Required ResourcesRead/review the following resources for this activity:Textbook: Chapter 9, 10 (section 10.4), 11 (section 11.5), 131 primary source that corresponds with your selected topic (noted in the topic instructions) Minimum of 2 scholarly sources (in addition to the textbook) Optional Resources to Explore Feel free to review the library guide for scholarly sources and videos at the following link: Link (website): History Library Guide (Links to an external site.) Instructions Pick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.Option 1: The American System, Transportation, and CommunicationRead the following primary source: Link (website): Of Debates in Congress (Clay's Debate of the American System in 1832) (Links to an external site.) (Click on "Next Image" to see all pages of the debate: pp.258-262.) Then, address the following: Describe the idea of Henry Clay's "American System." Based on Clay's economic vision of America, analyze how the American System would build the American market and economy? Analyze the role of mechanization and communication in the American System. Option 2: The Indian Removal Act of 1830Read the following primary source: Link (website): Transcript of President Andrew Jackson's Message to Congress 'On Indian Removal' (1830) (Links to an external site.) Then, address the following: Evaluate the rationale that President Jackson used in the removal of the Native Americans from east of the Mississippi River. Did the removal have the intended impact? Identify the responsibilities given to the President under the Indian Removal Act of 1830. Compare Jackson's actions toward Native Americans in the context of his First Inaugural Address with the path of events during the Trail of Tears. Determine if the removal of the Native Americans from east of the Mississippi River violate the principles found in the Declaration of Independence? Option 3: The Abolitionist MovementRead the following primary source: Link (website): Declaration of Sentiments of American Anti-Slavery Society (1833) (Links to an external site.) (Click on arrows to view all images of the document. Click on plus and minus signs to enlarge or reduce size of images.) Then, address the following: Assess if abolitionists were responsible reformers or irresponsible agitators? Explain how abolitionists upheld the Declaration of Independence as the foundation of antislavery and abolitionist thought. Assess the effect of the Gag Rule on the Abolitionist Movement. Analyze how the women's rights movement would gain momentum from the antislavery movement. Writing Requirements (APA format) Length: 2-3 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page In-text citations that correspond with your end references

Critical Thinking #2 9 points “Analyzing Family Structure” After reviewing chapter 4, you are to address the topics below based from the information in chapter 4. “Social Development in Infancy and Childhood” APA formatting required “Because children’s lives are centered initially within their families, the family environment becomes the primary agent of socialization” (Zastrow, Kirst-Ashman, and Hessenauer. pg. 161). “As children become socialized, they learn and assimilate various behaviors. Because learning is a complicated process, sometimes the behaviors they learn are not those that their parents would prefer. Parents have various ways of responding to a child’s behavior. At any point, an individual can follow alternate plans of action. For each alternative, there are consequences. The critical task is to evaluate each alternative and select the one with the most advantageous results.” (Zastrow, Kirst-Ashman, and Hessenauer. pg. 182). What you do… This APA critical thinking assignment requires you to interview a family and gather information that addresses particular topics. This family can be your own, or you may select another family to interview. Review chapter 4 to ensure your understanding of topic information “Today’s families are more likely to reflect a varied medley of structures and configurations. The term family is now identified as “two or more individuals living together who are related by birth, marriage, partnership agreement, or adoption”” (pg. 161).“In view of the vast range of family configurations, it is extremely difficult to define a “healthy” family. However, at least two concepts are important when assessing the effectiveness of a family. These include how well family functions are undertaken and how well family members communicate with each other” (pg. 163). After reviewing this family’s systems dynamics, and after reviewing chapter 4, you will provide 2 recommendations/strategies that you will incorporate in your practice as you work with this family. The recommendations/strategies are required to come from chapter 4. You are required to provide the page number of your selected strategies. “We have established that families provide an immediate, intimate social environment for children as they develop. However, families do not exist in a vacuum. They are in constant interaction with numerous other systems permeating the macro social environment. Families can provide care and nurturance only to the extent that other macro systems in the environment, including communities and organizations, provide support and empower them” (Zastrow, Kirst-Ashman, and Hessenauer. pg. 164). Address /explain/describe the interviewed family’s structure as outlined in chapter 4 on p. 162 (Family Constellation, Primary Group, Single-Parent Family, Stepfamilies, Blended Families, etc.) (1 point) Address/explain the evidence of Positive Family Functioning within this family as described on pages 163 and164. At least two examples required.Address/explain how the interviewed family members engage with one another when experiencing conflict. At least two examples required. (1 point)Address/explain what strategies (successful and/or unsuccessful), the interviewed family has used when attempting to improve their relationships with one another. You may include past, present or forthcoming goals. Do not overlook growth span and how age influences appropriate strategies. (1 point)Address/explain: Why the two topics need to be addressed in the first place. (ex: disrespect, divorce, unsuccessful parenting style, unsuccessful blended relationships, empty nest syndrome, abuse, surrogate parenting issues, losses, death, etc. ...). Provide examples. (1 point) Address/explain: What 2 Practice recommendations/strategies would you incorporate from chapter 4? Page numbers required. Address/explain: What are the goals of the two recommendations/strategies that you selected. How will they potentially assist in making relationships within your interviewed family’s system more successful? (1 point)Address/explain: (1 point) (ex: boundaries, feedback, modeling, reinforcement, shaping behavior, tokens, time-out, etc.