Primary Source Analysis #2

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I’m trying to learn for my History class and I’m stuck. Can you help?

Harriet Robinson, “Early Factory Labor in New England”

In 1883, Harriet Robinson described her work in the textile mills between 1832 and 1845. A portion of her memoir was assigned for this week’s readings and excerpts from this document can be found below (following all of the questions). Write an analysis of her memoir based on these excerpts that responds to the following questions:

Part I:

What are two ways that the market revolution affected women’s lives in the United States?In what ways did women’s lives improve during this time period? In what ways might their lives have become worse?What can we learn from the memoir about workers’ rights – what experiences did Robinson have that promoted the organization of workers for better wages and working conditions?The primary sources assigned for this week and discussed in class also included “An Account at Lowell.” Why might Robinson’s memoir be considered a more trustworthy source than “An Account of Lowell? What does Robinson’s memoir tell about the time period that “An Account of Lowell” does not?Are there any limitations to using the memoir as a primary source for understanding the market revolution?

Part II: Discussion Question – please add this below your essay (not as part of it). You can put it on the same page as your essay, but in a separate section.

Please pose one discussion question about this reading. What do you think is important to talk about with regard to this source? What is a question that you could ask to deepen your understanding by relating it to other readings, class themes, or issues in American history?

Responses will be graded according to the following criteria:

Does the response address all the questions posed?Does the response demonstrate that the student has done a close and careful analysis?Does the response offer a thoughtful engagement with the source?Does the response demonstrate a concerted effort to think about the significance of the source and its relationship to course topics?Does the response make sense? Are the ideas within it clearly communicated?Is the response written in essay form, with a thesis, a set of paragraphs that each address a distinct argument in support of the thesis, and a conclusion

Excerpts from document:

…I shall confine myself to a description of factory life in Lowell, Massachusetts, from 1832 to 1845 …

In 1832, …Help was in great demand and stories were told all over the country of the new factory place, and the high wages that were offered [and] gave new life to lonely and dependent women in distant towns and farmhouses…Troops of young girls came from different parts of New England and from Canada…The early mill girls were of different ages. Some were not over ten years of age; a few were in middle life, but the majority were between the ages of sixteen and twenty-five.

The working hours … extended from five o’clock in the morning until seven in the evening, with one half hour each, for breakfast and dinner…Those of the mill girls who had homes generally worked from eight to ten months in the year; the rest of time was spent with parents or friends. A few taught school during the summer months. Their life in the factory was made pleasant to them. In those days there was no need of advocating the proper relationship between employer and employed. Help was too valuable to be ill-treated.

…To make a gentleman of a brother or a son, to give him a college education, was the dominant thought…I have known more than one to give every cent of her wages… to her brother, that he might get the education necessary to enter some profession. I have known a mother to work years in this way for her boy…There are many men now living who were helped to an education by the wages of the early mill girls…

… As late as 1840, there were only seven vocations outside the home into which the women of New England had entered. At this time, women had no property rights. A widow could be left without her share of her husband’s (or the family) property…A father could make his will without a reference to his daughter’s share of the inheritance…A woman was not supposed to be capable of spending her own, or of using other people’s money.

…One of the first strikes that ever took place in this country was in Lowell in 1836. When it was announced that the wages were to be cut…The mills were shut down and the girls went… and listened to incendiary speeches from some early labor reformers. One of the girls stood on a pump…declaring that it was their duty to resist all attempts at cutting down the wages. This was the first time a woman had spoken in public in Lowell, and the event caused surprise and consternation among her audience…

…the strike did no good. The corporations would not come to terms. The girls were soon tired of holding out, and they went back to their work at the reduced rate of wages.Liu Xiang Biography: nursing case study help
I’m stuck on a History question and need an explanation.

