TASK:

For this paper, write a 3-page analysis around a single scene of your own choosing, from either Zoot Suit or a scene in Killer of Sheep. This means, choose a scene around which you are to build a clear claim and support it through evidence*. Then, you are to relate the scene to the larger context of the film. Use at least one quote from the critical texts we have read (Melamed and/or Pulido) to further bolster your claim.

SOME QUESTIONS TO GET YOU GOING:

What is going on in your chosen scene? Using quotes from the scene as evidence, provide a close-reading/interpretation. How can you put your scene into conversation with other scenes that can be analyzed similarly? Or does your scene stand in direct contrast to another scene in the film? How does analysis about your chosen scene help us, the readers, better understand the larger plot of the film?

additional info:

• Your chosen scene should not be longer than a minute.
• Contextualize your citations within the paper; this means that you should explain what you cite so that your reader knows why you used a certain quotation and how it supports your claim.
• Regard your paper as an organic unit: all parts should work and flow together.
• Keep in mind that your audience is your fellow classmates, as well as your instructor. In other words, you are writing for an audience that has already seen the film. Make sure your paper is not merely a summary of the plot.

Assignment outcomes

• The writing employs style, tone, and conventions appropriate to the demands of a particular genre and situation. (1)
• The writing demonstrates an understanding of the course texts as necessary for the purpose at hand. (1)
• Course texts are used in strategic, focused ways (for example: summarized, cited, applied, challenged, re-contextualized) to support the goals of the writing. (1)
• The argument is appropriately complex, based in a claim that emerges from and explores a line of inquiry, taking into consideration counterclaims and multiple points of view as it generates its own perspective and position (3)
• The argument involves analysis, which is the close scrutiny and examination of evidence and assumptions in support of a larger set of ideas. (2)
• The argument utilizes a clear organizational strategy and effective transitions that develop its line of inquiry. (1)
• Errors of grammar, punctuation, and mechanics are proofread and edited so as not to interfere with reading and understanding the writing. (1)

* MAKE SURE that every sentences is your own word or specific cite every source your use, that is important for me

Historically, the founding of the United States has been heralded as a successful model of resistance against British colonial rule. While the colonists were successful in gaining sovereignty, they did so through a political, social, and economic system that was built upon resource extraction, labor exploitation, and transatlantic trade. In this essay, compare and contrast the ways in which native peoples, enslaved Africans, European indentured servants, and/or the propertied elites have enacted forms of resistance against labor exploitation, limits to personal rights and liberties, and forced resettlement. You must address at least two out of the four groups identified. Provide specific examples documented in the readings and from class discussion. Also, in answering this question, you must address how such forms of resistance intersected with racial formation and social stratification during the Age of Exploration and the subsequent colonization of the Americas.

Formatting checklist. For more grading expectations and specifics, see rubric.

After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. Reconstruction was partly a period of military occupation of the south by the northern victors. Former slaves now had freedom and new opportunities but faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.

Possible position—in each case you can take the pro or con position:

1. The Lost Cause narrative of the South effectively sabotaged and influenced racial policy in the US for most of the post-Civil War period. (or you can take the position that it did not)
2. Political policies in the decades after the Civil War generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that political policies did not)
3. Reform movements between 1865 and 1930, like the Progressives and the agrarian populists, generally led the way to increased democracy. (or you can take the position that these movements did not)

After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.). Organize your paper as follows, handling these issues:

• The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
• To support your position, use three specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.
• Explain why the opposing view is weak in comparison to yours.
• Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?

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Length:
The paper should be 500-to-750 words in length. This normally means 3-to-4 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.

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Research and References:
You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling. You will have an alphabetized list of Reference entries at the end, using APA format. You will have short, APA-style in-text citations appropriately placed in the body of the paper; these in-text citations will match the References listed at the end. Except as your instructor might direct, don’t use other sources for your paper than those listed here. (Of course, for “starter research” you can read many sources.)

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Source List for Assignment 1:
Be sure to use the Schultz text as a source. Use at least two of the other sources listed here. Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources link on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the Library tab to the left of the screen in Blackboard—once in there, you may do a “keyword” search of the article title.

APA Reference for the textbook – Schultz, Kevin M. (2018). HIST5: Volume 2: U.S. History Since 1865 (Student edition). Boston: Cengage.

