Germany History Short essay

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After 1945, many Germans looked back on the Weimar Republic with nostalgia and regret. Yet during the time span from 1919-1933, hardly any commentators seemed happy with conditions in Germany. Why did so many authors find Weimar politics and society to be disorienting and unappealing? Choose at least four authors from the Week Four sources and expound on their critiques of Weimar Germany. Why might the National Socialists have seemed to offer a kind of “solution” to the problems identified by these authors?

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Week 5 Essay World Religion

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Description: 

Throughout your studies in World Religions, you have been introduced to a variety of religious worldviews that are impacting a society and the marketplace in a variety of ways that can be both positive and negative for a community.  The task for your Week #5 Project is to write a Current Affairs Worldview Essay that demonstrates the contemporary application as to how and in what way a particular religion is impacting a society’s economy and marketplace today.  You will want to research articles that clearly reference specific financial data as to profits and loss that are being generated for a particular locale as the result and impact of a particular religion that we have or will study only in this class.

An example of a possible title for such an article might be this: (Israeli Drought Increasing Costs for Wine in Passover Celebrations”).  Here, the specific locale is Israel – the religion impacted is Jewish – the issue is the rising costs of wine for celebrating the Passover. Your article should highlight clear financial data as opposed to generalizations. (Ex: in the above article it points out that costs have increased 20% over last year) . Note that this is not a research essay where you seek out a variety of resources to highlight your topic. Here, you are to focus on just one (1) single article and offer your review of it in terms of a summary or the content and your personal application of it for your study of world religions. (See the University of North Carolina at Chapel Hill’s Book Review Handout for detailed information and examples.) There should only be one (1) resource listed in your Works Cited page.

Your essay should include the following and must not exceed a time frame of 5 years:

  • Seek out and read a Current Affairs article of interest that details a contemporary religious worldview from among those we will study in this class and the impact it is having on a particular marketplace and economy in society today.
  • These types of articles can be found in a variety of resources including the Online Library, our Course Guide, journals, newspapers, magazines, documentaries, news and world financial reports, websites, and through online searches.
  • Pick just one (1) article and write a 2-3 page review and analysis of just that one article. Your review should be in the form of a literary review or a movie review encouraging your audience to either read or ignore it.
  • Provide all of the required bibliographical material and citations for locating the resource including title, date of publication, publisher, website, and all retrieval information.
  • Summarize the main content of the article and how it is related to the course and the religious worldview that it expresses.
  • Provide details as to why you selected the article and what you found of interest as to why you did nor did not like the article.
  • Identify what new insights you discovered about this topic.
  • What was the author seeking to accomplish through this article?
  • How does this article increase your understanding of religious woldviews and their impact upon the marketplace in society today?
  • Be sure to use good writing and mechanical techniques and include the use of MLA in-text citations and a Works Cited page to identify your resource and avoid plagiarism.

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History homework help

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think about the background of many creole revolutionaries. what do you think might have been their tendencies as government leaders: toward democracy or authoritarianism?explain your answer.

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Classical Cloud Discussion

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  • Choose an example from the listening list below.
  • Listen carefully to your selection.
  • Using at least 10 words from the Classical Music word cloud ( attached below), describe specific elements that relate to your musical selection. Note that the following words do not count towards the 10-word requirement: music, musical, composer/s and Classical. Write in complete sentences. The ten terms need to be used in a way that relates to music and/or culture in the Classical era. Initial posts are to be a minimum of 250 words.
  • Bold or highlight the ten words in your answer chosen from the Classical Music word cloud.         Listening List

Mozart, “Piano Sonata No. 11 in A major, third movement”

Mozart, “Piano Concerto No. 21 in C major, K. 467”

Mozart, “Symphony No. 40 in G minor, K. 550, fourth movement”

Mozart, “Der Hölle Rach” from act 2 of The Magic Flute

Mozart, “The Marriage of Figaro, Overture”

Haydn, “String Quartet No. 62 in C major”

Haydn, “String Quartet No. 53 in D major, Op. 64, No. 5” (“The Lark”)

Haydn, “Symphony No. 94 in G major” (“The Surprise Symphony”)

Haydn, “Trumpet Concerto in E-flat major”

Beethoven, “Piano Concerto No. 4 in G major, Op. 58, second & third movement”

Beethoven, “Symphony No. 5 in C minor, Op.67, Allegro con Brio”

Beethoven, “String Quartet No. 6 in B-flat major”

Due 10/27/2020

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History essay

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i want someone to write me a History essay after reading this book: Hans Hillerbrand, The Protestant Reformation (Perennial; Revised edition, 2009), ISBN  978-0-06-114847-7.

