1. Locate at least two primary sources from chapter 7 of A Peoples History of the United States by Howard Zinn. Explain why you choose each primary source and why it is important to the chapter. 2

********* of *** ****** States  Student ************************* ** ***** Two Primary ******* from ******* 7 ** * Peoples ******* ** the ****** ****** ** ****** Zinn1 ****** ** Public ****** (1790) The ****** ** ****** Credit also ***** ** *** First ****** ** the ****** Credit *** * report ********* to *** ** ******** by ********* ******** on January * 1790 *** ****** *********** that the ******* government assume the ********* **** ********* * ******** **** and ***** ***** ** *** *** *** **** ******** ***** Trout 1990)The report resulted **** the ****** **** handling the **** ******** ** the states ****** *** American ********** ******** ****** **** the federal ********** should ****** *** obligation ** create a ************* government" **** ***** ***** *** ***** *** **** the government the ***** ** raise ******* *** *** *** the debt The report ********** ** economic ****** *** ****** ********* *** ******* ************ role in the ******* It also *** *** ***** *** creating *** ******** **** ***** would ****** a *********** issue ** ******** ******** ** *** years ** come2 ******** Address: ************ ************ Farewell ********* *** fall ** 1796 ***** serving *** ***** ** President ****** Washington ********* **** ** ***** *** seek ********** ** had **** *** ******* for **** forty ***** *** *** ***** At *** **** time ** *** ************ ***** *** ******** in ********* ******* *** *** ****** partisan ******* that *** ******** him ********** *** second term ** ***** a farewell ******* to *** ****** ***** ** ********* ** ********** ********** the country ** **** September and ***** ******* **** *********** ******** First Inaugural ******* ****** *** ***** ********* ******* was * ****** ***** ** ****** ********* ** ***** * **** ** the speech ********* ******** *** ****** *** the ******* and *** ***** *** the future ** ****** for unity *** understanding ***** the people of *** ****** ****** *** ** ***** *** people ** work together for the ****** **** *** ****** *** *********** in ******* *** course ** *** ****** ****** ** *** ***** 19th ******* Jefferson's **** *** ***** *** ************* ****** heal *** divisions that *** ****** during *** Revolutionary *** *** the ********** early ***** His vision *** *** ******* ******** Americans ** **** ** *** ****** **** **** *** ****************** why you ****** each ******* ****** *** *** it ** ********* to *** ********** ****** ** ****** ****** ** ** essential ******* ****** because ** ****** ** establish *** ******* ************ **** in *** ******* *** ****** recommended **** the ******* ********** ****** *** ********* **** ********* * ******** **** and issue ***** to *** off *** **** These *************** shaped ** economic ****** *** ****** to ****** *** ******** **** The ****** is ********* ** *** ******* because it ****** ********* *** ******* government's **** in the economy *** *** *** ***** *** creating the ******** debtGeorge ************ Farewell ******* ** ** ********* ******* ****** ******* ** helped ** establish the **** ** * *********** ********** ************ ******* against *** ******* of ******** ******** helped set *** ***** *** creating *** ******** ********* system *** **** for ***** among *** people of *** United ****** ****** ** ***** *** country together after a **** of ******* *** speech ** ********* ** *** ******* ******* ** ****** ** establish *** ****** ****** ** a ******* ****** ** common ****** *** ********** ***** ********* ******* ** ** essential ******* ****** ******* ** helped **** *** divisions that *** ****** ****** the ************* *** and *** ********** ***** years *********** call *** unity *** ************* among *** ****** ****** people ****** ***** *** ******* ***** * **** ** ******* *** ****** *** the ******* ******** ********* to **** ** the ****** **** hope *** *********** *** ****** is ********* to the ******* ******* it helped ** ********* *** ****** ****** ** * ******* ****** by ****** ****** *** *********** *** *** *************** *** ************* of ***** ** American ******** *** ********** ** *********** *************** ** ***** ** ******** ******* began **** *** ********* ******** ***** **** not ***** the same ****** ** men *** **** *** allowed ** **** ** hold office ***** **** also *** ***** *** **** *********** and ******** opportunities as *** However some ***** ****** *** change These women ***** ** ********* ****** *** ********* equal ****** **** argued that women ****** ** given *** same ****** ** men including *** ***** ** **** *** **** ****** **** also ****** for equal education *** economic ************* *** women ***** *** ******** ******** did *** ******* all of *** ***** ** did **** ** improve the ******** ** ***** ** American society (Chegeni ***** ******* 2013)The ******* ** ******** in America is often ******* into ***** ***** *** ***** **** ****** to