For this discussion, we look at Liu Xiang’s Biographies of Exemplary Women. Liu Xiang (79 BCE-8 BCE) (Lee-oh shee-awng) was an important scholar who lived during the Han Dynasty. He was a member of the imperial family. During the Han Dynasty, the government and its officials promoted Confucian moral education for both men and women. Liu wrote this book specifically for the moral education of women, and it is the earliest extant (yet existing) book devoted to this purpose. Liu believed that by gathering stories from earlier works about women who exemplified Confucian virtues in their lives, other women would be inspired to follow their example and therefore to cultivate these virtues. Indeed, Liu’s work was used in earlier times in China to educate young women.

To learn about the historical background, be sure to read about Confucius and Confucianism in our book (pp. 127-129) as well as the Han Dynasty (pp. 134-138). Then look at (and read!) a selection of these biographies included in the chapter on “The Principled and Righteous.”

For this discussion, in approximately 250 words, please choose three biographies from Liu Xiang’s Biographies of Exemplary Women, and then address these issues:
Why do you think they were included as examples of exemplary women? What is the lesson to be learned? Liu Xiang placed these biographies in the category of “Principled and Righteous.” Why do you think he considered them to be principled and righteous? Do these biographies illustrate Confucian values? How so?3-2 Milestone One: Worksheet
I need an explanation for this Philosophy question to help me study.

Prompt: Complete the Milestone One Worksheet and use your answers to draft a paragraph for each of the sections below.

Specifically, the following critical elements must be addressed:

I. Introduction: To begin your essay, you will formally introduce your real-world topic. As the foundation of your paper, your introduction should engage the audience and establish any necessary background.

A. Provide a brief overview of the topic. For example, you might consider the premise of the conversation and why the topic is being discussed.

B. Describe any personal connection you have to the topic. Why is the topic of particular interest to you?

II. Presented Argument: In this section, you will explore the argument in your chosen artifact. You will uncover the logical structure of the argument and investigate any bias behind its claims.

A. Describe the argument made by the artifact.

B. Identify key facts, research, or resources the argument is based on. Provide specific examples to support your identification.

C. Describe the logic and reasoning used to advance the argument and any gaps or weaknesses present. Consider the premises and conclusion advanced in the artifact, and the questions that are left unanswered.Policy Analysis: Understanding the Local Context
I’m stuck on a Social Science question and need an explanation.

In this project you will investigate the policies and practices related to dyslexia diagnosis and at the state, district and school levels. A set of key questions to address are included, though you may also include other relevant information not addressed by these questions. This assignment will be comprised of the following three parts. Each part should be included under a separate subheading. (I only need help with Part A and C )

Part A: Policy Analysis

State-Level Policy – My state is Florida

You may use several sources of information for this section pertaining to the laws in your state. Read the article by Youman and Mather, which outlines the status and content of dyslexia laws, and some of the differences and regulations across states.

Other Resources That Can Help You
Research Excellence and Advancement for Dyslexia ActActions Definitions of DyslexiaActions
Also, visit your state (Florida) department of education website to investigate the reading policy in your state. You should also find your House K-12 subcommittee on to determine recent policy initiatives.

List/describe any laws and policies in your state that pertain to the five priority areas outlined by Decoding Dyslexia.
Definition Early Identification Intervention Teacher training Access to appropriate accommodations and technology

B. Information on an evaluation of the degree to which your local policies (Marion County School Board – Ocala, Florida ) and practices align with state (Florida) and federal policy and practice standards.Modern American Indians Discussion: nursing assignment help services
Help me study for my History class. I’m stuck and don’t understand.

You begin your discussion work in the class with the subject of Modern American Indians. You first read Chapter 2 in the text, and the Modern American Indians lecture and you read the Baydo essay in the reader book American Indians from Assimilation to Casinos. Plus you are to view the various Modern American Indian videos.

You are now to become a newspaper reporter who has followed Red Power movement from its beginning to its end. You are going to describe this movement its its leaders, various organizations with their demonstrations and protests, and the various tribes with their protests and demonstrations. You are going to use text, lecture, reader book essay, videos, plus the following websites in writing your news paper article in this discussion assignment. Here are the websites to review:

Red Power- https://en.wikipedia.org/wiki/Red_Power_movementLinks to an external site.

National Indian Youth Council- https://en.wikipedia.org/wiki/National_Indian_Youth_Council (Links to an external site.)

