Category: History

write an essay of 5000 words Using Charlotte Lemanski’s (2007) Global cities in the
South Study, critically evaluate with relevant examples President Thabo Mbeki’s
assertion of the level of equality in South Africa that “There are two nations in South
Africa-one for the wealth and one for poverty”

Lesson Plan Instructions:
Write/create a lesson plan that you can use in a classroom or youth group activity to teach students about conflict resolution Skills
You may want to look at the following resource as a starting point:
1. Conflict Resolution in the Schools: A Manual for Educators Kathryn Girard, Susan J. Koch Jossey-Bass (1996) ISBN-10: 0787902357 ISBN-13: 978-0787902353
You can use this resource as a starting point to gain a better understanding of how to write and structure your lesson plan. Please do not copy these lesson plans but you may find some good resources, primary sources or activities that you can adapt to your own lesson plan on Conflict resolution skills. Feel free to look online for other resources that you can use for a Lesson plan. Lesson Plan Organization: (See Lesson Plan Template on Moodle) Lesson plans should include the following:
• Lesson Title
• Your Name
• Subject
• Learning Outcome(s) – Explain what you want the students to learn from this lesson
• Instructional Objectives: Explain what your goals/objectives of the lesson are
• Materials/Resources Used for the Lesson
1. Teacher Resources – Here you list articles, pictures, videos or anything that you will use to teach the lesson
2. Student Resources – Primary sources, Handouts etc..
• Lesson Activities – Here you explain and walk me through your lesson step by step for the students. You will need an:
1. Introduction: How are you going to start your lesson? What is your hook to make it interesting for the students?
2. Body: What body of knowledge will you be teaching your students? (Ex. Here is a great place to begin with the History) Also, what activities will you be using to teach about (ex. Will they be watching a video? Looking at art? Reading Historical Primary Sources?
-Will they be doing group work or working independently? -Will they have a written assignment? If so, include the prompts/questions in the assignment and explain it.
*Your lesson should be organized, flow from one activity to another; you should set time limits for each activity
3. Closure: How are you going to wrap up your lesson on Conflict resolution skills? Here you want to make sure that your students have learned everything that you listed in your Learning Outcomes above?
(For example, you can give them a little quiz, you can have a class discussion & ask the students to talk about the main points of the lesson or you could have them write down or discuss important takeaways from the lesson about conflict resolution skill) -These are just some thoughts. Feel free to come up with your own fun and interesting way to end the lesson.

submit a video or written essay about an individual you know personally (who lives in your community) who has inspired you and helped you build the confidence you need to achieve your goals.
my person – Rev. king
he’s inspired me to go for what I want and tells me never to give and keep the faith.
he gives me comforting words when I’m feeling like I can’t make it in life.
he inspires me to work with the youth at church and tech and guide them .

What were the main beliefs, aims, and tactics of the Black Power Movement (BPM)?
In-depth Reading and Reflection 
Author directly addresses main question or issue, and adds new insight to the subject 
Essay contains a clear argument (typically in the form of a thesis) —i.e., lets the reader know exactly what the author is trying to communicate.
Provides compelling and accurate evidence that convinces reader to accept main argument. The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument. 
Evidence is used from a wide range of sources, including lectures and course readings. When required, author also consults scholarly books, websites, journal articles, etc. not explicitly discussed in class. All evidence is properly cited in footnotes or endnotes.
ARTICLE
https://oaklandlibrary.org/blogs/post/the-afro-american-association-forerunner-to-the-panthers/
https://www.blmla.org/herstory

For this week’s module, you will find a current event article that you can relate to this week’s content (The Cold War or the 1950s). Your post will need to include the following:
A citation of the article done in MLA or APA format.
A summary of what the article says (not just repeating the title).
Explain how it connects to this weeks content. 

use this template: TEEEL Paragraph Essay Planner
Introduction
Outline
Your Essay
·       What is WW1?
·       When did it occur?
