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i need a 3-5 page scholarly book review on this book Karen Kossie-Chernyshev, Recovering Five Generations Hence: The Life and Writing of Lillian Jones Horace (Texas A & M University Press, 2013).
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Normalcy and the New Deal
Background: When the First World War ended, Americans welcomed what they hoped would be a “return to normalcy.” The d ...
Normalcy and the New Deal
Background: When the First World War ended, Americans welcomed what they hoped would be a “return to normalcy.” The decades that followed, however, are ones which would rarely be described as normal in comparison to what came before or after. During these decades, a struggle ensued within the American nation regarding how best to define the nation’s essential character, as groups like the revived Ku Klux Klan fought a rearguard action to define nationhood solely in terms of white skin and Protestant religion against secularists, Catholics, flappers, “New Negroes,” and others who challenged the traditional order. Immediately thereafter, the New Deal implemented in response to the Great Depression revolutionized the role of the federal government in lives of the American people, in ways that many Americans believed violated the basic tenets of the Constitution—and others believed were not radical enough. Taken together, the decades from 1920 to 1940 may have transformed the American nation more than any other comparable time period.Resources: When responding to these questions, draw material from ONE of the following videos:Hogan, H. (Writer). (2003). The great depression. [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36219&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=Hogan, H. (Writer). (2003). The roaring twenties [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36218&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=Stone, R. (Writer & Director). (2009). The civilian conservation corps [Television series episode]. In M. Samels (Executive producer), The 1930s. Boston, MA: WGBH Educational Foundation. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44081&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=Also, draw from the material in AT LEAST TWO of the following primary sources:Bliven, B. (1925, Sept. 9). Flapper Jane. Retrieved from http://www.colorado.edu/AmStudies/lewis/1025/flapperjane.pdfForquignon. (1932).Bonus army marches on Washington, DC 1932 [Video]. Retrieved from http://www.youtube.com/watch?v=dWvCCxOUsM8&feature=youtu.beHartt, R. L. (1921, Jan. 15). “The new Negro”: “When he’s hit, he hits back!”. Independent. Retrieved from http://historymatters.gmu.edu/d/5127 Long, H. (1934, Feb. 23).Share our wealth speech. Retrieved from http://www.hueylong.com/programs/share-our-wealth-speech.phpMarshall, C. C. (1927, April). An open letter to the honorable Alfred E. Smith. Atlantic Monthly, 139, 540-544, 548-549. Retrieved from http://historymatters.gmu.edu/d/5074 Martin, T. T. (1923).Hell and high schools. Atlantic Monthly, 139, 540-544, 548-549. Retrieved from http://historymatters.gmu.edu/d/5074 McDougald, E. J. (1925). The double task of Negro womanhood.In A. Locke (Ed.), The New Negro: An Interpretation. Retrieved from http://historymatters.gmu.edu/d/5126 Roosevelt, F. D. (1933, May 7).Address of the President delivered by radio from the White House. Retrieved from http://www.mhric.org/fdr/chat2.html Shafter, L. H. (1938).I’d rather not be on relief. Retrieved from http://memory.loc.gov/cgi-bin/query/r?ammem/todd:@field(DOCID+st045) The New Deal Network. (2003). TVA: Electricity for all. [Interactive Exhibit]. Retrieved from http://newdeal.feri.org/tva/index.htmInstructions: Review the major social and economic developments in American society during the 1920s and 1930s. After reviewing your Instructor’s Guidance and completing the weekly reading assignments (Chapter_03.pdf )(including those in the resource section below), please post a substantive discussion post of at least 200 words that compares and contrasts the decades of the 1920’s with the 1930s using the following questions as the basis of your analysis: How did American society change in the two decades after the First World War? How did the federal government change in response to those changes? How did the American people respond to the changing role of the federal government? How did the New Deal change over time and what alternatives were offered to it? Which groups benefited or suffered most from these changes? Should this period be regarded as having represented a revolutionary moment in American history?Along with the general discussion, address developments across these two decades related to AT LEAST ONE of the following groups: Evangelical Protestants Farmers African Americans Women Business owners The middle classYour initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and properly cite any references. You may use additional scholarly sources to support your points if you choose.
The End of Isolation
Background: In 1938, in Munich, the British Prime Minister Neville Chamberlain made a deal with Adolph Hitler allowing Na ...