 

It must be 6 FULL PAGES. AND AVOID PLAGIARISM PLEASE.

I dont have the book, so if anyone have the book or already know the story please send me back.

 

READ THE ATTACHED TO KNOW HOW TO WRITE THE ESSAY EXACTLY AND GO THROUGH THE PROCESS.

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writing 2

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Compose an essay in APA format using a title page, in-text citations, and a reference page.  Answers to each of the 4 questions must be a minimum of 500 words with key terms in bold font. Answer the questions using the concepts from the lessons and reading assignments. You may use any scholarly books or materials, but you must do the work alone. For this assignment you may use first person.  There is no need to retype the questions in your essay, but you should continually refer back to each to ensure that you stay on topic. Please include at least one citation per each of the 4 essay questions. Do not use any direct quotes. Websites are not appropriate academic references and should not be used in academic writing.

1. Think of a class outside of your major. Using the Gestalt principle, “The whole is greater than the sum of the parts,” describe your preconceived perception of the class, 3 details that you now know are different from that initial perception, and your continuing perception in spite of the details.

2. In church and in other settings, announcements are made that affect you.  Describe 4 techniques covered in the textbook which the speaker could use to keep your attention. Use bold font to label the names of the techniques.

3. You have gone through stages of Piaget’s cognitive development, in your professional beliefs and in your theological beliefs. Name and trace the development of any 1 of your beliefs through all 4 stages. Give at least 1 specific characteristic for each stage and use terms from Piaget’s theory. Though you may not remember your cognitive development at every stage, trace what must have happened to you in each stage to allow your current functioning. In relation to this belief, what is the best stage for you to be in now, and why? Use bold font to label the name of the each stage.

4. Think of classes in your major. Explain 3 concepts from Vygotsky’s theory and provide examples of how they could help to boost your zone of proximal development (ZPD) for learning in those classes. Use bold font to label the name of each concept.

Essay 2 Grading Rubric

 

Criteria

Levels   of Achievement

 

Content 

72 points

Advanced 

Proficient

Developing 

Question   1

16 to 18   points

The paper meets content requirements:

Class outside major listed

3 preconceptions listed

Current Perception listed

Question   2

16 to 18   points

The paper meets content requirements:

4 Attention-Keeper techniques & examples

 

Question   3

16 to 18   points

The paper meets content requirements:

Belief Identified

First Stage/example

Second Stage/example

Third Stage/example

Fourth stage/example

Best Stage

Question   4

16 to 18   points

The paper meets content requirements:

Major and course identified

3 Vygotsky terms explained

Examples of ZPD

Structure 

28 points

Advanced

Proficient

Developing 

 

Grammar

25 to 28 points

The paper meets   APA structure requirements:

Proper spelling   and grammar are used. Key terms bolded.

Title page, in-text   citations, and reference page used. No direct quotes included.

Answer to each   essay question is a minimum of 500 words.

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History homework help

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3. Mexico opened itself up to a future loss of land beginning with the land grant to Stephen F. Austin. Describe how Mexico lost Texas, including the events leading up to the Mexican-American War of 1846-1848.

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Case Study – The Civil Rights Movement

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Introduction
The purposes of each case study assignment include the following:

  • To hone your abilities to research using scholarly sources
  • To advance critical thinking and writing skills
  • To compile a response to the prompts provided
  • To explore a historical topic and make connections to change over time

Option 2: The Civil Rights Movement
Using the Internet, locate and read Martin Luther King Jr’s “I Have a Dream” speech given in Washington D.C., August 1963. Copy and paste the following keywords into your Google search bar: “I Have a Dream by Martin Luther King, Jr.” Feel free also to locate and incorporate additional scholarly sources to respond to this case study, including information on the Civil Rights Movement.