·       In 1-2 sentences, state whether you think “War is
Hell”.
World War 1 was a worldwide war that took place
mainly in Europe and the Middle East from 1914 to 1918. The assassination of
Austrian Archduke Franz Ferdinand on 28 June 1914 triggered a series of
events that led to the war in early August 1914. War is hell because of the
extensive suffering, destruction, and loss it causes to people and
communities.
Introduction
– How the War Started | Canada and the First World War 2024, Canada and the
First World War, viewed 6 June 2024, .
World
War I | History, Summary, Causes, Combatants, Casualties, Map, & Facts |
Britannica 2024, Encyclopædia
Britannica, viewed 12 June 2024,
.
Paragraph 1 – This
should be your strongest argument
TEEL Structure:
Your write goes here:
(you only need 1-2 sentences per box)
T – Topic Sentence:
What is the main idea you will be discussing in your
paragraph?
Do you agree or disagree with the statement above?
The Gallipoli campaign supports the argument that
war is hell for many reasons, including the high death toll and severe
suffering it caused.
E – Explain:
Why do you agree or disagree with the statement
above?
I agree with the statement that war is hell, as evidenced
by the Gallipoli campaign.
E – Example: Conduct some of your own research to evidence for
your argument.
What is this evidence? According to the Australian War Memorial, during the
eight-month Gallipoli campaign, over 8,700 Australian soldiers were killed,
and over 19,000 were wounded. In total more than 130,000 men had died during
the campaign.
What do you
think that would have done to the people at home?
After 4 months the battles became stalemate
The Gallipoli campaign’s high death toll and severe
injuries reflect the brutal reality of war. Soldiers experienced constant
attack, disease, and extreme weather conditions during the war.
…because of these reasons death was high…
E – Elaborate:
Elaborate on the evidence you discussed.
Why does this support the argument you are making?
This suffering emphasizes the devastating impact of
warfare on individuals and communities.
L – Link:
Summarise what you have said.
Link it back to the question.
For these reasons, the Gallipoli campaign is one of
the most recognized and significant military wars leaving a lasting impact on
not only the soldiers but also Australia. Paragraph 2 – This
should be your second argument
TEEL Structure:
Your write goes here:
(you only need 1-2 sentence per box)
T – Topic Sentence:
What is the main idea you will be discussing in your
paragraph?
Do you agree or disagree with the statement above?
Natures of warfare
E – Explain:
Why do you agree or disagree with the statement
above?
E – Example: Conduct some of your own research to evidence for
your argument.
What is this evidence? The main military technology and weapons that were
used by the troops in the Battle of Gallipoli were rifles, revolvers, machine
guns, hand grenades, shelling, artillery, battleships, gas, and trenches.
because of the continuous fighting, enormous death
toll, and severe suffering for soldiers, war was destructive and devastating.
E – Elaborate:
Elaborate on the evidence you discussed.
Why does this support the argument you are making?
L – Link:
Summarise what you have said.
Link it back to the question.
Paragraph 3 – Your
counter argument
(Remember that in History,
there is no right answer. Mak sure you show that you understand things are
complex by discuss the other side of the argument.)
TEEL Structure:
Your write goes here:
(you only need 1-2 sentence per box)
T – Topic Sentence:
What is the main idea you will be discussing in your
paragraph?
Do you agree or disagree with the statement above?
Advancement of Technology Transportation Medicine Weapons communication
E – Explain:
Why do you agree or disagree with the statement
above?
E – Example: Conduct some of your own research to evidence for
your argument.
What is this evidence? E – Elaborate:
Elaborate on the evidence you discussed.
Why does this support the argument you are making?
L – Link:
Summarise what you have said.
Link it back to the question.
Conclusion
Outline
Your Essay
·       In 1 for each, summarise the main points for each
paragraph.
·       Re-state your stance on “War is Hell.”
Bibliography
(You should have 3-5
PROPERLY REFERENCED sources here. Each of these sources should have been
included within your essay.)

