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QUESTION

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

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. What was the marginalization and contributions of women in American society? The beginnings of feminism.

3. What was the marginalization of indigenous Americans and "acquisition" of their land. 

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********* 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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