Choose sources relevant to the topic and position you are taking:

• Abu-Laban, Y., & Lamont, V. (1997). Crossing borders: Interdisciplinary, immigration and the melting pot in the American cultural imaginary. Canadian Review of American Studies, 27(2), 23-43.
• Black Testimony on the aftermath of enslavement. (1866). Report of the Joint Committee on Reconstruction. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/black_testimony.htm
• Chinese Exclusion Act. (1882). Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/chinese_exclusion_act.htm
• Davis, J. C. Bancroft. (1896). Plessy vs. Ferguson. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/plessy_ferguson_1896.htm
• Fitzgerald, M. W. (2018, Jan.). Terrorism and racial coexistence in Alabama’s Reconstruction. Alabama Review, 71(1), 7-24. [accessible through Library tab; keyword search the article title; get the .pdf file of the article]
• Foster, G. M. (2002, Feb. 24). The Lost Cause. Shotgun’s Home of the Civil War. Retrieved from http://www.civilwarhome.com/lostcause.htm
• Harjo, S. S. (1996). Now and then: native peoples in the United States. Dissent (00123846).
• Meacham, J. (2017). Our historical ambivalence about immigrants is a great American paradox. Time, 189(5), 23.
• The Lost Cause. Civil War Journeys. Retrieved from http://civil-war-journeys.org/the_lost_cause.htm
• Mississippi Black code. (n.d.). Retrieved from http://chnm.gmu.edu/courses/122/recon/code.html
• Moody, W. G. (1883). Bonanza Farming and its impact. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/bonanza_farming_impact.htm
• Parsons, E. F. (2011, Feb.). Klan Skepticism and denial in Reconstruction-Era public discourse.
• Journal of Southern History, 77(1), 53-90. [accessible through Library tab; keyword search the article title; get the .pdf file of the article]
• Populist Party Platform. (1896). Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/populist_partyplatform_1896.htm
• Schultz, Kevin M. (2014) HIST: Volume 2: U.S. history since 1865 (3rd ed.). University of Illinois at Chicago: Wadsworth Cengage Learning.
• Sinclair, Upton. (1906). Attack on the Meatpackers. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/attack_meatpackers.htm

Your assignment must follow these formatting requirements:

• Be typed, double spaced between lines, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

A template for this paper is here

. This is optional.

The paper must be submitted (uploaded and attached) in the course shell provided online.

The specific course learning outcomes associated with this assignment are:

• Identify and discuss the different ways that the heritage of slavery, the Civil War, Reconstruction, and segregation have shaped America’s history.
• Specify ways that women and minorities have responded to challenges and made contributions to American culture.
• Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
• Recognize the major turning points in American history since the Civil War.
• Use technology and information resources to research issues in contemporary U.S. history.
• Write clearly and concisely about contemporary U.S. history using proper writing mechanics

Now that the session is nearing the end and you’ve read and written a great deal about the use of power and politics, it is a good time to assess yourself on what you’ve learned and what you may need to think and improve upon in your future career. Fortunately leading academics have developed a survey to help you assess your knowledge and skills in organizational power and politics. It is very important to be as honest as you can, and answer the questions as you normally act, not as you wish you would!

Complete the assessment at the following website: http://www.kellogg.northwestern.edu/faculty/uzzi/f…

Analysis

Comparison Data

The maximum possible score is 180. Maximums on sub-area scales are provided below. Compare your score to a norm group consisting of 500 business school students. In comparison to the norm group, if you scored

147 or above	You are in the top quartile.
138-146	You are in the second quartile.
126-137	You are in the third quartile.
125 or below	You are in the bottom quartile.

Maximum possible scores

Assessment
Skill Area
Gaining Information	108
(Personal characteristics)
Expertise	12
Personal Attractions	12
Effort	12
Legitimacy	12
(Position characteristics)
Centrality	12
Criticality	12
Visibility	12
Flexibility	12
Relevance	12
Using Influence	30
Resisting Influence	18
Increasing Authority	24
Total Score	180

SLP Assignment

Prepare a 2- to 3-page paper and discuss:

1. Your areas of relative strength and weakness.
2. The areas you have selected to work to improve—no more than 4 personal/position characteristics. You may or may not want to work on improving Using Influence, Resisting Influence, and Increasing Influence—depending on your scores.
3. What areas you think the material in this class helped you with the most? Are there specific articles or tutorials that you think helped you the most regarding the areas covered in this survey?