Students are to ANSWER THREE QUESTIONS from each section. Answers should use proper diction, syntax, and grammar at all times. In other words, they should be in complete sentences using cogent, articulate, and intelligent points throughout. It goes without
saying but doing well on the written portion of an exam is largely the by-product of concentrating on two domains: knowing what to
say as well as knowing how to say it. Each answer should comprise of about ten to twelve sentences. You can go longer if you wish, but it is not necessary. Students can consult their textbook and lecture notes. Answers will be contained within a WORD document and uploaded to CANVAS. This is not a timed exam. Good luck, Professor Williams this is the link to the textbook
https://archive.org/details/give-me-liberty-an-american-history-eric-foner-z-lib.org/page/n11/mode/2up

This assignment aligns with the following course objective(s):
Analyze and interpret primary and secondary sources 
It also aligns with the following module objective(s):
Analyze the effects of the Industrial Revolution.
Instructions:   Read the attached primary source documents.  Analyze the content. Answer the questions that follow IN ONE ESSAY of 400 words minimum. You must use correct grammar and mechanics when answering these questions. And make sure to organize it into a proper essay with introduction, body, and conclusion paragraphs. (There will be  a TEN-POINT DEDUCTION PER DAY for late submissions.)
Note: Make sure your words are your own. Do not plagiarize off the internet or some other source. Plagiarism on ANY written assignment is a very serious matter. It will result in a zero on the assignment and a referral to the Associate Dean of Students for appropriate disciplinary action.
In addition, unauthorized use of Artificial Intelligence (AI) on this assignment is strictly prohibited (EVEN IT’S JUST FOR GRAMMAR) and will result in an automatic zero on any flagged assignment.
Writing Assignment Rubric
Points Available
Your Points
Thesis statement—does the paper have a clearly stated main idea? 
15
Evidence—does the student back up his or her thesis statement with sufficient information?
30
Coherence—does the writing make sense?
25
Insight—does the paper provide interest points about the material, or does it just present the facts without any real thought?
20
Grammar, capitalization, and punctuation.
10
Points deducted for too short a paper, lateness, etc.
See instructions for specifics
Total
100
WEALTH
BY ANDREW CARNEGIE.
The problem of our age is the proper administration of wealth, so that the ties of brotherhood may still bind together the rich and poor in harmonious relationship. The conditions of human life have not only been changed, but revolutionized, within the past few hundred years. In former days there was little difference between the dwelling, dress, food, and environment of the chief and those of his retainers. The Indians are to-day where civilized man then was. When visiting the Sioux, I was led to the wigwam of the chief. It was just like the others in external appearance, and even within the difference was trifling between it and those of the poorest of his braves. The contrast between the palace of the millionaire and the cottage of the laborer with us to-day measures the change which has come with civilization.
This change, however, is not to be deplored, but welcomed as highly beneficial. It is well, nay, essential for the progress of the race, that the houses of some should be homes for all that is highest and best in literature and the arts, and for all the refinements of civilization, rather than that none should be so. Much better this great irregularity than universal squalor. Without wealth there can be no Mæcenas. The “good old times ” were not good old times. Neither master nor servant was as well situated then as to-day. A relapse to old conditions would be disastrous to both–not the least so to him who serves–and would Sweep away civilization with it. But whether the change be for good or ill, it is upon us, beyond our power to alter, and therefore to be accepted and made the best of. It is a waste of time to criticise the inevitable.
It is easy to see how the change has come. One illustration will serve for almost every phase of the cause. In the manufacture of products we have the whole story. It applies to all combinations of human industry, as stimulated and enlarged by the inventions of this scientific age. Formerly articles Were manufactured at the domestic hearth or in small shops which formed part of the household. The master and his apprentices worked side by side, the latter living with the master, and therefore subject to the same conditions. When these apprentices rose to be masters, there was little or no change in their mode of life, and they, in turn, educated in the same routine succeeding apprentices. There was, substantially social equality, and even political equality, for those engaged in industrial pursuits had then little or no political voice in the State.
