_Firstname.doc and submit it to the M1 Assignment 3 Dropbox.
Assignment 3 Grading Criteria
Maximum Points
Articulated the essence of each selected case related to the six legal areas.
80
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Assignment 3: Individual Research Task

Individual Research: Overview

As a forensic psychology professional, you need to critically analyze the legal statutory and case laws related to psycholegal issues and correctly apply the knowledge from your analysis in your work. The individual research course project will provide you with the opportunity to analyze the landmark cases related to psycholegal issues.

In Module 1, identify at least one case for each of the following legal areas and critically analyze the essence of the selected cases:

Competency to stand trial (CST)
Criminal responsibility
Right to treatment
Right to refuse treatment
Coercion
Participation in treatment and civil commitment of sex offenders
Through Module 2, conduct research of professional literature to find additional information regarding the selected cases to create a case report. Please note that professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

You may refer to the following links for additional information:

Landmark Cases of the US Supreme Court
Supreme Court of the U.S.
FindLaw
Google
US Supreme Court Center
In Module 4, you will create and submit a case report for each case related to competency and criminal responsibility right to treatment, right to refuse treatment, coercion, and participation in treatment and civil commitment of sex offenders. You are highly encouraged to work on these case reports on a weekly basis and not wait until Module 4 to complete. Write each case report in 1??"2 pages, providing your analysis and interpretation of the case. In addition, analyze the roles and responsibilities of a forensic psychology professional in the circumstances presented in each case.

Each case report should contain the following headings:

Title and Citation: Provide the title of the case and in which court the case is involved.
Type of Action: Describe the type of the case.
Facts of the Case: Describe the key facts in the case with roles and responsibilities of forensic psychology professionals.
Contentions of the Parties: Explain the relevant points in the contentions of the parties.
Issue: Describe the issue from the viewpoint of psycholegal question at hand.
Decision: Explain the decision in the case with the implications, present and future, for the practice of forensic psychology.
Reasoning: Explain the reasoning provided by the trial judges or justices to arrive at the decision and dissenting opinions, if any.
Rule of Law: Describe the rule of law with regard to the practice of forensic psychology.
Click here to view a sample case report, which you can also use as a template to write your case reports.

Landmark Case Selection

In this assignment, you will research specific cases, describe the essence of each case, and critically analyze how each relates to the practice of forensic psychology.

Click here to view a list of landmark cases.

Tasks:

Select one case for each of the following six legal areas:
CST
Criminal responsibility
Right to treatment
Right to refuse treatment
Coercion
Participation in treatment and civil commitment of sex offenders
Conduct individual research from professional literature to critically analyze the essence of the selected cases in forensic psychology. Please note that professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Present your choices, as well as your critical analysis of the essence and issues of each case, in a 1- to 2-page Microsoft Word document.

All written assignments and responses should follow APA rules for attributing sources.

Submission Details:

By Wednesday, January 13, save your documents as
M1_A3_Last name_Firstname.doc and submit it to the M1
Assignment 3 Grading Criteria
Maximum Points
Articulated the essence of each selected case related to the six legal areas.
80
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
http://www.streetlaw.org/en/landmark/homeMarbury v. Madison (1803)
Judicial Review, Federalism
At the end of President John Adams term, his Secretary of State failed to deliver documents commissioning William Marbury as Justice of the Peace in the District of Columbia. Once President Thomas Jefferson was sworn in, in order to keep members of the opposing political party from taking office, he told... Read more

Roe v. Wade (1973)
Abortion, Right to Privacy
Jane Roe was an unmarried and pregnant Texas resident in 1970. Texas law made it a felony to abort a fetus unless on medical advice for the purpose of saving the life of the mother. Roe filed suit against Wade, the district attorney of Dallas County, contesting the statue on... Read more

Miranda v. Arizona (1966)
Self-Incrimination, Due Process
Ernesto Miranda was arrested after a crime victim identified him, but police officers questioning him did not inform him of his Fifth Amendment right against self-incrimination, or of his Sixth Amendment right to the assistance of an attorney. While he confessed to the crime, his attorney later argued that his... Read more

