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Five pages term paper, I will sent documents and requirements later.Please try you best use simple grammar and vocabulary. I trust you, and you alway do great job! Thank you so much!

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University of Chicago Style University of Chicago style is the formatting for citations that is used by many social sciences, including history. The following samples, from the University of Chicago Manual of Style website, provide examples of citation formats for both your works cited page and the footnotes within the body of your paper. Using footnotes in University of Chicago style is required for your term paper. For each source example below, the “Bibliography Citation” shows how the citation should look in your works cited page. The “Footnote Citation” examples below show two entries: the first is for your initial citation of the source and the second is for all repeated citations of that same source. To use footnotes in Word versions after 2007, click on the “References” tab and then click on “Insert Footnote.” To use footnotes in Word 2003 and earlier, click on the “Insert” tab and then click on “Footnote.” If you are using another word processor like Pages, Google Docs, OpenOffice, etc., there are plenty of YouTube videos and websites to explain how to add footnotes. Book • Bibliography citation: Pollan, Michael. The Omnivore’s Dilemma: A Natural History of Four Meals. New York: Penguin, 2006. • Footnote Citation: 1. Michael Pollan, The Omnivore’s Dilemma: A Natural History of Four Meals (New York: Penguin, 2006), 99–100. 2. Pollan, Omnivore’s Dilemma, 83. Book with two or more authors • Bibliography citation: Ward, Geoffrey C., and Ken Burns. The War: An Intimate History, 1941–1945. New York: Knopf, 2007. • Footnote Citation: 1. Geoffrey C. Ward and Ken Burns, The War: An Intimate History, 1941–1945 (New York: Knopf, 2007), 52. 2. Ward and Burns, War, 59–61. Editor, translator, or compiler instead of author • Bibliography citation: Lattimore, Richmond, trans. The Iliad of Homer. Chicago: University of Chicago Press, 1951. • Footnote Citation: 1. Richmond Lattimore, trans., The Iliad of Homer (Chicago: University of Chicago Press, 1951), 91–92. 2. Lattimore, Iliad, 24. Chapter or other part of a book • Bibliography citation: Kelly, John D. “Seeing Red: Mao Fetishism, Pax Americana, and the Moral Economy of War.” In Anthropology and Global Counterinsurgency, edited by John D. Kelly, Beatrice Jauregui, Sean T. Mitchell, and Jeremy Walton, 67–83. Chicago: University of Chicago Press, 2010. • Footnote Citation: 1. John D. Kelly, “Seeing Red: Mao Fetishism, Pax Americana, and the Moral Economy of War,” in Anthropology and Global Counterinsurgency, ed. John D. Kelly et al. (Chicago: University of Chicago Press, 2010), 77. 2. Kelly, “Seeing Red,” 81–82. Book published electronically If a book is available in more than one format, cite the version you consulted. For books consulted online, list a URL. If no fixed page numbers are available, you can include a section title or a chapter or other number. Footnote citation follows rules for books. • Bibliography citation: Kurland, Philip B., and Ralph Lerner, eds. The Founders’ Constitution. Chicago: University of Chicago Press, 1987. Accessed February 28, 2010. http://press-pubs.uchicago.edu/founders/. Article in a print journal In a note, list the specific page numbers consulted, if any. In the bibliography, list the page range for the whole article. • Bibliography citation: Weinstein, Joshua I. “The Market in Plato’s Republic.” Classical Philology 104 (2009): 439–58. • Footnote Citation: 1. Joshua I. Weinstein, “The Market in Plato’s Republic,” Classical Philology 104 (2009): 440. 2. Weinstein, “Plato’s Republic,” 452–53. Article in an online journal • Bibliography citation: Kossinets, Gueorgi, and Duncan J. Watts. “Origins of Homophily in an Evolving Social Network.” American Journal of Sociology 115 (2009): 405–50. Accessed February 28, 2010, www.americanjournalofsociology.org/2009/115. • Footnote Citation: 1. Gueorgi Kossinets and Duncan J. Watts, “Origins of Homophily in an Evolving Social Network,” American Journal of Sociology 115 (2009): 411, accessed February 28, 2010, www.americanjournalofsociology.org/2009/115. 