But the inevitable result of such a mode of manufacture was crude articles at high prices. To-day the world obtains commodities of excellent quality at prices which even the generation preceding this would have deemed incredible. In the commercial world similar causes have produced similar results, and the race is benefited thereby. The poor enjoy what the rich could not before afford. What were the luxuries have become the necessaries of life. The laborer has now more comforts than the landlord had a few generations ago. The farmer has more luxuries than the landlord had, and is more richly clad and better housed. The landlord has books and pictures rarer, and appointments more artistic, than the King could then obtain.
The price we pay for this salutary change is, no doubt, great. We assemble thousands of operatives in the factory, in the mine, and in the counting-house, of whom the employer can know little or nothing, and to whom the employer is little better than a myth. All intercourse between them is at an end. Rigid Castes are formed, and, as usual, mutual ignorance breeds mutual distrust. Each Caste is without sympathy for the other, and ready to credit anything disparaging in regard to it. Under the law of competition, the employer of thousands is forced into the strictest economies, among which the rates paid to labor figure prominently, and often there is friction between the employer and the employed, between capital and labor, between rich and poor. Human society loses homogeneity.
The price which society pays for the law of competition, like the price it pays for cheap comforts and luxuries, is also great; but the advantage of this law are also greater still, for it is to this law that we owe our wonderful material development, which brings improved conditions in its train. But, whether the law be benign or not, we must say of it, as we say of the change in the conditions of men to which we have referred : It is here; we cannot evade it; no substitutes for it have been found; and while the law may be sometimes hard for the individual, it is best for the race, because it insures the survival of the fittest in every department. We accept and welcome therefore, as conditions to which we must accommodate ourselves, great inequality of environment, the concentration of business, industrial and commercial, in the hands of a few, and the law of competition between these, as being not only beneficial, but essential for the future progress of the race. Having accepted these, it follows that there must be great scope for the exercise of special ability in the merchant and in the manufacturer who has to conduct affairs upon a great scale. That this talent for organization and management is rare among men is proved by the fact that it invariably secures for its possessor enormous rewards, no matter where or under what laws or conditions. The experienced in affairs always rate the MAN whose services can be obtained as a partner as not only the first consideration, but such as to render the question of his capital scarcely worth considering, for such men soon create capital; while, without the special talent required, capital soon takes wings… It is a law, as certain as any of the others named, that men possessed of this peculiar talent for affair, under the free play of economic forces, must, of necessity, soon be in receipt of more revenue than can be judiciously expended upon themselves; and this law is as beneficial for the race as the others.
Objections to the foundations upon which society is based are not in order, because the condition of the race is better with these than it has been with any others which have been tried. Of the effect of any new substitutes proposed we cannot be sure. The Socialist or Anarchist who seeks to overturn present conditions is to be regarded as attacking the foundation upon which civilization itself rests, for civilization took its start from the day that the capable, industrious workman said to his incompetent and lazy fellow, “If thou dost net sow, thou shalt net reap,” and thus ended primitive Communism by separating the drones from the bees. One who studies this subject will soon be brought face to face with the conclusion that upon the sacredness of property civilization itself depends–the right of the laborer to his hundred dollars in the savings bank, and equally the legal right of the millionaire to his millions. To these who propose to substitute Communism for this intense Individualism the answer, therefore, is: The race has tried that. All progress from that barbarous day to the present time has resulted from its displacement. Not evil, but good, has come to the race from the accumulation of wealth by those who have the ability and energy that produce it…
We start, then, with a condition of affairs under which the best interests of the race are promoted, but which inevitably gives wealth to the few. Thus far, accepting conditions as they exist, the situation can be surveyed and pronounced good. The question then arises, –and, if the foregoing be correct, it is the only question with which we have to deal, –What is the proper mode of administering wealth after the laws upon which civilization is founded have thrown it into the hands of the few ? And it is of this great question that I believe I offer the true solution. It will be understood that fortunes are here spoken of, not moderate sums saved by many years of effort, the returns on which are required for the comfortable maintenance and education of families. This is not wealth, but only competence which it should be the aim of all to acquire.