Construct the case study by responding to the following prompts:

  • Explain if the Civil Rights Movement of the 1960s effectively changed the nation.
  • What effect would the Civil Rights Acts have across the continent on minority groups?
  • Do you think that the tactics and strategies that civil rights activists used in the 1960s would apply to today’s racial and ethnic conflicts? Why or why not?
  • Do the ideas of the 1960s still have relevance today? If so how? If not, why not?
  • Analyze how the Civil Rights Movement would impact diversity in America today.

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EXAM ESSAY

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1.      What are the major differences between the Patterson, Foner, and King interpretation of Freedom? Describe each author’s views and contrast their differences in about 350 words or so. (20 pts.)

 

2.      Explain the concept behind the three-fifth Clause to the American constitution. How does the compromise work? Which States benefited and which states were disadvantaged by the compromise, in about 350 words or so. (20 pts.)

 

3.      Federalism embodies the idea that there are shared powers between the national government and state governments. How did the fourth amendment expand the power of federalism? Explain the general content of the 14th amendment, its origins and development, the impact of the civil rights cases of 1883 on the 14th amendment and the dissenting views of Justice John Marshall Harlan. Please limit your comment to about 500 words. (20 pts.)

 

4.      In a paragraph or two, explain the major views of African Americans on Black political culture, expressed in the Analysis of the NBES polls conducted in 1984 and 1988. Limit your interpretation to about 350 words or so. (20 pts.)

 

5.      In terms of public opinion – Explain what the authors Walters Jr. and Smith mean by the concept African American Alienation. Cite and explain three examples that the authors use to describe African American Alienation. Does Liberalism reinforce alienation or does it deserve alienation. Explain –  limit your comment to about 350 words. (20 pts.)

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U.S. History Learn from Past

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Assessment 1

 

Assessment Instructions

Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.

Overview

For this assessment, imagine you represent your company at a service organization dealing with one of these two issues: facing economic change or engaging civil rights. Your supervisor has asked you to research information related to the history of this issue for your organization to help new employees and volunteers understand it better. Your job is to put together a list of credible sources related to a topic of your choice and then use your problem-solving and agility skills to evaluate them using the  Evaluating Historical Sources Worksheet [DOCX] .

Preparation

Complete the following:

Step 1: Choose Your Topic

Choose a topic and narrow its focus. Think about who you want to focus on and what event or challenge you want to focus on. For example, your topic could compare the challenges faced by farmers during the Great Depression with the challenges they faced during the 2008 recession.

Economic Change:

1. What if the bottom falls out?

. How can you prepare for and protect yourself from bad times based on lessons learned from the Great Recession of 2008 or the Great Depression?

· What happens when the workplace changes?

. How can people adjust when the workplace changes? What lessons can we learn from America’s Industrial Revolution, the new economy of the 1950s, or the Information Age?

Civil Rights:

1. Women.

. What strategies were used and what lessons can we learn from the struggles women faced in the late 1800s–early 1900s or the 1960s and 1970s for engaging and understanding current and future women’s rights issues?

· African Americans.

. Considering past struggles such as Reconstruction and the Jim Crow era or the civil rights movement of the 1950s and 1960s for African American civil rights, what lessons can we learn about the best strategies for protecting civil rights now and in the future?

· Native Americans.

. How can lessons learned from events or policies such as the Trail of Tears, the Indian Removal Act, or the Dawes Act be used to address the challenges Native Americans face today?

· Immigrant Groups.

. Based on lessons learned from immigration policies in the late 1800s and early 1900s, how can present-day immigration issues be addressed?

Step 2: Identify Resources

Review the  History Presentation Resource List [DOCX] . Choose two sources from the list that correspond to your topic. Some of the items in the resource list are collections, so you’ll have to dig a little deeper to find a specific source that matches your topic.

Step 3: Research

Conduct your own research to locate two additional sources relevant to your topic. The additional sources should be resources from the Capella library or credible websites. For help finding sources on the Internet and in the Capella library, review the  Finding Primary and Secondary Sources  page on the  General Education Information Research Skills Library Guide . To ensure you are finding quality sources, refer to the Capella library’s  Think Critically About Source Quality  resource page.

Instructions

Use the  Evaluating Historical Sources Worksheet [DOCX]  to complete the following steps. Be sure to answer each question in the worksheet for each source.

Step 1: Identify quality primary and secondary sources related to a historical topic.

Step 2: Identify key elements of each source, including the author, date, and main idea.