2. Kossinets and Watts, “Origins of Homophily,” 439. Websites A citation to website content can often be limited to a mention in the text or in a note (“As of July 19, 2008, the McDonald’s Corporation listed on its website . . .”). If a more formal citation is desired, it may be styled as in the examples below. Because such content is subject to change, include an access date or, if available, a date that the site was last modified. • Bibliography citation: McDonald’s Corporation. “McDonald’s Happy Meal Toy Safety Facts.” Accessed July 19, 2008. http://www.mcdonalds.com/corp/about/factsheets.html. • Footnote Citation: 1. “McDonald’s Happy Meal Toy Safety Facts,” McDonald’s Corporation, accessed July 19, 2008, http://www.mcdonalds.com/corp/about/factsheets.html. 2. “Toy Safety Facts.” Evaluation Rubric for Term Paper A – Outstanding (180-200 points) • • • • • Section I & II – Effective historical description to make your case vivid and interesting. Section III – Strong analysis, based on historical documentation, of the impacts of the case. You have a clear opinion about how and why this subject is significant at the time and today (if relevant). Full explanations of your examples show why they are important for the reader to consider. Research – Factual information is correct and corroborated by material from your sources. Detailed examples illustrate your points. Source materials are appropriate for a college paper and do not include non-academic sources. Writing – Well written essay with full sentences and paragraphs. No punctuation, spelling, or grammatical issues present. Writing is tightly organized and has clearly been revised through several drafts. Essay written in past tense. Presentation – Includes all the required components and formatting guidelines such as title page, works cited page, each section starts on a new page, correct font, proper margins, etc. No errors in citations or works cited page. B – Above Average/Very Good (160-180 points) • • • • • Section I & II – Good historical description of the case but could leave some unanswered questions or gaps in background. Section III – Good analysis, based on historical documentation, of the impacts of the case. Some areas of subject unexplored, but covers most important issues. Research – Factual information is correct and corroborated by material from your sources. Detailed examples illustrate your points. Majority of source materials are appropriate for a college paper and do not include non-academic sources. Writing – Good essay with full sentences and paragraphs. Minimal punctuation, spelling, or grammatical issues present, but do not distract from content of paper. Writing is good, but essay would benefit from a revised draft. Some minor problems moving in and out of past tense. Presentation – Includes most required components, but could be missing one component or does not follow all formatting guidelines. Minimal errors in citations or work cited page. C – Average/Satisfactory (140-160 points) • • • • • Section I & II – Historical description is general and covers basic elements of case. Section III – Needs more analysis of significance or impacts of the case. Touches on most obvious impacts, but misses the secondary issues. Research – Could include inaccurate or unsupported information. General or vague examples and evidence. Relies on minimal source materials or materials which are inappropriate for a college paper or includes non-academic sources. Writing – Average essay with full sentences and paragraphs. Some punctuation, spelling, or grammatical errors that distract from content. Writing or organization issues to the degree that it appears to have not been proofread or gone through multiple drafts. Inconsistent in use of past tense. Formatting – Missing some components or does not follow all formatting guidelines. Multiple errors in citations or works cited page, or missing citations. D – Below Average/Unsatisfactory (120-140 points) • • • • • Section I & II – Poorly researched background description. Does not meet minimum length requirement. Section III – Poor analysis of the impacts of the case which misses some important impacts. Does not meet minimum length requirement. Research – Could include inaccurate information or rely on conjecture or personal experiences. General or vague examples and evidence. Poorly researched and includes source materials not appropriate for a college paper or non-academic sources. Writing – Problematic essay with sentence and paragraph issues. Multiple punctuation, spelling, or grammatical errors that distract from content. Writing and organization issues to the degree that it appears to have not been proofread or undergone more than one draft. Very inconsistent in use of past tense. Presentation – Missing components and does not follow formatting guidelines. Multiple errors in citations or works cited page, and missing citations. F – Far Below Average/Failing (0-100 points) • • • • • Section I & II – Poorly researched background description. Does not meet minimum length requirement. Section III – Poor analysis of the impacts of the case which misses some important impacts. Does not meet minimum length requirement. Research – Includes inaccurate information or relies on conjecture or personal experiences. Poor and vague examples and evidence. Poorly researched and includes source materials not appropriate for a college paper and non-academic sources. Writing – Poorly written essay