…
In bestowing charity, the main consideration should be to help those who will help themselves; to provide part of the means by which those who desire to improve may do so; to give those who desire to use the aids by which they may rise; to assist, but rarely or never to do all. Neither the individual nor the race is improved by alms-giving. Those worthy of assistance, except in rare cases, seldom require assistance. The really valuable men of the race never do, except in cases of accident or sudden change. Every one has, of course, cases of individuals brought to his own knowledge where temporary assistance can do genuine good, and these he will not overlook. But the amount which can be wisely given by the individual for individuals is necessarily limited by his lack of knowledge of the circumstances connected with each. He is the only true reformer who is as careful and as anxious not to aid the unworthy as he is to aid the worthy, and, perhaps, even more so, for in alms-giving more injury is probably done by rewarding vice than by relieving virtue.
The rich man is thus almost restricted to following the examples of Peter Cooper, Enoch Pratt of Baltimore, Mr. Pratt of Brooklyn, Senator Stanford, and others, who know that the best means of benefiting the community is to place within its reach the ladders upon which the aspiring can rise–parks, and means of recreation, by which men are helped in body and mind; works of art, certain to give pleasure and improve the public taste, and public institutions of various kinds, which will improve the general condition of the people ;–in this manner returning their surplus wealth to the mass of their fellows in the forms best calculated to do them lasting good. –
Thus is the problem of Rich and Poor to be solved. The laws of accumulation will be left free ; the laws of distribution free. Individualism will continue, but the millionaire will be but a trustee for the poor; intrusted for a season with a great part of the increased wealth of the community, but administering it for the community far better than it could or would have done for itself. The best minds will thus have reached a stage in the development of the race in which it is clearly seen that there is no mode of disposing of surplus wealth creditable to thoughtful and earnest men into whose hands it flows save by using it year by year for the general good. This day already dawns. But a little while, and although, without incurring the pity of their fellows, men may die sharers in great business enterprises from which their capital cannot be or has not been withdrawn, and is left chiefly at death for public uses, yet the man who dies leaving behind many millions of available wealth, which was his to administer during life, will pass away ” unwept, unhonored, and unsung,” no matter to what uses he leaves the dross which he cannot take with him. Of such as these the public verdict will then be : “The man who dies thus rich dies disgraced.”
Such, in my opinion, is the true Gospel concerning Wealth, obedience to which is destined some day to solve the problem of the Rich and the Poor, and to bring ‘ Peace on earth, among men Good-Will.”
THE SLOW PROGRESS OF THE BOY WHO STARTS IN A
BREAKER, AND ENDS, AN OLD MAN IN THE BREAKER
—AS TOLD BY A MAN WHO WAS ONCE A MINER
BY REV. JOHN McDOWELL
“I’m twelve years old, goin’ on thirteen,” said the boy to the boss of the breaker. He didn’t look more than ten, and he was only nine, but the law said he must be twelve to get a job. He was one of a multitude of the 16,000 youngsters of the mines, who, because miners’ families are large and their pay comparatively small, start in the breaker before many boys have passed their primary schooling. From the time he enters the breaker there is a rule of progress that is almost always followed. Once a miner and twice a breaker boy, the upward growth of boy to man, breaker boy to miner, the descent from manhood to old age, from miner to breaker boy: that is the rule. So the nine-year old boy who is “twelve, goin’ on thirteen,” starts in the breaker. He gets from fifty to seventy cents for ten hours’ work. He rises at 5:30 o’clock in the morning, puts on his working clothes, always soaked with dust, eats his breakfast, and by seven o’clock he has climbed the dark and dusty stairway to the screen room where he works. He sits on a hard bench built across a long chute through which passes a steady stream of broken coal. From the coal he must pick the pieces of slate or rock.