Step 3: Describe the biases and perspectives of the authors of each source.

Step 4: Explain why each source is or is not credible.

Step 5: Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Additional Requirements

Your paper should meet the following requirements:

· Written communication: Written communication should be free of errors that detract from the overall message.

· Citations: Include a complete citation for each source. Review current  APA Style and Format  guidelines for more information on how to cite your sources.

· Number of references: Your paper should include at least four properly cited sources, two primary and two secondary.

· Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Analyze historical records to determine credibility and validity.

. Identify quality primary and secondary sources related to a historical topic.

. Identify key elements of each source, including the author, date, and main idea.

. Describe the biases and perspectives of the authors of each source.

. Describe key facts presented in each source.

. Explain why each source is or is not credible.

· Competency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences.

. Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

 

 

History Presentation Resource List

Primary and Secondary Historical Sources

Primary Sources: Facing Economic Change

History Matters. (n.d.). “Sir I will thank you with all my heart”: Seven letters from the Great Migration . Retrieved from http://historymatters.gmu.edu/d/5332/

Roosevelt, F. D. (1933, March 12). On the bank crisis [Radio address]. Franklin D. Roosevelt Presidential Library and Museum. Retrieved from http://docs.fdrlibrary.marist.edu/031233.html

Roosevelt, F. D. (1938, April 14). F.D.R. on economic conditions/12th fireside address . History Central. Retrieved from https://www.historycentral.com/documents/FDRTwelthfireside.html

Library of Congress. (n.d.). American memory timeline . Retrieved from http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/index.html

Kleinfield, N. R. (1983, September 26). American way of life altered by fuel crisis . The New York Times. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F424767573%3Faccountid%3D27965

Library of Congress. (n.d.). American life histories: Manuscripts from the Federal Writers’ Project, 1936 to 1940: Articles and essays . Retrieved from https://www.loc.gov/collections/federal-writers-project/articles-and-essays/

Facing History and Ourselves. (n.d.). Firsthand accounts of the Great Depression . Retrieved from https://www.facinghistory.org/mockingbird/firsthand-accounts-great-depression

Wadler, J. (2009, April 2). And still, they prospered . The New York Times. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F434065466%3Faccountid%3D27965

American Experience. (n.d.). A Dust Bowl survivor . PBS. Retrieved from https://www.pbs.org/wgbh/americanexperience/features/surviving-the-dust-bowl-interview-survivor/

Library of Congress. (n.d.). Inside an American factory: Films of the Westinghouse Works, 1904 . Retrieved from https://www.loc.gov/collections/films-of-westinghouse-works-1904/about-this-collection/

Library of Congress. (n.d.). National Child Labor Committee collection . Retrieved from https://www.loc.gov/collections/national-child-labor-committee/about-this-collection/

Secondary Sources: Facing Economic Change

1. Cwiek, S. (2014). The middle class took off 100 years ago…thanks to Henry Ford? NPR. Retrieved from https://www.npr.org/2014/01/27/267145552/the-middle-class-took-off-100-years-ago-thanks-to-henry-ford

2. Gates, Jr., H. L. (2013). Madam Walker, the first black American woman to be a self-made millionaire . PBS. Retrieved from https://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/100-amazing-facts/madam-walker-the-first-black-american-woman-to-be-a-self-made-millionaire/

3. Wilkerson, I. (2016). The road to freedom . Smithsonian, 47(5), 38–102. Retrieved from http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=117744069&site=ehost-live&scope=site

4. Goldschein, E. (2011, August 29). 10 lessons from people who lived through the depression . Business Insider. Retrieved from https://www.businessinsider.com/lessons-from-people-who-lived-through-the-depression-2011-8

5. Mauldin, J. (2018). The 2020s might be the worst decade in U.S. history . Forbes. Retrieved from https://www.forbes.com/sites/johnmauldin/2018/05/24/the-2020s-might-be-the-worst-decade-in-u-s-history/#4edfb05e48d3

6. Smithsonian National Museum of American History. (n.d.). Energy crisis . Retrieved from https://americanhistory.si.edu/american-enterprise-exhibition/consumer-era/energy-crisis

7. Geier, B. (2015, March 12). What did we learn from the dotcom stock bubble of 2000? Time. Retrieved from https://time.com/3741681/2000-dotcom-stock-bust/

