Category: American history

Rewrite the essays provided in the document linked below, write in the same format and reference the movies and information that I have referenced. Just write the whole essay in different words, with the same meaning and purpose just a different way so I can use it again for the same class. There are 2 questions/prompts in the document that the essays answer, so this is two short essays in one document. 

Hello, this is a 3 part Archival Project that captures the sociocultural role of the Olympics. I would like to hire 1 person that will go through the process of this project so they know exaclty what to do for every part. Everything is NOT due at the same time, but there are 3 different parts that need to be done. I will have all information of due dates and assignment requirements you need to know below. *I will still place 3 separate orders to ensure you get all the funds you need*. The FIRST part is due Monday. 
**Your topic should be rooted in a sociocultural analysis of the Olympics and engage with at least ONE archival element from class (pictures included in the files) – all other research is up to you.**
Part 1/3: Today’s Order
Archival Project Abstract
Due May 20 by 11:59pm
For your abstract, you’ll write a 150-250 word summary of your final archival project, detailing the topic, approach, and key themes of your research.
You can read more on how to construct your abstract here https://writingcenter.gmu.edu/writing-resources/different-genres/writing-an-abstract and here https://writing.wisc.edu/handbook/assignments/writing-an-abstract-for-your-research-paper/
2/3:
Archival Project Presentation
Due Jun 4 by 11:59pm
Please submit your archive artifact handout for your 6/5 presentation here!
You should offer a visual poster presentation that features archival elements on June 5, but you will also need to provide a handout that will allow us to understand the key points of your final project. This handout could include:
key themes
authors that inform your work and their contributions
additional visuals that tell the story of your project
additional readings/background information/resources
Please submit this no later than 11:59pm PT on June 4 so I am able to print these out for our presentation day.
3/3:
Final Archival Project
Due Jun 10 by 11:59pm
For your final project, you will engage with at least one archival text from the UO Special Collections to write an 8-10 page research paper that captures the sociocultural role of the Olympics.
This project should be well-researched and include at least TWO course texts, FIVE academic texts (journals, books from university presses, or academic talks), and at least TEN sources altogether. It should adhere to a standardized citation style and format (APA, Chicago, MLA, etc.) that includes a bibliography.
This project is due via Canvas on June 10, 2024 at 11:59 pm PT