It is not a hard life but it is confining and irksome. Sitting on his uncomfortable seat, bending constantly over the passing stream of coal, his hands soon become cut and scarred by the sharp pieces of slate and coal, while his finger nails are soon worn to the quick from contact with the iron chute. The air he breathes is saturated with the coal dust, and as a rule the breaker is fiercely hot in summer and intensely cold in winter. In many of the modern breakers, to be sure, steam heating pipes have been introduced into the screen rooms, and fans have been placed in some breakers to carry away the dust. But however favorable the conditions, the boy’s life is a hard one. Yet it is a consistent introduction to what is to follow.
The ambition of every breaker boy is to enter the mines, and at the first opportunity he begins there as a door boy,—never over fourteen years of age and often under. The work of the door boy is not so laborious as that in the breaker, but is more monotonous. He must be on hand when the first trip of cars enter in the morning and remain until the last comes out at night. His duty is to open and shut the door as men and cars pass through the door, which controls and regulates the ventilation of the mine. He is alone in the darkness and silence all day, save when other men and boys pass through his door. Not many of these boys care to read, and if they did it would be impossible in the dim light of their small lamp. Whittling and whistling are the boy’s chief recreations. The door boy’s wages vary from sixty five to seventy five cents a day, and from this he provides his own lamp, cotton and oil.
Just as the breaker boy wants to be a door-boy, the door boy wants to be a driver. When the mules are kept in the mines, as they usually are, the driver boy must go down the shaft in time to clean and harness his mule, bring him to the foot of the shaft and hitch him to a trip of empty cars before seven o’clock. This trip of cars varies from four to seven according to the number of miners. The driver takes the empty cars to the working places and returns them loaded to the foot of the shaft. They are then hoisted to the surface and conveyed to the breaker where the coal is cracked, sorted and cleaned and made ready for the market. There are today ten thousand drivers in the anthracite coal mines. These boys. are in constant danger, not only of falling roof and exploding gas, but of being crushed by the cars. Their pay varies from $1.10 to $1.25, from which sum they supply their own lamps, cotton and oil.
When the driver reaches the age of twenty he becomes either a runner or a laborer in the mines, more frequently the latter. The runner is a conductor who collects the loaded cars and directs the driver. The laborer is employed by the miner, subject to the approval of the superintendent, to load the cars with the coal which has been blasted by the miner. As a rule he is paid so much per car, and a definite number of cars constitute a day’s work—the number varying in different mines—averaging from five to seven, equaling from twelve to fifteen tons of coal. The laborer’s work is often made difficult by the water and rock which are found’ in large quantities in coal veins.
There are 24,000 laborers in the anthracite mines of Pennsylvania, each one of whom is looking forward to becoming a miner in the technical sense of the word—that is, the employer of a laborer. To do this a laborer must have had two years’ experience in practical mining and be able to pass an examination before the district board. If he passes he becomes a contractor as well as a 1abor. He enters into a contract with the company to do a certain work at so much per car or; yard. He blasts all the coal, and this involves judgment in locating the hole, skill in boring it, and care in preparing and determining the size of the shot. The number of blasts per day ranges from four to twelve, according to the size and character of the vein. He is responsible for the propping necessary to sustain the roof. According to the law of the State of Pennsylvania, the company operating the mine is obliged to furnish the miner the needed props, but the miner must place them at such places as the mine boss designates Most of the boring is now done with hand machines. The miner furnishes his own tools. and supplies. His powder, squibs, paper, soap and oil he is compelled to buy from the company which employs him. His equipment includes the following tools—a hand machine for drilling, drill, scraper, needle, blasting barrel, crowbar, pick, shovel, hammer, sledge; cartridge pin, oil can, toolbox and lamp. As a rule he rises at five A.M.; he enters the mine shortly after six. In some cases he is obliged to walk a mile or more underground to reach his place of work. He spends from eight to ten hours in the mine. Taking three hundred days as the possible working time in a year, the anthracite miner’s daily pay for the past twenty years will not average over $1.60 a day, and that of the laborer not over $1.35.