8. Lumen Learning. (n.d.). Conclusion: Post-war America . Boundless US History. Retrieved from https://courses.lumenlearning.com/boundless-ushistory/chapter/conclusion-post-war-america/

Primary Sources: Women’s History

1. Truth, S. (1851). Ain’t I a woman? [Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/sojtruth-woman.asp

1. Anthony, S. B. (1873). Women’s right to vote [Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1873anthony.asp

1. Addams, J. (1915). Why women should vote, 1915 [Pamphlet]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1915janeadams-vote.asp

1. The New York Times. (1919, June 5). The passage of the 19th Amendment, 1919–1920 . Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1920womensvote.asp

1. Feminist Majority Foundation. (2014). National organization for women: Statement of purpose . Retrieved from http://www.feminist.org/research/chronicles/early1.html

Secondary Sources: Women’s History

1. Michals, D. (Ed.). (2015). Alice Paul (1885–1977) . National Women’s History Museum. Retrieved from https://www.womenshistory.org/education-resources/biographies/alice-paul

AmericanExperiencePBS. (2017). Alice Paul: The great war [Video]. Retrieved from https://www.youtube.com/watch?v=mgY_8QwZX4s

Primary Sources: Native American History

1. The University of Oklahoma, Western History Collections. (n.d.). Doris Duke collection . Retrieved from https://digital.libraries.ou.edu/whc/duke/

1. Yale Law School, Lillian Goldman Law Library, the Avalon Project. (2008). Treaties between the United States and Native Americans . Retrieved from https://avalon.law.yale.edu/subject_menus/ntreaty.asp

1. Yale Law School, Lillian Goldman Law Library, the Avalon Project. (2008). Statutes of the United States concerning Native Americans . Retrieved from https://avalon.law.yale.edu/subject_menus/namenu.asp

Secondary Sources: Native American History

1. U.S. National Library of Medicine. (1994). “ If you knew the conditions…”: Health care to Native Americans . Retrieved from https://www.nlm.nih.gov/exhibition/if_you_knew/index.html

1. History.com. (2019). Native American history timeline . Retrieved from https://www.history.com/topics/native-american-history/native-american-timeline

1. History.com. (2020). Trail of Tears . Retrieved from https://www.history.com/topics/native-american-history/trail-of-tears

1. Gambino, L. (2017, March 10). Native Americans take Dakota Access pipeline protest to Washington . The Guardian. Retrieved from https://www.theguardian.com/us-news/2017/mar/10/native-nations-march-washington-dakota-access-pipeline

1. Smith-Schoenwalder, C. (2019, July 2). The battle for the Grand Canyon . U.S. News and World Report. Retrieved from https://www.usnews.com/news/national-news/articles/2019-07-02/all-eyes-on-uranium-around-the-grand-canyon

1. Weiser, K. (2019). Cochise – Strong Apache leader . Legends of America. Retrieved from https://www.legendsofamerica.com/na-cochise/

Primary Sources: African American History

1. Teaching Tolerance. (n.d.). Slaves’ petition for freedom to the Massachusetts legislature (1777). Retrieved from https://www.tolerance.org/classroom-resources/texts/hard-history/slaves-petition-for-freedom-to-the-massachusetts-legislature

2. National Archives, Founders Online. (n.d.). To Thomas Jefferson from Benjamin Banneker, 19 August 1791 . Retrieved from https://founders.archives.gov/documents/Jefferson/01-22-02-0049

3. Douglass, F. (1852). The hypocrisy of American slavery, July 4, 1852 [Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/douglass-hypo.asp

4. Washington, B. T. (1895). Booker T. Washington (1856–1915): Speech at the Atlanta Exposition, 1895 [Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1895washington-atlanta.asp

5. History Matters. (n.d.). W.E.B. DuBois critiques Booker T. Washington . Retrieved from http://historymatters.gmu.edu/d/40

6. Smith, S., Ellis, K., & Aslanian, S. (2001). Remembering Jim Crow [Documentary]. American Public Media. Retrieved from http://americanradioworks.publicradio.org/features/remembering/index.html

7. National Humanities Center. (n.d.). The Montgomery bus boycott and the women who started it: The memoir of Jo Ann Gibson Robinson . Retrieved from http://nationalhumanitiescenter.org/pds/maai3/protest/text5/robinsonbusboycott.pdf