with significant sentence and paragraph issues. Difficult to understand multiple points due to repeated spelling, grammatical, or punctuation errors. Writing and organization issues to the degree that it appears to have been quickly completed and not undergone any drafts revisions. Frequently in wrong tense. Presentation – Missing most components and does not follow formatting guidelines. Multiple errors in citations or works cited page, and missing citations. Incomplete (0 points) Did not submit, plagiarized/academic integrity violation, or submitted an unapproved topic. Ideas for term paper topics Freedom of Religion Wisconsin v. Yoder (1972) Lyng v. Northwest Indian Cemetery Protective Association (1988) Desegregation/Racial Discrimination Missouri ex rel. Gaines v. Canada (1938) Smith v. Allwright (1944) Morgan v. Virginia (1946) Oyama v. California (1948) Sweatt v. Painter (1950) Sei Fujii v. California (1952) Brown v. Board of Education of Topeka (1954) Hernandez v. Texas (1954) Cooper v. Aaron (1958) Bailey v. Patterson (1962) Heart of Atlanta Motel Inc. v. United States (1964) Loving v. Virginia (1967) Jones v. Alfred H. Mayer Co. (1968) Swann v. Charlotte-Mecklenburg Board of Education (1971) Gender/Sexual Equality Frontiero v. Richardson (1973) Craig v. Boren (1976) Romer v. Evans (1996) Oncale v. Sundowner Offshore Services, Inc. (1998) Sexual Harassment Meritor Savings Bank v. Vinson (1986) Franklin v. Gwinnett County Public Schools (1992) Oncale v. Sundowner Offshore Services, Inc. (1998) Voting Rights Smith v. Allwright (1944) Reynolds v. Sims (1964) Education Rights Lau v. Nichols (1964) Tinker v. Des Moines Independent Community School District (1969) San Antonio Independent School District v. Rodriguez (1973) Plyler v. Doe (1982) Franklin v. Gwinnett County Public Schools (1992) United States v. Virginia (1996) Employment Discrimination Pittsburgh Press Co. v. Pittsburgh Commission on Human Relations (1937) Griggs v. Duke Power Co. (1971) University of California Regents v. Bakke (1978) International Union, UAW v. Johnson Controls, Inc. (1991) Criminal Justice Protections Powell v. Alabama (1932) Mapp v. Ohio (1961) Gideon v. Wainwright (1963) Miranda v. Arizona (1966) Katz v. United States (1967) Terry v. Ohio (1968) Furman v. Georgia (1972) In re Gault (1976) Batson v. Kentucky (1986) Women’s Rights Adkins v. Children’s Hospital (1923) Pittsburgh Press Co. v. Pittsburgh Commission on Human Relations (1937) Griswold v. Connecticut (1965) Phillips v. Martin Marietta Corp. (1971) Reed v. Reed (1971) Roe v. Wade (1973) Cleveland Board of Education v. LaFleur (1974) International Union, UAW v. Johnson Controls, Inc. (1991) Native American/Tribal Rights Menominee Tribe v. United States (1968) United States v. Antelope (1977) Santa Clara Pueblo v. Martinez (1978) Mississippi Band of Choctaw Indians v. Holyfield (1989) Coyote v. US Fish and Wildlife Service (1992) Freedom of Press, Speech, and Assembly Near v. Minnesota (1931) De Jonge v. Oregon (1937) West Virginia State Board of Education v. Barnette (1943) Kent v. Dulles (1958) New York Times Co. v. Sullivan (1964) Tinker v. Des Moines Independent Community School District (1969) Texas v. Johnson (1989) Term Paper Assignment Introduction This assignment is one in which you will examine one of the Supreme Court decisions of the 20th century that impacted civil rights and freedoms. Generally speaking, the Supreme Court was much more active in expanding civil liberties and protections in the twentieth century than during any other period of U.S. history. For this paper, you will analyze a single Supreme Court decision from almost any point in this course (1914 through 2000). The only topics you need to avoid are subjects that do not fall within the time frame for this assignment or are not connected to the expansion of civil liberties in the United States (e.g. Korematsu v. United States). A list of pre-approved court cases has been provided for you as a handout in Canvas, but you are not limited to these topics. If there is another topic of interest, please contact me for approval before you begin your research. As a bit of advice, a lot of former students choose very large cases like Brown v. Board or Roe v. Wade with the thought that the more resources available the better, but the amount of information out there can be overwhelming and hamper your research (so you might find selecting a less well-known case makes for an easier paper). Required Submissions • Topic Approval (optional) If you have decided to write on a case which is listed on the handout, you have the option to skip this step. If you have decided to write on a decision that is not listed on the handout, you must submit a prospectus (formal proposal) that includes a detailed description of your project. The goal of a prospectus is to explain the main components of your paper, the key evidence, and