His dangers are many. He may be crushed to death at any time by the falling roof. burned to death by the exploding of gas, or blown to pieces by a premature blast. So dangerous is his work that he is debarred from all ordinary life insurance. In no part of the country will you find so many crippled boys and broken down men. During the last thirty years over 10,000 men and boys have been killed and 25,000 have been injured in this industry. Not many old men are found in the mines. The average age of those killed is 32.13.
It is an endless routine of dull plodding world from nine years until death—a sort of voluntary life imprisonment. Few escape. Once they begin, they continue to live out their commonplace, low leveled existence, ignoring their daily danger, knowing nothing better.
Scanned from The World’s Work 4(October 1902): 2659-6
Questions (Make Sure you address all these in your essay):
Compare and contrast Andrew Carnegie’s views about wealth and inequality with the life of the average coal miner. What impact does Carnegie’s background have on his views and how have his views influenced the United States in both the Gilded Age and the present?
Based on the reading of the life of the average coal miner, are Carnegie’s views ethical? Why or why not?
Suppose you were a congress person during this period in American history. Based on the two readings, would you have pushed for laws protecting coal miners? Why or why not? Explain your answer.

Critically assess the soio-economic impact of the first year in office of President Bola Ahmed Tinubu on Nigerian People. 

Read “The American Yawp” Volume I: Before 1877. Read the following scetions:  
The Revolutionary Era: Chapter 5: Sections V-VII  and, Chapter 6: Sections I-V 
Washington and Adams: Chapter 6: Sections VI-XI
Jefferson and the War of 1812: Chapter 7: Sections III-VII
Answer all of the below questions in a short response of about 10 sentences for each 
question minimum. You MUST include the question in your answer so that it is clear to the professor which question you are answering. (Please note, if you simply restate the 
question at the start, as opposed to incorporating it in your answer, it WILL NOT count 
towards the sentence minimum of 8-10 sentences.) You should also number your answers 1-6, and once you have completed one question start the next one directly below it.  
Your responses should be based ONLY on those resources that I provide to you. 
Please DO NOT use any other sources.
You MUST make clear and direct references to ALL the weekly resources provided. 
To do this, you MUST include at least two quotes per answer. 
All quotes MUST be  properly cited in either MLA or APA form.
You MUST NOT use any form of Artificial Intelligence to craft your 
responses. If you are discovered to have done so, your answer will receive a zero.
Questions: 
1.  Describe the content of both the Declaration of Independence and Common Sense. 
Assess how the Enlightenment influenced both documents. (Use specific examples from
each text.)
2. Explain and Assess the extent to which the American Revolution was revolutionary, 
both as a political and a social revolution. (Consider how the war both changed, and did
not change, the role of non-elite white men in society, such as women, African-
Americans, and poor-white men.)    
3.  Describe and Explain the debate over the ratification of the Constitution had between 
the Federalists and Anti-Federalists. (Consider their specific arguments and the 
characteristics that defined each group.)  
4.  Describe and Explain what is meant by the term Enumerated Powers as it applies to 
the Constitution. (Consider the difference between what is meant by a strict and loose 
construction of the Constitution and include your own opinion about on the Elastic Clause:
is it good or bad and why.)  
5.  Identify and describe key elements of America’s foreign policy during George 
Washington’s, John Adam’s, and Thomas Jefferson’s Administrations. (Consider such 
things as the Neutrality Proclamation, Jay’s Treaty, the Farewell Address, the XYZ Affair, and the Embargo Act.)     
6.  Describe and Explain the main causes for the War of 1812, 1 key battle of it, and the 
main consequences following the conflict.