Due Week 6 and worth 120 ptsRequired Length of Your PaperResearching and References in Your PaperList of Sources for Your PaperGrading RubricThe United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.Possible position—in each case you can take the pro or con position:From the Progressive era through the New Deal period, political interventions generally tended to favor big corporations and hurt the common workers, leading to economic instability. (or you can argue that they helped the workers and promoted economic stability)From 1865 to 1940, the development of labor unions was generally a negative force leading to economic disruption and unnecessary laws that stifled businesses and hindered job growth. (or you can take the position that labor unions had a necessary function and generally positive impact)From 1865 to 1940, expansion west was devastating to Native American culture, but government policies promoted economic growth in these territories and generally equal opportunities to the settlers. (or you can take the position that government policies did not promote those benefits in those new areas)After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.To support your position, use four specific examples from different decades between 1865 and 1940.Explain why the opposing view is weak in comparison to yours.Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? Length:The paper should be 600-to-850 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.Top Research and References:You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling. You will have an alphabetized list of Reference entries at the end, using APA format. You will have short, APA-style in-text citations appropriately placed in the body of the paper; these in-text citations will match the References listed at the end. Except as your instructor might direct, don’t use other sources for your paper than those listed here. (Of course, for “starter research” you can read many sources.)Top Source List for Assignment 1:  Be sure to use the Schultz text as a source.  Use at least two of the other sources listed here.  Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources link on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the Library tab to the left of the screen in Blackboard—once in there, you may do a “key word” search of the article title.APA Reference for the textbook - Schultz, Kevin M. (2018). HIST5: Volume 2: U.S. History Since 1865 (Student edition). Boston: Cengage.Del Mar, D. P. (1998). Region and nation: New studies in Western U.S. history. Canadian Review of  American Studies, 28(1), 121-128.Gompers, S. (1914).  The American Labor Movement:  Its makeup, achievements, and aspirations.  Retrieved from: http://wwphs.sharpschool.com/UserFiles/Servers/Server_10640642/File/bugge/Chapter%2021/Gompers.pdf Harjo, S. S. (1996, summer). Now and then: Native peoples in the United States. Dissent (00123846), 4358-4360. Jackson, Helen Hunt. (1881). Helen Hunt Jackson’s account of Sand Creek. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/helen_hunt_jackson_sand_creek.htm  Jacoby, S. M. (1983, Oct.). Union Management cooperation in the United States: Lessons from the 1920s. Industrial and Labor Relations Review, 37(1), 18-33. La Follette, R. (1924). La Follette’s Progressive Platform. Retrieved from  http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/follette.html  Leonard, T. C. (2009, Spring). American economic reform in the Progressive Era: Its foundational beliefs and their relation to Eugenics. History of Political Economy, 41(1), 109-141. Lloyd, H. D. (1884, June). The Lords of Industry. North American Review, 331. Modern History  Sourcebook. Retrieved from  https://sourcebooks.fordham.edu/halsall/mod/1884hd...  Rauchway, E. (2008). The Great Depression and the New Deal: A very short introduction. eBook. Oxford: Oxford University Press. Schultz, Kevin M. (2014) HIST: Volume 2: U.S. history since 1865 (3rd ed.). University of Illinois at Chicago: Wadsworth Cengage Learning.  Steffens, L. (1904). The Shame of the Cities. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/steffens.html  Taylor, F. W. (1911). The Principles of Scientific Management. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/courseware/ps/taylor.html  Whitaker, J. (1871). The Impact of the Factory on worker health. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/impact_factory.htmYour assignment must follow these formatting requirements:Be typed, double spaced between lines, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Check with your professor for any additional instructions.Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.Here is a template you can use for you paper. You do not have to use this template. The paper must be submitted (uploaded and attached) in the course shell provided online.The specific course learning outcomes associated with this assignment are:Specify ways that women and minorities have responded to challenges and made contributions to American culture.Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.Recognize the major turning points in American history since the Civil War.Use technology and information resources to research issues in contemporary U.S. history.Write clearly and concisely about contemporary U.S. history using proper writing mechanics

City University is eager to attract new students. One strategy the university has chosen to attract new students is to demonstrate to prospective students the happiness of its current students (operationally defined as how thestudents rated their satisfaction with various services offered by the university on a scale of 1–10). The university officials designed a survey asking about student happiness and sent the survey via e-mail to 25 percent of City University students with equal distributions of students in each class (first-year students, sophomores, juniors, and seniors). They received responses from students in each class, and the responses are in the figure below.

Accurately Summarize the Sources of the San Diego Region’s Water Supply. A TWO-PAGE SUMMARY. every source is provided provide, in a general sense, a complete and accurate response using the sources and directions listed below https://gcccd.instructure.com/courses/27872/module... log-in information will be provided. (b) the “CA Base Map” that is included in the WEEK #2 Module (on the Page "HANDOUTS” for WEEK #2), (c) the Video-Lecture entitled “Sources of the SD Region’s Water Supply” (as found in the WEEK #2 Module),   (d) the “context” of the MWD that is provided at the beginning of “Video #2” in the “I. Underpinnings of the Physical Sciences” Video-Lecture series (found in the WEEK #1 Module), and if helpful (e) the map of “SDCWA Member Agencies” (as found in “HANDOUTS” for WEEK #2). PAGE #1: In general terms, summarize the San Diego Region’s water supply. Do so using two meaningful paragraphs (your response should fill approximately one-page of a standard “Word” document) … The First: Summarize the basic water-supply problem faced by the San Diego Region, and thus describe the nature and location of the actual sources-of-water upon which this region depends. The Second: Summarize the major water-transfer projects that link the San Diego Region to its main sources-of-imported-water, and, the hierarchy-of-agencies most-directly involved in its capture, allocation, and transport. (Carefully ensure that your hierarchy-of-agencies is accurate and complete. Have it end with YOUR water provider. For those of you NOT on municipal water, have it end with either the agency that supplies water to the city-where-you-work, or else to Grossmont College.) PAGE #2: Use the “CA Base Map” (provided on the “HANDOUTS” Page of the WEEK #2 Module) to visually show the spatial relationships described in your first paragraph above. Do this by printing out the map, then accurately and neatly drawing on it by hand (e.g., with colored pencils) and signing your name, then take a digital photograph or scan. To help with this assignment, here's the same question as posed in Assignment #1: If the water that you use at your residence is purchased from a public water district (g., Helix or Padre Dam or the City of San Diego, etc.), then in very general terms describe (a) where the majority of it comes from (e.g., Rocky Mountain snowpack that melts and flows down the Colorado River, or from eastern Sierra meltwaters via the LA Aqueduct, or from streamflow out of the northwestern Sierra via Lake Oroville and “the Delta,” etc.), (b) how it gets from its source to the water district that you buy it from, and (c) any other water wholesalers (e.g., the San Diego County Water Authority, the Metropolitan Water District of Southern California, the CA State Department of Water Resources) that are involved in its capture and transport.