the sources of that evidence. The prospectus must include the subject of your research paper and a brief summary of the impacts and significance of the case. You must also include the specific sources where you found the information in your preliminary research. This is an ungraded assignment, but the subject of all papers not listed on the handout must be approved to receive credit for the other submissions listed below. Any papers submitted with a non-approved topic will not be graded and will be marked as “Incomplete.” If you have chosen a topic from the approved list, but you would like me to look over your sources and early research, feel free to send me a prospectus. There is no location within Canvas to upload the prospectus, so please submit the prospectus via email as a Word attachment. • Final Draft – Due Week 5 The paper will consist of a title page, three distinct and individual sections that focus on your selected Supreme Court case, and a works cited page. Late papers are accepted, but they will receive a one grade (20 point) deduction for each day they are late, or any portion thereof. The last submission date for late papers is five days after the due date, at which point the assignment will be graded as an “Incomplete.” Below is a description of each section. Section I. This section should provide a short background of the case, including the circumstances of the initial arrest, incident, or challenge to established law. Include any information you feel is important for the reader to know in order to understand your subject. This section should be a minimum of one and a half pages in length. Section II. This section should explain the decision by the court. This will include the motivations for the decision as well as an explanation of the dissenting votes (unless it was a unanimous vote, in which case you would analyze the legal arguments presented by the losing side in the case). This section should be a minimum of one and a half pages in length. Section III. This section will analyze the significance of the case on civil liberties and should much more extensively researched than the first two sections (which are largely explanatory). Examine the outcomes of the decision in terms of immediate changes and their impact on other cases, if relevant. This section should be a minimum of two full pages in length. Submission Format and Requirements Your total paper should consist of a cover page, a total of at least five complete typed pages of essay, and a works cited page. The top page of your submission should be the cover page for your paper. The cover page consists of the subject of your paper in the center, with your name and any other information you want to include in the bottom right. Feel free to include a title for your paper to give it some personality, but this is optional. Both sections should be clearly marked with a title as a new section. For example, Section I would be titled, “Background” and Section II would be titled, “Significance.” This is a very basic example, so feel free to get creative on titles, etc. The titles should be regular sized font, but centered, bolded, and/or underlined to make it clear. If Section I is two and a half pages, you should end the section there (mid-page), start a new page, and add the title at the top of the new page to indicate the beginning of Section II. The total submission is a minimum of five double spaced pages, which means five full pages of essay not including footnotes, titles, etc. Failure to meet minimum requirements will result in a nonpassing grade. Essay should be 12 point Times New Roman font with standard 1” margins. Do not put your name on each page or skip extra lines between paragraphs. Writing should be tight and have a good flow (e.g. avoiding dropped quotes and having topic sentences). You should use Chicago style formatting for all citations, which means you must include footnotes for the evidence used in your paper. Citations are required for all direct quotes, paraphrasing, and any information that is not common knowledge. For example, the fact that Thomas Jefferson was the third president does not need to be cited, but something specific like the fact that 43% of New England voters in 1800 supported him does need to be cited. If you aren’t sure if something should be cited, err on the side of caution and add a citation. Failure to cite sources can be construed as plagiarism – please see the syllabus and college catalog for details. Any direct quotes five or more lines in length need to be cited as block quotes but as a general rule, five lines is too long anyway and you should try to paraphrase or only use part of the quote. The final part of your paper is the works cited page. The works cited page should be on its own page and includes the full citation of the sources you have used in the paper in Chicago style. Suggested Sources