American Indian Movement-https://en.wikipedia.org/wiki/American_Indian_Movement (Links to an external site.)

Finally you are going to comment on whether you feel the Indians casinos are helpful to the modern Indians and also agree or disagree with two other students in this discussion assignment.

1.During the 1960s to 1980s, an active Indian movement, which was the Red Power Movement, took place in the US. In the lecture’s text, it states that political Red Power is a form of Red Power that attempts to solve problems through the political process (Lecture Ch.2, 2020). The bottom line of the political Red Power movement is a problem solved. Moreover, according to the website, the web mentions that The Red Power movement was a social movement led by Native American youth to demand self-determination for Native Americans, and the phrase “Red Power” was written by an author, Vine Deloria, Jr (Wikipedia, 2019). There are two types of political Red Power. One is tribal Red Power, the other is Organizational Red Power. For tribes examples, Makah Indians have problems with white people because they driving on their ocean beach reservation, littering and partying. So, Makah Indian start to protest. After a protest, they closed a major portion of the reservation, and they were given a victory. Therefore, whites were given limited access to the reservation beach( Lecture Ch.2, 2020). Furthermore, The Havasupai tribe live at the bottom of the Grand Canyon; they found that tourists caused many problems with the environment. So their protests led to the closing of some of their reservation at the bottom on the Grand Canyon to tourists (Lecture Ch.2, 2020). For organizations examples, such as the National Indian Youth Council. This Organization found some problems with fishing rights, so they protest for fishing rights. This organization was very active in the movement to preserve tribal fishing rights in the Northwest (Wikipedia, 2019). Moreover, the American Indian Movement, There were some problems happened between American and Indian. Indians gathered together to protest broken treaties and to talk to government officials. However, few government officials willing to talk with them. Therefore, in 1973, the movement came one of the high points of political red power with the AIM seizure of Wounded Knee. Massive Indians were killed( Lecture Ch.2, 2020).

2.

The Red Power Movement commonly expressed a growing sense of the Indian national identity in the late 1960s among American Indians in the United States. The Red Power Movement was the American Indian Movement, founded in 1968 in Minneapolis, Minnesota. The members and leaders of this Movement were young and active who represented urban Indian communities. The purpose of this American Indian Movement was to promote civil rights for Indians in different cities. The members of this movement were trying to seek equal treatment from police against their community people. In a short time, this movement was able to gain some benefits and being a role in building places of their own like churches and making charity organizations. The Movement wanted to have rights about police brutality, racism, sub-standard housing and unemployment in communities, not to mention long-standing concerns about treaties broken by the US government. The founding members of the organization include George Mitchell, Dennis Banks, Eddie Benton Panay, and Clyde Pelican, who mobilized the Native American community to discuss these concerns. The leadership soon found itself fighting for tribal sovereignty, restoring indigenous lands, preserving indigenous cultures, good education and health care for indigenous peoples. By the late 1970s, the Red Power movement began to collapse due to internal conflicts, the imprisonment of leaders and efforts by government agencies such as the FBI and CIA to infiltrate the group. The national leadership was reportedly dissolved in 1978. The local branches of the group remained active. The Red Power movement remains based in Minneapolis with many branches nationwide. The organization takes pride in fighting for the rights of indigenous peoples enshrined in the treaties and helping to preserve indigenous traditions and spiritual practices. The organization also fought for the interests of indigenous peoples in Canada, Latin America and around the world. No one, inside or outside the movement, has so far been able to destroy the will and power of the movement solidarity.I think that financially it might be helpful to the modern Indians but that might not be as easy as it sounds. That’s because, by 2011, there were 460 gambling casinos operated by 240 tribes across the United States, total annual revenue of $ 27 billion, according to the National Indian Gambling Commission. Despite revenue growth and improvements in the infrastructure of some of the reserves as a result of casinos, there are indications that they have not improved the conditions of American Indians in general. 54 percent between 1991 and 1997, as many jobs were held by non-Indians, according to tribal data provided to the Bureau of Indian Affairs. So money might not be the solution after all.

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