Annotated Bibliography: The Fog of Revolution Sara Rodriguez Professor Gina Jenkins History 306 Allen, Thomas. “One Revolution, Two Wars.” Military History 27 (2011): 58–63. Print. This article points out that the American Revolution was in many ways a civil war between Patriots, who wanted revolution, and Loyalists who supported King George III. As Allen points out, “the signers [of the Declaration of Independence] knew they did not speak for ‘one people’ but for a people including Americans who opposed the Revolution” (58). Many members of established families acted as informants for the British. Many Loyalists would join the British forces in battles against the Patriots. These divisions led to much distrust among the Patriots, because they weren’t certain who was on their side and who was against them (61). My assessment: This article can be helpful for my argument. Part of my argument is that we are given a rather cleaned-up version of the American Revolution in our classes and textbooks. This article demonstrates that the war was not one that pitted American patriots against British oppressors. Instead, there were many factions in the colonies who had reasons to support or fight against independence. Black, Jeremy. George III: America’s Last King. New Haven, CT: Yale UP, 2006. Print. The author points out that King George III has become a caricature in American history. In some accounts, he is portrayed as a cruel dictator. In other accounts, he is a bumbling monarch, unable to hold together the vast empire he inherited from greater monarchs. Black looks at the historical context in which King George III found himself. He points out that many pressures were being placed on the British Empire at that time. So, it’s not surprising that the uprising of some colonists was not handled with full concern. Discussing the king’s values, Black writes, “George’s conception of his task was always led by a commitment to restore and maintain the moral order of society, a position that greatly influenced his attitude towards dissatisfaction in the American colonies” (1). Also, he was distracted by numerous upheavals among his ministers in London, so George may not have given the rebellion in the American colonies much thought until it was too late (107). My assessment: This book is critical toward my argument about the state of mind of King George III. The author includes several chapters that delve into the king’s family, values, religion, and his psychological state. These chapters will be especially helpful toward showing that George was handling a great number of other matters that may have distracted him from the problems in the American colonies. The book also shows how George’s strict adherence to values may have kept him from compromising with the colonists at key points in the conflict. Bonwick, Colin. The American Revolution. Charlottesville, VA: U of Virginia P, 1991. Print. This book suggests that the American Revolution is generally misunderstood by the general public. Typically, Bonwick argues, the American Revolution is portrayed as an uprising among colonists who were seeking their freedom from Britain. This revolutionary narrative glosses over the many “internal debates and processes which gave birth to the United States from 1776 onwards” implying they “were little more than necessary consequences of independence” (1). The book steps back and shows that each colony had its own reasons for seeking independence. Overall, though, much of the tension between the colonies and Britain were due to economic rather than ideological reasons (56). The final move toward Revolution was more about preserving economic strength rather than freeing people from any kind of bondage. My assessment: This book makes a similar argument to the one I am making. I’m arguing that King George III’s actions, especially increased taxation, made the economic situation in the colonies more difficult, which made it easier for arguments for independence to take hold.

So far, your coursework has explored the important idea that to argue persuasively and make strong claims you need to be in dialogue with others. Your writing assignments have demonstrated this point as you’ve proven yourselves able to analyze and evaluate how professional scholars launch an effective argument by writing the arguments of others into their own texts. For this essay, I’d like you to broaden your understanding of research and academic dialogue by choosing your own set of texts to which you will respond and use to support an original idea (a thesis).

ASSIGNMENT: Write a 1500-word essay in which you develop a thesis on the subject or theme of your choice and support your thesis by bringing together the most salient features from your readings and responding to them. In short, explore an interesting original idea so that your audience can understand something new or different about your topic. With this paper, you will select at least one short story and at least one poem (called primary sources) from the Backpack Literature textbook and locate at least four essays or articles (called secondary sources) from the TROY Library databases. A list of stories and poems by subject and theme is posted in the Week 8 folder to help you find texts in Backpack Literature that might interest you. Now you must explore the connection or pattern of ideas that you believe brings the texts together and says something interesting about your topic. Look deeper into this connection by reflecting upon specific passages in your story, your poem, and the four articles (secondary sources).

Essay Outline:

The introduction should establish the importance of the literary theme or topic you’ve chosen in the opening paragraph. You should consider using an anecdote or some research to demonstrate why the chosen subject is significant to the primary texts (the short story and poem) you’ve chosen to analyze. The introduction insists on the need to redefine the issue/topic.

The thesis asserts a clear and coherent interpretation of the selected theme or topic, explaining the theme/topic’s function within either the primary texts or the work’s genre. Ensure that your thesis is stated explicitly and that it is arguable — above all, make it interesting: how can we think differently about the theme/topic due to your reading of the texts you’ve selected?

The body paragraphs should use effective transition devices and topic sentences to remind readers of your thesis throughout the essay. Each paragraph should demonstrate effective use of your sources (both the primary sources and the researched secondary sources), including effective signal phrases for every quotation from a source and a clear and convincing modeling of the “They Say/I Say” approach to presenting and responding to sources.