The End of Isolation
Background: In 1938, in Munich, the British Prime Minister Neville Chamberlain made a deal with Adolph Hitler allowing Nazi Germany to annex Czechoslovakia’s Sudetenland. Hailed as a hero for his diplomacy at the time, Chamberlain is now widely reviled for his policy of “appeasement” to Nazi aggression. Yet one year later, Chamberlain led Britain into war against Germany in defense of Poland once it became clear that appeasement had failed. By contrast, the US did little to halt Hitler’s initial expansion, and entered into the war only gradually, attempting, until attacked directly, to sway the outcome without going to war itself. Never again would the US remain so aloof for so long from such a momentous international affair. As such, the Second World War represents a turning point in American foreign affairs, and it is perhaps hard for us to understand why the US took so long to take effective action against the Axis Powers.Resources: In your response, draw from material from AT LEAST TWO of the following documents and videos:Hogan, H. (Writer). (2003). World War II: The road to war. [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36220&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref= Hogan, H. (Writer). (2003). World War II: The world at war. [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=36221&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref= Lindbergh, C. (1941, Sept. 11). Des Moines speech. Retrieved from http://www.pbs.org/wgbh/amex/lindbergh/filmmore/reference/primary/desmoinesspeech.htmlUnited States Congress. (1936, Feb. 24).The Nye report. Retrieved from https://www.mtholyoke.edu/acad/intrel/nye.htm Roosevelt, F. D. (1939, Sept. 3).Address of the President delivered by radio from the White House.Retrieved from http://www.mhric.org/fdr/chat14.html United States Congress. (1936, Feb. 24). Neutrality act.Retrieved from https://www.mtholyoke.edu/acad/intrel/interwar/neutrality2.htm United States Congress. (1941).Lend-lease act. Retrieved from http://www.ourdocuments.gov/doc.php?doc=71&page=transcriptInstructions: After reviewing your Instructor’s Guidance and completing the weekly reading assignments (Chapter_03.pdf )(including those in the resource section above), please post a substantive discussion post of at least 200 words that examines the evolution of American foreign policy in the 1930s:What arguments were made in favor of isolationism? How and why did America’s isolationist stance erode entering into the 1940s? How did American foreign policy goals shape the American approach to the war? Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and properly cite any references. You may use additional scholarly sources to support your points if you choose.
Civil Liberties, Habeas Corpus, and the War on Terror a 1500 word paper
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose o ...
Civil Liberties, Habeas Corpus, and the War on Terror a 1500 word paper
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of
the Final Paper is to give you an opportunity to apply much of what you
have learned about American national government to an examination of
civil liberties in the context of the war on terror. The Final Paper
represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush
administration developed a plan for holding and interrogating captured
prisoners. They were sent to a prison inside a U.S. naval base at
Guantanamo Bay, on land leased from the government of Cuba. Since 2002,
over 700 men have been detained at Gitmo. Most have been released
without charges or turned over to other governments. In 2011, Congress
specifically prohibited the expenditure of funds to transfer Gitmo
prisoners to detention facilities in the continental United States,
making it virtually impossible to try them in civilian courts. As of
April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location
was that it was beyond the jurisdiction of U.S. courts. The
administration wanted to avoid any judicial oversight of how it handled
detainees, characterized as enemy combatants. A possible legal challenge
to indefinite detention with no formal charges or judicial proceedings
might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the
Writ of Habeas Corpus shall not be suspended, unless when in Cases of
Rebellion or Invasion the public Safety may require it." Under this
provision, persons detained by the government are entitled to a judicial
hearing to determine if there is any legal basis for their detention.