….) Do not overlook growth span and how age should influence appropriate strategies. (1 point) “In order to understand family functioning, it’s helpful to view the family within a systems perspective. Systems theory helps to conceptualize how a family works” (pg. 165). Think about this… “Researchers have described three primary models for thinking about how economic factors influence families: the family stress model, the investment model, and the interactionist model. Research on the family stress model goes back to the 1930s, Conger said, and has since been well replicated using many samples from diverse backgrounds. It is based on evidence from both human and animal studies that punishing experiences, such as economic pressure,1exacerbate negative affect, which can take many forms, such as despondency, depression, anger, or aggression (Berkowitz, 1969). These sorts of emotions can disrupt family relationships. The effect of the hardship depends on the way it affects daily life—in other words, the emotional response of the family and the individual are what determines the psychological effect of the event. When parents become depressed, angry, and sullen with one another and have increased conflict, the result is often harsh and inconsistent parenting or withdrawal. For adolescents, that can mean increases in risky behavior and less development of the sorts of competencies that protect them from those risks. Conger observed that other sorts of distress may also affect families in the same way. That is, when stress and challenge are high for parents, they generally have an increase in emotional and behavioral problems, which in turn affect family functioning and increase risks for children. Many social risk factors have been shown to increase the likelihood that adolescents will engage in risk behaviors as well as to disrupt parenting and family processes. Thus, parenting and family processes are the most common targets of interventions for families experiencing adversity, such as economic hardship; parental divorce, death, or mental illness; or parental criminal activity. Prevention researchers distinguish among universal interventions (delivered to all members of a population), selective interventions (delivered to segments of a population identified as being at high risk for a particular outcome) and indicated interventions (delivered to individuals already showing signs of a particular risk). Some interventions operate across these levels, depending on need and risk. Interventions may also focus on a range of ages. Those that focus on young children tend to have comparatively stronger effects, Gonzales observed, because younger children are more malleable. It is often possible to have broader impact on a range of risks with early intervention. Home visits to new mothers, designed to instill positive parent-child interactions from the beginning, is an early intervention that has shown promise. Effects for this approach include reduced physical abuse, aggression, and harsh parenting, as well as reduced antisocial behavior (a precursor to many problem behaviors) in children. The effects are strongest for families in the greatest adversity. Research to document the long-term effects on adolescent behavior, however, has been limited”. Institute of Medicine (US) and National Research Council (US) Committee on the Science of Adolescence. Washington(DC): National Academies Press (US); 2011.The Influence of Environment Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK53409/ Read: “Macro Systems, Families, and the Pursuit of Social and Economic Justice”, page 164. As noted in the previous article, as well as in chapter 4, families face challenges for a multitude of reasons that can be associated with internal, as well as external factors. External factors have the power to influence a family’s internal structure and recognition of such factors can fuel both positive and negative outcomes. Prevention methods are strategies in place that will assist with preventing a negative outcome. Intervention strategies are in place to assist with the negative outcome. How the family that you are working with has been positively or negatively impacted by social and/or economic factors discussed in this article, or in the section titled “Macro Systems, Families, and the Pursuit of Social and Economic Justice”, page 164. You must explain the situation and the positive or negative outcome. (2 points) You need to be aware that… You will have several topics to address in this APA formatted assignment. You are to use the book as one reference, but may incorporate other references as well. The title and reference pages must be APA and subtitles are required. APA formatting examples and guidelines are provided in Module #3. The interview submission should be no less than two pages. (Excluding APA title and reference pages.) Deductions: Title page not APA - .50 deduction Reference page not APA - .50 deduction Less than at least two pages – 1-point deduction for every page short. Grammatical errors. - .5 deduction per every 3 (Contractions are grammatical errors in this course.) Late = 1-point deduction per day.