The conclusion should leave your readers thinking further about what you’ve presented. Don’t summarize or repeat you main points; instead, restate your thesis in a different way by showing the potential implications of your analysis.

Source Citation: MLA format, including in-text parenthetical citations and a correct Works Cited. This final essay must demonstrate your understanding and proficiency with the use of parenthesis to designate the page of a cited quote from either the primary or secondary source, recognizing that MLA does not make use of “p.” or “pg.” You must show a knowledge of when to include the suthor’s last name within the parenthesis (Bishop 106) and when not to (106). The Works Cited page demonstrates a proper formatting procedures outlined in your Writers Reference textbook as well as at the OWL online reference at https://owl.purdue.edu/owl/section/2/11/. The Works Cited procedures include: listing authors in alphabetical order by last name; authors’ last names listed first, followed by first name; proper citation of the title using italics for full-length books and quotation marks for an article, short story, and poem; use of place, publisher, and date of publication for books and journal title, volume and issue, date of publication, and page numbers for articles; use of punctuation inclusing periods, commas, and semi-colons; and proper acknowledgment of medium of publication, inlcuding use of “Print” for physical books and articles consulted and URL and date of access documentation for sources read online (Web. Date).

Due: A completed draft must be submitted to the assignment feature link no later than midnight (CST) on Sunday, July 29. No late papers will be accepted. No exceptions.

PLEASE PROVIDE 2-3 DETAILED PARAGRAPHS. DOUBLE SPACED WITH PROPER APA THROUGHOUT. USE RESOURCES PROVIDED BELOW

Regulation of Internet Hate Sites

A hate crime is commonly defined as “a criminal offense committed against persons, property, or society that is motivated, in whole or in part, by an offender’s bias against an individual’s or a group’s perceived race, religion, ethnic/national origin, gender, age, disability, or sexual orientation” (Taylor, Fritsch, Liederbach, & Holt, 2011, p. 192). Hate crimes are illegal and most states have hate crime statutes that provide enhanced penalties for these types of crimes. Contemporary technology allows hate to be spread farther and wider through the use of hate sites than can be done by word of mouth. These sites are accessible to anyone with a computer. While hate crimes are illegal and often carry harsh penalties, hate sites are not illegal. Those who launch hate sites rely on the U.S. Constitution and their right to freedom of speech as protection from the law.

For this Discussion, consider whether hate sites should be monitored and regulated. Think about whether or not monitoring and regulating these sites might infringe upon freedom of speech.

Reference: Taylor, R. W., Fritsch, E. J., Liederbach, J., & Holt, T. J. (2011). Digital crime and digital terrorism (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Post by Day 4 an explanation of whether or not hate sites should be monitored and regulated. Then explain whether or not monitoring and regulating hate sites might infringe upon freedom of speech.

Be sure to support your postings and responses with specific references to the Learning Resources.

• Course Text: Taylor, R. W., Fritsch, E. J., & Liederbach, J. (2015). Digital crime and digital terrorism.(3rd ed.). Upper Saddle River, NJ: Pearson.
  • Chapter 9, “Anarchy and Hate on the World Wide Web”
• Article: Bailey, J. (2004). Private regulation and public policy: Toward effective restriction of Internet hate propaganda. McGill Law Journal, 49(1), 59–103.
  Retrieved from the Walden Library using the Business Source Complete database.
• Article: Foderaro, L. W. (2010, September 29). Private moment made public, then a fatal jump. The New York Times. Retrieved from http://www.nytimes.com/2010/09/30/nyregion/30suicide.html
• Article: Guichard, A. (2009). Hate crime in cyberspace: The challenges of substantive criminal law. Information & Communications Technology Law, 18(2), 201–234.
  Retrieved from the Walden Library using the Communication & Mass Media Complete database.
• Article: Hu, W. (2010, October 2). Legal debate swirls over charges in a student’s suicide. The New York Times, p. A15.
  Retrieved from the Walden Library using the ProQuest Central database.
• Article: Perry, B., & Olsson, P. (2009). Cyberhate: The globalization of hate. Information & Communications Technology Law, 18(2), 185–199.
  Retrieved from the Walden Library using the Computers & Applied Sciences Complete database.

The purpose of this discussion is for you to demonstrate your understanding of the material. Approach your response as though it is a mini essay with complete sentences, distinct paragraphs, and correct spelling and punctuation. Grammar and spelling matter. Online courses demand the same standard of academic communication and use of grammar as face-to-face courses.

In a minimum of 300 words:

1. Describe the three theories of why we dream.
2. Based upon your opinion and experience, which of these theories does the best job of explaining why we dream? Provide examples to support your choice.

In addition, you are expected to provide a supportive and/or reflective comment to the post of one classmate. In order to receive the maximum possible 10 points, you must accurately and thoroughly answer each part of the discussion prompt using at least 300 words (including the prompt in your response is not included in the word count) and comment on the post of one of your classmates.