Some legal commentators refer to the right of habeas corpus as the
"great writ of liberty" because it is a prisoner's ultimate recourse to
an impartial judge who can review the possibility that he is being held
illegally by the executive (e.g., the police or the military). In
nations that do not honor habeas corpus, people simply disappear into
prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One
fundamental question that has been debated, but not clearly resolved, is
to what extent the war on terror justifies the President's indefinite
detention of enemy combatants without the possibility of the minimal
judicial review protected by habeas corpus? Another issue in the debate
is to what extent Congress must clearly authorize the President to
conduct extra-judicial detentions in order for them to be legal? In
2008, the Supreme Court’s decision in Boumediene v. Bush offered
some answers to these questions. However, the deeply divided 5-4 Court
and the likelihood of the protracted nature of the war on terror suggest
that debate around these important questions will continue. Writing the
Final Paper in this course will prepare you to participate
intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the
war on terror. Your essay should address the following subtopics:Explain the historical evolution of habeas
corpus, including its English and American traditions. The explanation
of its evolution within the American tradition should include the
general meaning of the right of habeas corpus in the U.S. Constitution
and its relationship to the protection of other civil liberties. Provide examples from U.S. history of the suspension of habeas corpus and their applicability to the present. Analyze the relevance of habeas corpus to the
contemporary U.S. situation during the war on terror, especially with
respect to persons characterized by as enemy combatants or illegal
combatants. Explain the U.S. Supreme Court's interpretation
of the right of habeas corpus with respect to enemy combatants or
illegal combatants (i.e., the views of the five justices making up the
majority in Boumediene v. Bush as well as the views of the four dissenting justices). Evaluate a minimum of four perspectives on this
topic expressed by justices of the Supreme Court, leaders in other
branches of government, and commentators in both the academic and
popular media. Your evaluation should consider perspectives on the
following topics as they relate to habeas corpus:
The role of the President as Commander-in-Chief. The role of Congress in determining when habeas corpus can be suspended. The role of the Supreme Court in protecting
civil liberties, including the judicial philosophy which should guide
the Court in this role, and In your evaluation, you should also include
your personal philosophy, values, or ideology about the balance between
civil liberties and national security in the context of an unending war
on terror.
Follow these requirements when writing the Final Paper:The body of the paper (excluding the title page and reference page) must be at least 1,500 words long. The paper must start with a short introductory
paragraph which includes a clear thesis statement. The thesis statement
must tell readers what the essay will demonstrate. The paper must end with a short paragraph that states a conclusion. The conclusion and thesis must be consistent. The paper must logically develop the thesis in a
way that leads to the conclusion, and that development must be supported
by facts, fully explained concepts and assertions, and persuasive
reasoning. The paper must address all subtopics outlined
above. At least 20% of the essay must focus on subtopic five, listed
above (your evaluation of perspectives on the topic). Your paper must cite at least three academic
articles (excluding the course textbook) and at least four other kinds
of sources (e.g., Supreme Court opinions, magazine or newspaper
articles, the course textbook, and reliable websites or videos). Use your own words. While brief quotes from
sources may be used, altogether the total amount of quoted text must be
less than five percent of the body of your paper. When you use someone else's words, they must be
enclosed in quotation marks followed by an APA in-text short citation
(author, year, and page) to your source. The in-text citation must
correspond to a full APA citation for the source on the reference page
at the end of the essay. When you express in your own words someone else's
ideas, arguments or facts, your statement must be followed by an APA
in-text short citation (author, year, and page) to your source. The
in-text citation must correspond to a full APA citation for the source
in the reference page. The form of the title page, the body pages, and
the reference page must comply with APA style. Additionally, the title
page must include the course number and name, the instructor's name, and
the date submitted. The paper must use logical paragraph and sentence
transitions, complete and clear sentences, and correct grammar,
spelling, and punctuation.
For this paper you need to do research in peer-reviewed
journals or other sources that are considered to have reliable
information. In addition to your required course text, you need at least
seven scholarly sources, three of which must be peer-reviewed journal
articles from the Ashford Online Library. Academic research papers must meet university level standards of quality. What constitutes quality, academic research?
Primary sources written by experts in the field of study Secondary sources supported by research in primary sources Credible sources (experts in the area of study) Relevant research (materials are pertinent to the area of study) Peer-reviewed journal articles (journal articles reviewed by recognized experts in the relevant field of study). Educational and government websites (those ending
with a web URL suffix of .edu or .gov) may be appropriate in some cases
but should be evaluated carefully.
Please visit the Academic Research section on your course
homepage (accessible through the Student Responsibilities and Policies
tab on the left navigation toolbar) to review what types of materials
are not acceptable for academic, university level research.
The paper must be at least 1,500 words in length and formatted according
to APA style. Cite your sources within the text of your paper and on
the reference page. For information regarding APA, including samples and
tutorials, visit the Ashford Writing Center within the Learning
Resources tab on the left navigation toolbar.
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