CompetencyApply APA documentation techniques correctly in research.InstructionsUsing the Rasmussen College library (online database) for all resources, find a topic you feel is suitable (real world, everyday life) for a brief 2-3 page research paper, and compose an annotated bibliography (not the entire paper) of 100 word annotations from a minimum of five resources from credible academic databases or eBooks. Be sure to employ APA method of documentation.Grading Rubric 01234CategoryNot SubmittedNo PassCompetenceProficiencyMasteryUse of APA Word File Setup with Cover SheetNot SubmittedNo Word file submitted in APA formatting with cover sheet.Word file and cover sheet in APA formatting is attempted with major errors.Word file and cover sheet in APA formatting is attempted with minor errors of omission.Word file and cover sheet are submitted for this assignment in complete & correct formatting.Use of Credible Resources from DatabasesNot SubmittedResources fewer than five and/or some resources are not from Rasmussen College databases and/or are not current resources.Five resources used but several are not from Rasmussen College databases and/or are not current resources.Five resources used from Rasmussen College databases; however, not all pertain to the issue as indicated and/or are not current resources.All resources are included and are from Rasmussen College databases and are current resources.Titles of Resources in APANot submittedNo attempt at an organized APA references list is evident or the submission does not follow APA format accurately.Attempt at organizing into an APA references list contains all resources; however, list does not completely follow correct APA usage.Organization of reference list of resources for the annotations is almost complete; however, some errors in APA usage are evident.An organized effort of references of resources for the annotations is completed in correct APA notations.AnnotationsNot submittedIncomplete information is evident throughout the annotations which are not fully developed or do not summarize the source correctly.Most annotations are complete and follow organized pattern; however they do not all show accurate annotations as instructed and/or point out the information gathered.Some annotations contain errors of organization that do not interrupt the meaning of the annotation as presented, but are not all clear.Varied sentence structure and complex sentences handled correctly in giving good summation of the annotations.Grammar and MechanicsNot submittedMany grammatical and mechanical errors show lack of proofreading and editing prior to submission.Some grammatical errors evident in annotations that sometimes obstruct the meaning of the annotation summary.Very few errors in sentences appear, and do not seem to change the reader’s perception of the information summary.No grammatical or mechanical errors evident in complete variety of simple and complex sentences present an accurate annotation summary.

This week you read about the women’s suffrage movement and the Equal Rights Amendment (ERA), two major efforts to establish equal rights for women in the United States. In your discussion post, address the following:Choose a sentence or short section from the article in your reading about the women’s suffrage movement. Quote the sentence or section in your post. Along with this sentence or section, briefly explain how your choice illustrates the concept of historical causality.In one or two sentences, summarize the author’s thesis statement about the ERA. To support your answer, quote one of two sentences from the article that convey the author’s central point.ReadingsThe following passage is from a scholarly journal article that looks at the importance of funding—specifically, large amounts of money donated to the woman suffrage movement by a relatively small number of wealthy women—in winning the right to vote for American women. In so doing, it suggests the importance of class—that is, socioeconomic status—as a factor in the history of the woman suffrage movement.In general, the leaders of the American woman suffrage movement came from the upper classes of society, meaning that they tended to be more affluent and better-educated than most American women. Looking at the role of socioeconomic class in the leadership of the woman suffrage movement could involve such varying lenses as social history, economic history, and Marxist history.Read the passage below and then answer the question following it, keeping in mind the historical concept of causality as it relates to the ratification of the Nineteenth Amendment, which guaranteed women the right to vote.The passage below is excerpted from "Following the Money: Wealthy Women, Feminism, and the American Suffrage Movement", pages 65 to 66. Click on the title of the article to read, download, and print a copy of the text. These readings are provided by the Shapiro Library. This reading is required. You will have to log into Shapiro Library with your SNHU credentials to access this article.Salaries, State Campaigns, and the "Winning Plan"The need for money drove the women's suffrage movement from its early days, leading [Elizabeth Cady] Stanton