You are free to use any academic books or journal articles for this assignment, but you may not use non-academic internet sources in your paper. This includes blogs, websites, Wikipedia or other encyclopedias, and the like. The internet could be a good place to start your research and find some other sources, but the information should not be used in your paper. Even Wikipedia has links at the bottom of the page that might point you in the right direction towards useable, academic sources. A website that is an .edu, .gov, or .org is not automatically an academic source. There are some exceptions to this of course. The library has several digitized sources in their collection that would be acceptable for the paper. JSTOR has over 100 years of academic journals that can be accessed as PDFs for free through the Foothill library and would be ideal for Section III of your paper. All the Supreme Court opinions are available online (this website - http://www.findlaw.com/casecode/supreme.html has a collection of full opinions) If you have a question on whether a source you found is acceptable for inclusion in the paper, feel free to email me a link and I can confirm that for you. Keep in mind that you are given over a month to complete this assignment and it is a research paper, so the textbook for this class and lecture notes do not constitute substantial research. One of my professors once told me that it is called a term paper because you are supposed to complete it over the entire term, otherwise it would be called a weekend paper. In retrospect, now that I am a professor I know what he meant. There is a clear and very obvious difference between those papers which were researched over the quarter and those that were thrown together in the last week. My advice is to start early and dedicate a regular amount of time each week to reading about your topic.
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Running Head: Freedom of Religion: Wisconsin v. Yoder (1972)

Freedom of Religion: Wisconsin v. Yoder (1972)
Student’s name:

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Freedom of Religion: Wisconsin v. Yoder (1972)

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Background Information on Wisconsin v. Yoder (1972)
Jonas Yoder, Adin Yutzy, and Wallace Miller were fathers to school children and
belonged to the Amish religion. The parents lived in Wisconsin state. The independent sect,
Amish religion, was established in 1963 in Switzerland near Erlenbach. Jacob Amman who
established the Amish religion was a follower of Mennonites. Amman detached from
Mennonites for they had abandoned traditional practices. For that reason, Amman swore that the
Amish religion should never stop their practice of traditions and be affected by the sins of the
world. The Amish religion believers would not accept to be modern1. Yutzy and Miller belonged
to the older order Amish religion. In Wisconsin, New Glarus the sect had developed around the
same time in the 1960s. By August 1968, the Amish had started their religious public schools
reaching eighth grade.
The three fathers, Yoder, Yutzy and Miller, refused to send their children past eighth
grade. The children were age 14 and 15 years. The fathers due to their belief in Amish religion
could not allow their children to attend any public or private high school after they have
completed eighth grade. The students were attended school at New Glarus High school in
Wisconsin state. The parents believed that if their children attended high school, they will be
exposed to worldly things and interfere with their religion. The three students stopped going to
school because of their parent’s religious beliefs and raised the concern of the local school
management, school county district and state.
Upon realization that the Amish students were not attending school, the local school
management requested the parents to bring back their students at least up to the September fall

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Robert Kunzman and Gaither Milton, "Homeschooling: A comprehensive survey of the research." Other Education
2, no. 1 (2013): 4-59.

Freedom of Religion: Wisconsin v. Yoder (1972)

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for census purposes. The parents refused to obey the request. It forced the superintendent to ask
the Green County officials to arrest and charge the parents of violating Wisconsin compulsory
attendance law. The law requires parents to allow their children to attend school up to the age of
16 years. The parents violated the law by keeping their 14 and 15 old children out of high school.
The Amish religion believed in a traditional or informal form of education for their
children after they complete eighth grade. The boys were taught skills such as farming and
craftsmanship while the gir...


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