Tinker v. Des Moines (1969)
Student Speech, Symbolic Speech
John and Mary Beth Tinker of Des Moines, Iowa, wore black armbands to their public school as a symbol of protest against American involvement in the Vietnam War. When school authorities asked that the Tinkers remove their armbands, they refused and were subsequently suspended. The Supreme Court decided that the... Read more

Assignment: Share the Music
Watch two videos featuring the performance of a twentieth century music composition. Your choices must be from the twentieth century classical tradition, such as solo, orchestral or chamber music performances, not pop, rock, or jazz. Please note that this assignment is not a 20th century performance of music from the Classical era - students should watch videos of music that was composed in the twentieth century. The music chosen for this assignment needs to have been written in the twentieth century, so it is important to not choose music that was composed before the twentieth century. You can either choose two compositions written by the same composer or a composition from two different twentieth century composers. If you are not sure if your choices fit the requirements, be sure to ask in the Questions thread or by sending a personal message to your instructor. The following is a list of possible choices for composers for this assignment. You are not required to choose a composer from this list as long as your choices are composers from the twentieth century.

Charles Ives
Claude Debussy
Maurice Ravel
Eric Satie
Bela Bartok
Leonard Bernstein
Aaron Copland
Igor Stravinsky
Arnold Schoenberg
John Adams
John Cage
Philip Glass
Morton Feldman
Steve Reich
Iannis Xenakis
Pierre Boulez
Terry Riley

For each of the two videos discuss how those compositions reflect the six basics of melody, harmony, texture, rhythm, timbre, and form. You can refer to Tools in the course text for detailed information about each of these musical terms. Please also address how the composer's music reflects the culture and/or time period in which he or she lived. Be sure to include links to the videos in your response. The videos should be cited in the body of the text and in a reference page.

There is no specific word count requirement for this assignment - just be sure you are addressing all of the required elements. In addition to these elements, please be sure to fulfill the Requirements for Writing Assignments, including citing all sources (including the performances) both in the body of the text and in a reference page. Please note that MLA is the standard citation style in the humanities. Here are some good sources of information for Evaluating Online Resources, Citing Sources, and Writing & Grammar Resources. Papers will be evaluated according to the following Short Paper grading rubric. Please review and utilize this grading rubric in order to maximize points earned on this assignment.

Americas Retreat from Liberty in times of Crisis



In times of crisis, the federal government has often enacted laws that infringed deeply upon Americans civil liberties (personal freedoms) in the name of national security or sometimes in order to gain victory, when war was declared or looming. Though not frequent, when such legislation or use of federal power occurs it is completely antithetical to the freedoms our founding fathers envisioned and guaranteed for us in the Bill of Rights. Examples range from John Adams and the Federalists Alien and Sedition Acts in 1798 to Lincolns suspension of habeas corpus during the Civil War to widespread federal suppression of radicalism in the wake of the Bolshevik Revolution to the Patriot Act of recent times.

Your assignment is to write a paper about a specific aspect of one of the following periods/actions in which governmental power was placed above personal freedoms supposedly for the national interest:

1) the Espionage and Sedition Acts (World War I)

2) the Palmer Raids (1919)

3) the Alien Registration or Smith Act (1940)

4) the internment of Japanese-Americans, or German-Americans or Italian-Americans during World War II

5) Various legislation during the McCarthy Era of the 1950s

6) the Patriot Act of the present century.

Since there are numerous books written on all these topics, youll want to find a researchable, creative angle that is appropriate for the length of assignment (5-6 pages, a minimum of 1,250 words, not including notes or bibliography). For example, you can focus on the historical context and rationale that led to the governments actions. Or, you could focus on one or several of the individuals who argued for these actions and examine their motivations. Alternately, you could write about how individuals or groups of Americans were affected by these actions. Another option is to look at resistance movements against the governments actions. Still other possible angles could be to compare and contrast some aspect of one of these actions with another sanctioned violation of liberties that occurred previously in United States history, or to examine how economic or racial issues shaped federal policies at the time.