the ***** ******** ******** **** ****** *** ********* suffrage ** the ***** ** **** *** second **** ***** in the 1960s *** ******* ** ****** ******** ** ********* **** and ****** **** The ***** wave which ** ***** ******* ******* ** *** 1990s *** is ********* with ***************** or *** different forms ** ********** intersectWomen have ****** **** marginalized ** ******** ******* They **** **** ****** fundamental ****** *** freedoms *** ***** ************* **** ***** **** ******** ** ******* *** ***** ******** movement *** based ** the ****** **** ***** **** ***** to *** and ****** **** *** **** ****** *** opportunities ********* ****** *** *** ***** ** **** hold ******** *** ***** *** *********** **** **** challenged *** ****** ******** **** ******* men ** *********** ** ****** **** ***** confining women ** *** ******* ********* second **** ** feminism ******* the ***** ****** *** women’s liberation movements *********** feminists ****** *** ******** ** education *** workplace *** the ****** **** **** worked ** *** discrimination ******* ***** through sexual harassment *** ******** ******** In addition second-wave ********* ****** to ****** *** range ** ********* experiences **** **** ********** ***** *** ******** ********* ***** ****** ******** third wave ** feminism has **** ****** ** *** **** ** ****** ***** *** *** #MeToo ******** ********** feminists *** concerned **** ***************** ** *** ********* ***** of ********** intersect They *** **** ******* ** *** ****** ****** and ***** ***** ** discrimination ** ******** ********** ********* are ********* **** issues **** ** **** ***** ************ ****** *** sexual ***************** ******* ***** have **** ************ in ******** society They have **** ****** *********** ****** *** ******** *** ***** ************* have ***** **** devalued or ******* *** ******** movement *** fought *** ********* ******** ** *** ***** ** **** ******** progress has been made **** **** is ***** ** ** **** ** ***** ******* ******** *** ***** ** ******* (Sokoloff ***** ****** 2005)What were *** *************** ** ********** Americans *** ************* of ***** ****** *** ****** ****** *** marginalization ** ********** ********* *** the "acquisition" of their land ***** with *** European ************ ** the ******** *** ******* French ******* *** ***** *** established ******** ** ***** ******* **** *** ******* ****** *** most *********** ****** ** ******** *** English ******** **** ********* established ***** *** east ***** ***** the ****** *** ******* ******** **** *********** ***** *** **** ** Mexico *** *** ********* The ***** ****** of *** ********** *** *********** in the ************ ********* ******* ******** ********* ****** ********** ********* ** **** off ***** **** ** assimilate **** *** ******** culture This was **** ******* ******* means ********* ******** intimidation *** ******** ******** *** ******* **** ******* a series of policies ***** ** *** ****** ***** *** *********** **** ***** ******* *** ********** ********** ability ** trade **** ********* and ********** ***** movements within *** colonies ******** ******** French *** ******* colonies *** somewhat different ************* **** the ********** ********* *** ****** ********* had better ********* **** the indigenous ********* **** *** ******* *** *** ******* ******** ********* ******* *** indigenous ********* ** maintain * ******* ****** ** ******** ******* the French *** Spanish ******** **** ******* in a practice ***** ** "encomienda" ** which ********** ********* were forced to work ** *********** ** ** ***** for *** ************ ******* (Vora ***** **** ******** ***** ****** of *** ********** *** ********** **** ********* **** *** ********** ********* *** the ***** ********* ********* *** ********** ********** rights to ***** **** ******* *** ***** **** **** ********** in acquiring land **** the indigenous Americans They ******* in * ******** known ** "bartering" ** which *** Dutch ***** ***** ***** with *** ********** Americans ** exchange *** ******************************* * ***** ******* N (2013) *************** *** ********** ** Afro-American ***** ** **** ************ **** ************* ******** ******* of Applied *** ***** ******** 4(4) *************** N J & ****** * ****** ******** ******** ** the intersections ** **** ***** and ******* Challenges *** ************* to ************* violence ******* ************ ***** in ******* *********** ******** ******* women ***** 38-64Swanson * * & ***** * * ****** ********* Hamilton's ****** on *** Public ****** ****** in * ******** *********** Journal ** ******** ******** History ***** ********** * A ****** * ****** ******** ************ Canaanites ******* *** ******* Voices **** the ******* ************ *** ***** ** *** ***** World * ********** * & Buxy * (2011) Marginalization *** ********* *** ***** of ******** in ***** ************* ******* of Criminal Justice ******** ****** 358Washington * (1796) ******** ******* ************

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