and [Susan B.] Anthony to compromise over whom they associated with during the 1860s. Wendell Phillips controlled two important bequests and allowed only a small amount to go to women's rights. "Nearly driven to desperation," Anthony needed money to pay for speakers, travel expenses, and tracts. She and Stanton thus accepted an offer by George Train, the notoriously racist Democrat, to pay for a speaking tour and newspaper.Susan B. Anthony (right) and Elizabeth Cady Stanton (left) Burned by her experience with Phillips, Anthony wanted wealthy women to prioritize giving to the movement. Suffragists* understood that they could not depend on men; it would take the financial support of women to make change for women. It was only after Anthony's death in 1906, however, that they began to contribute enough money to turn the tide toward victory.Staffing, one of the two major expenses identified by Stanton and Anthony, remained paramount until the vote was won in 1920. Lucy Stone's observation that "there would be plenty of helpers if there was plenty of money to pay" rang true. The suffrage movement from the 1880s through the early 1910s focused on winning the right to vote state by state, which depended on local and national traveling organizers barnstorming the states, drumming up publicity, and lobbying local politicians. Traveling organizers and national officers worked full time, giving public speeches, planning rallies, and helping to organize local suffrage associations. They brought experience and the ability to draw a crowd.Neither local nor national suffrage organizations had enough funding to pay the significant salaries required. The situation was exacerbated, according to Lisa Tetrault, because women could earn a living through the lyceum lecture circuit in the 1870s - 1880s, a popular form of entertainment and adult education featuring traveling lecturers and performers. They came to expect similar payment, typically between $10 and $100 per lecture, for an appearance at a suffrage meeting. Suffrage organizations thus had to compete with the lecture circuit when they paid speakers appearing at meetings or at their annual conventions at the state or national level.The lack of money available to pay speakers was complicated by the unrealistic but idealistic idea that suffragists should volunteer their time for the cause. Quoting Wendell Phillips, Stanton claimed that "a reformer, to be conscientious, must be free from bread-winning." Suffrage associations were traditionally willing to hire paid organizers but usually did not pay their officers, who were expected to cover the costs of their correspondence and travel. [Only] well-off officers could do so.If you're interested in reading more about the woman suffrage movement on your own, you might also be interested in these optional readings:Wilson, Women and War: A brief article about President Wilson's decision to back woman suffrage, and the political links between the suffrage movement and Prohibition. You can read it at this link.Out of the Parlors and into the Streets: The Changing Tactical Repertoire of the U.S. Women's Suffrage Movements: An analysis of the development of new tactics, including suffrage parades, by the woman suffrage movement. You can read it at this link.

Question 1. (One typed page)The French Revolution was an eruption of "liberal" ideas at the end of the eighteenth century.First, explain in detail what these liberal ideas were and explain how they were different than those of the American Revolution. In your discussion, explain the difference between "Natural" law and "positive" law, and how each applies to the two revolutions.Second, discuss how you understand these ideas merged into reality as they were implemented during the French Revolution and how they changed during the five "phases" of the Revolution.Question 2. (One typed page)Here is your opportunity to show me you can bring theory into reality. Pleasefocus on your logical thoughts, as opposed to yourfeelings, in answering these questions.First, do you see any similarities between the political Establishment(s) in Europe (the "Old Order") during the 1 8 15-1830 Reactionary Period, and the political Establishment of today in the United States? If so, what are they?Second, do you believe the Establishment of today (obviously a combination of Republicans and Democrats) respect the ideas of the "liberty", as we have discussed them, in leading our society? Why or why not?Third, which of the current presidential candidates do you think most represents the Establishment of today most closely? How, and in what regard does he/she do so?Lastly, how does this quote apply to the current United States Election: "Four hostile newspapers are more to be feared than a thousand bayonets" Napoleon Bonaparte. As a part of your answer, please state if you agree with the quote or not.Question 3. (1/2 typed page)Please use both your emotional and logical thoughts in answering this question.What do the terms (1) "Liberty" and (2) "Equality" mean to you today? Are they relevant to you in the modern world? Why or why not? In your explanation, give a modern day example of how these terms affect you or those around you.