Whatever instance you choose of government suppression of liberties, youll want to base your argument on thorough research, start with a clear thesis, and eventually draw some important conclusions about the vulnerable state of civil liberties in times of crisis. In any case, you don't want your paper to read like an encyclopedic "report."

You must use at least two primary sources (official documents, letters, diaries, interviews, etc. from the time period) and at least three secondary sources (books and articles). Use of primary sources in support of your argument is ideal. Remember, "Wikipedia" and similar information sites along with blogs and etc. are not credible secondary sources. All information, sources and direct quotes must be documented in Chicago Style (CMS), which is used in history (CMS rules are explained A Pocket Guide to Writing in History, Section 7. Please model Rampolla's examples). For more details, refer to the information in the Term Paper Expectations section of the content area.

answer each in a more extensive form?minimum one double-spaced page each per question. Use research paper format (references, citations, etc.) Create your answer on a word-processing system (MS-Word, etc.)


Academic dishonesty is representing another''s work as one''s own, active complicity in such falsification, or violating test conditions. Plagiarism is stealing and passing of the ideas and words of another as one''s own or using the work of another without crediting the source.

Documenting your Sources:
Give credit to every one of your sources, even if you change information into your own words. When you use a writer''s exact wording, put quotation marks around those words and use a citation.

Plagiarism means writing facts, opinions or quotations you get from someone else or from books, magazines, newspapers, journals, movies, television, tapes or the web as if they were your own and without identifying the source. Unintentional plagiarism still is plagiarism.

Document all sources using the citation style of either the American Psychological Association (APA) or Modern Languages Association (MLA).
You must acknowledge the source of any:

* statistic
* paraphrase
* concrete fact
* direct quotation
* idea other than your own
* opinion held by someone else
* information not commonly known

If a fact is common knowledge, don''t show a source. For instance, John Adams was the second president

Here are the 3 questions the paper must revolve around.

1. The term "Catholic" means "universal." Yet in the world today there exist a number of different Christian denominations (i.e., Baptist, Methodist, Lutheran, etc.) and a number of different religions (i.e., Islam, Hinduism, etc.). Given all this variation, how is it that the Church can still claim to be "universal"?

2. What does the term "kerygma" mean and how is it used in Catholic theology?

3. According to Catholic theology, what is the relationship between Sacred Scripture and Sacred Tradition? How do they work together?

John Luther Adams Experience

How does John Luther Adams approach the idea of engaging the public in his works?

What is significant about writing a piece that has specific and general requirements such as Inuksuit which was created for 9-99 percussionists and intended to be performed out of doors?

What is the relationship between art and science? How does this relationship inform how you view either/both disciplines?
How does JLA define music? How is this definition similar or different from your understanding? What is the significance of this comparison?

JLA works in the naturally time-based medium of sound, how does this inform his work? What is your response to this interpretation?

Many of these works reference climate change and global ecological crisis. What does sound or even art have to say about this? JLA states that he used to be an activist, how does this inform his current work?

How do you explain John Quincy Adams's great success as secretary of state (see Chapter 7) and his relative lack of success as president?

Choice of paper topics below

This assignment is intended to give you some practice in researching and writing about American art and to improve your knowledge and understanding of
some specific topic in the field.

Format: Undergraduates: 8-10 pages word processed/computer printed (or typed)
double-spaced, with footnotes or end notes.


Research sources: use appropriate primary as well as secondary sources, primary meaning original
writings by the artist and writings, studies, and criticism produced by the artist's contemporaries, and including full-length monographs or histories, reviews and other forms of art writing in magazines and newspapers, fiction,
poetry, etc., and secondary denoting retrospective critical or historical books, essays, and articles. The extent to which you rely on primary sources, though, may vary depending on your topic.

mix art history with other disciplines in order to produce
fuller and more complex treatment of your topic: social and cultural history,
politics and economics, labor history, literature, theater, gender studies,
fashion and decorative arts, and an array of related subjects and issues may
be appropriate supplementary fields to explore, depending on your topic.