8. National Humanities Center. (n.d.). Walter F. White: I investigate lynchings . Retrieved from http://nationalhumanitiescenter.org/pds/maai3/segregation/text2/investigatelynchings.pdf

9. United States House of Representatives, History, Art & Archives. (n.d.). The civil rights movement and the second reconstruction, 1945–1968. Retrieved from https://history.house.gov/Exhibitions-and-Publications/BAIC/Historical-Essays/Keeping-the-Faith/Civil-Rights-Movement/

10. King, Jr., M. L. (1963). “I have a dream,” address delivered at the March on Washington for Jobs and Freedom [Speech]. The Martin Luther King, Jr. Research and Education Institute, Stanford University. Retrieved from https://kinginstitute.stanford.edu/king-papers/documents/i-have-dream-address-delivered-march-washington-jobs-and-freedom

11. Malcolm X. (1964, April 3). The ballot or the bullet [Speech]. SoJust. Retrieved from http://www.sojust.net/speeches/malcolm_x_ballot.html

Secondary Sources: African-American History

1. Black Lives Matter. (n.d.). Herstory . Retrieved from https://blacklivesmatter.com/herstory/

Simon, C. (2018, July 16). Black lives matter has shown hashtags matter, too . USA Today. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F2070082770%3Faccountid%3D27965

NPR. (2008, June 5). Obama triumph: A turning point for America? Retrieved from https://www.npr.org/templates/story/story.php?storyId=91181127

Primary Sources: Immigrant History

1. Our Documents.gov. (n.d.). Chinese Exclusion Act (1882) . Retrieved from https://www.ourdocuments.gov/doc.php?flash=false&doc=47

2. National Archives. (n.d.). Our documented rights: Thinking about Chinese exclusion . Retrieved from https://www.archives.gov/education/lessons/chinese-exclusion.html

3. Chinese American Museum. (n.d.). Life before exclusion . Retrieved from http://camla.org/chinese-exclusion-act/

4. U.S. Department of State, Office of the Historian. (n.d.). Chinese immigration and the Chinese Exclusion Acts . Retrieved from https://history.state.gov/milestones/1866-1898/chinese-immigration

5. U.S. Department of State, Office of the Historian. (n.d ). The Immigration Act of 1924 (The Johnson-Reed Act) . Retrieved from https://history.state.gov/milestones/1921-1936/immigration-act

6. Digital History. (n.d.). Immigration Restriction Act of 1924 . Retrieved from http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1116

7. National Park Service. (n.d.). The Statue of Liberty: The new colossus . Retrieved from https://www.nps.gov/stli/learn/historyculture/colossus.htm

8. Horne, M. (2019). 20 Ellis Island immigration photos that capture the hope and diversity of new arrivals . History.com. Retrieved from https://www.history.com/news/ellis-island-immigration-photos-diversity

9. Burke, M. (2016). The American dream is alive and well…on the Forbes 400 . Forbes, 198(5), 58–74. Retrieved from http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=118439921&site=ehost-live&scope=site

10. Sesin, C. (2018, December 26). Through immigrant stories, a portrait of America. NBC News . Retrieved from https://www.nbcnews.com/news/latino/through-immigrant-stories-portrait-america-n948246

Secondary Sources: Immigrant History

1. Felter, C., Renwick, D., & Cheatham, A. (2020). Renewing America: The U.S. immigration debate . Council on Foreign Relations. Retrieved from https://www.cfr.org/backgrounder/us-immigration-debate-0

Robinson, D. (2019). The immigration debate: Closing the distance between legal requirements and humanitarian instincts is a global, rather than national, enterprise . The Foreign Service Journal. Retrieved from https://www.afsa.org/immigration-debate

ProCon.org. (2019). Should the government allow immigrants who are here illegally to become U.S. citizens? Retrieved from https://immigration.procon.org/

NBC News. (n.d.). Immigration & the border . Retrieved from https://www.nbcnews.com/immigration-border-crisis

Constitutional Rights Foundation. (2018). Educating about immigration: History lesson 1: History of immigration through 1850s . Retrieved from http://www.crfimmigrationed.org/lessons-for-teachers/71-immigrant-article-1

 

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