More tips: Compile a comprehensive bibliography of your subject and track down
every item possible. The narrower your scope the better. Don't hesitate to
propose a controversial opinion or interpretation, if you have a sound basis
for doing so.

What not to do: re-hashing information and opinion gained from a handful of
secondary sources); trying to cover too much ground and producing a
superficial overview (e.g., the life and times of H. Dauber) rather than a
focused analysis, of one or two paintings, say, or a specific theme.

Papers will be evaluated for extensiveness of research, clarity of concept,
quality of analysis, and persuasiveness of argument. Good style, consisting
of orderly exposition, coherent organization, clear writing, correct grammar
and spelling, and stringent editing, will also be factored into the grade.

Topics: The following represent only a sampling of possible topics and
approaches.
Choose One:

Thomas Eakins's cowboys

The body of the Native American

The debate over cosmopolitanism vs. nativism in late nineteenth-century
America

Patronage and art collecting patterns (for instance, collectors who bought
American; the relationship of Freer and Whistler)

Winslow Homer in the Caribbean

Death in the Gilded Age (for example, memorial sculpture; hunting scenes;
allegorical images)

Clothes/fashion: in Homer, or Sargent, or Eakins (this could focus on women
and/or men)

The American nude: naughty or nice?

Thomas Nast and the politics of Reconstruction

Images and meanings of the interior

The family in visual culture

The representation of intellectuals (or brain-workers)

Sargent and the so-called Orient

Elihu Vedder's illustrations to The Rubaiyat (Lilly Library has a copy of
this)

Charles Dana Gibson's social satire

Artists in fiction or on stage (as heroes/anti heroes/masculine/feminine)

John La Farge in the South Seas

William Merritt Chase?s fish still-lifes and American foodways

American Orientalist plunder (in Tiffany, for example, American art nouveau in
general, or in manifestations of the American aesthetic movement, or in
Whistler's japonisme)

The controversy about realism: how was it defined, what did it look like, when
did it go too far?

American painters and French peasants

Mark Twain as a critic/satirist of American art/taste

Critical reception of French impressionism in the United States

Mary Cassatt and Edgar Degas

Art colonies (Old Lyme, CT; Cornish, NH, etc.)

The religions art of Henry Ossawa Tanner

You are expected to complete a short research assignment on John Winthrop and how he helped and developed Puritanism in Colonial America. The paper must cite at least two SCHOLARLY secondary sources and two primary sources (letters, diaries, newspaper accounts, etc.) concerning the topic. These are to be fully footnoted following Turabian/Chicago Manual of Style format. Papers will be graded on content, style and proper footnote form. Use the sources to guide your interpretation/argument about your topic. Your papers should aim to make a specific argument, NOT provide an overly-broad overview of the topic.

ABSOLUTELY NO on-line encyclopedias can be used. These are NOT scholarly sources! You may find your primary sources on the web, however, and sometimes these are found on .com sites like http://home.wi.rr.com/rickgardiner/primarysources.htm

What prevented Adam Smith''s free market capitalism from existing (example, a market unregulated except for coinage and defense), and what are the pros or/and cons of the socialist critique? Consider Smith''s arguments, the historical context of governmental and worker adbocacy of regulation, competing liberal explanations (Ricardo, Malthus), and the communist manifesto.

My topic is John Smith..
Prompt: Look at the historical context of your topic. Look at how your topic affected society, but also look at how society affected your topic (it's symbolic relationship). Include sources positively and negatively critical of your topic if possible. Also, attempt a topic that brings out your passion of interest. (incorporate John smith with people; indians and the English)
Focus your research on a certain aspect of her work or time of her life; do not attempt a biographical essay of a person; its too broad; has little detail.

Critique your sources. Ask, HOW they differ in interpretations or account. WHERE was disagreement or consensus among historians? WHICH ones did you find particularly helpful?