This assignment will require you
to navigate various websites for your state elected officials and
answer questions about available information. This assignment aims to
give you foundational background information about your communities and
the elected officials representing them and guide your research into how
state institutions impact your chosen research topic.
Assignment Instructions
The focus should be on YOUR CHOSEN TOPIC. (Topic: Police Reform and Community relations)
Section 1 of this assignment is about the function and leaders of
state government in general and serves as a foundation of information
about what this level of government is capable of.
Section 2 of this assignment is specific to your chosen topic and
should be completed thoroughly and connected back to your main policy
area chosen during your topic selection assignment.
Consider the structure and responsibilities of each institution and
its ability to address your chosen policy topic. Consider the history of
action taken by each legislative body, state executive agency,
community awareness and impact, and non-governmental stakeholders
interested in your chosen issue. Be mindful of the following:
Make sure you are utilizing credible sources for information!
Sources include government websites, periodicals, academic papers/research, class materials, videos, and readings.
If you are ever unsure of the credibility of a source, run it by me!
Keep track of your sources!
At the end of this assignment, you’ll assemble a Works Cited page for each source you used/found while researching.
This will be incredibly helpful to refer back to later or incorporate into your final paper.
Be detailed and thorough!
It is to your benefit to gather as much information as possible at this stage.
The more research you do here, the better off you’ll be when it comes time to organize and write your final paper.
Submissions lacking detail, missing important pieces of information, or not thoroughly answering each question will lose points.
Submission & Formatting Instructions
Using a Word or PDF document (Not a Google Doc, Text Document, or
Pages file), upload your assignment using the TurnItIn.com tool and make
sure it adheres to the following:
Submissions must include ALL SECTIONS of the assignment.
Submissions must be formatted to mirror the formatting of the instructions.
For example, this assignment starts with California State Assembly
and ends with the Superintendent of Public Instruction; your submission
should mirror that.
Formatting Instructions
Font: Times New Roman 12pt
Spacing: Double
Margins: 1 inch
Friendly reminder, Google Docs defaults to 1.15 spacing and Ariel 11 font, so be sure to change those! 
Include the question in your submission and write the answer underneath as a short answer essay OR a series of bullet point answers, whichever you prefer.
Research Focus
In a short paragraph, describe/summarize your chosen policy topic.
In what policy area is your chosen topic? What information would be
useful for an outside observer to know about your topic?
California State Senate
Section 1 – General Knowledge
Visit the California Senate website
Links to an external site. to answer the following questions:
What is the name of the Senate President pro-Tempore, and what
district do they represent? What is their political party affiliation?
What is one power OR responsibility of the Senate President pro-Tempore? Explain/define that power/responsibility.
What is the difference between a committee and a caucus? Clearly define/explain both.
Who are the most powerful members of the Senate? What are their
names, party affiliations, and districts? What makes them powerful? Be
sure to include the Senate President pro-Tempore and the Majority and
Minority leaders. Explain your answer. Be detailed and specific.
Which committee would you consider to be the most influential? Why? Explain your answer. Be detailed and specific.
Section 2 – Connection to Topic
For the following questions, answer with your specific policy topic in mind. 
Which committee(s) are most applicable to your chosen topic? What
are their names, and what jurisdiction do those committees have/what do
they do? What is the chair’s name of each committee, what political
party are they, and what districts do they represent? How can these
committees influence policy related to your topic?
What laws have the State Senate passed that impact your policy
topic? Have their actions/approach to your chosen policy topic changed
over time? If so, why? Have there been any significant debates,
controversies, or accomplishments at the State Senate level related to
your chosen topic? Provide an example and describe in detail the history
of your policy topic at the State Senate level.
Which lawmakers are active/vocal about your policy topic? Identify
two lawmakers with opposing views on how to address your policy topic.
Describe their positions on your topic. Explain why they might adopt
that view, such as constituency, lobbying/special interest influences,
party affiliation, personal background/history, education, etc.
California State Assembly
Section 1 – General Knowledge
Visit the California Assembly website
Links to an external site. to answer the following questions:
What is the name of the Speaker of the Assembly, and which district
do they represent? What is their political party affiliation?
What is one power OR responsibility of the Speaker of the Assembly? Explain/define that power/responsibility.
Compare and contrast the power and influence of the Speaker of the
Assembly and the Senate President pro-Tempore. Which has more power,
respectively? Why? Explain your answer. Be detailed and specific.
Who are the most powerful members of the State Assembly? What are
their names, party affiliations, and districts? What makes them
powerful? Be sure to include the Speaker of the Assembly and the
Majority and Minority leaders. Explain your answer. Be detailed and
specific.
Which committee would you consider to be the most influential? Why? Explain your answer. Be detailed and specific.
Section 2 – Connection to Topic
For the following questions, answer with your specific policy topic in mind.
Which committee(s) are most applicable to your chosen topic? What
are their names, and what jurisdiction do those committees have/what do
they do? What is the chair’s name of each committee, what political
party are they, and what districts do they represent? How can these
committees influence policy related to your topic?
What laws have the State Assembly passed that impact your policy
topic? Have their actions/approach to your chosen policy topic changed
over time? If so, why? Have there been any significant debates,
controversies, or accomplishments at the State Assembly level related to
your chosen topic? Provide an example and describe in detail the
history of your policy topic at the State Senate level.
Which lawmakers are active/vocal about your policy topic? Identify
two lawmakers with opposing views on how to address your policy topic.
Describe their positions on your topic. Explain why they might adopt
that view, such as constituency, lobbying/special interest influences,
party affiliation, personal background/history, education, etc.
California Executive Branch
Section 1 – General Knowledge
Who is the Governor of California? What is their political party
affiliation? What is the primary role/responsibility of the governor?
Identify a power held by the governor and give an example of that power.
Be detailed and specific.
Who is the Attorney General of California? What is their political
party affiliation? What is the primary role/responsibility of the
Attorney General? Identify a power held by the Attorney General and give
an example of that power. Be detailed and specific.
Who is the Secretary of State of California? What is their political
party affiliation? What is the primary role/responsibility of the
Secretary of State? Identify a power held by the Secretary of State and
give an example of that power. Be detailed and specific.
Who is the State Treasurer of California? What is their political
party affiliation? What is the primary role/responsibility of the State
Treasurer? What is the difference between the State Treasurer and State
Controller?
Who is the State Superintendent of Public Instruction? What is the
primary role/responsibility of the Superintendent of Public Instruction?
Identify a power held by the Superintendent of Public Instruction and
give an example of that power. Be detailed and specific.
Section 2 – Connection to Topic
How has the Governor spoken about your chosen topic during their
time in office? Have they made statements regarding their position on
your chosen topic? Provide an example. Have they taken any action on
your chosen topic, such as sponsoring initiatives/programs, signing
legislation, issuing orders, etc.? Does it align with their spoken
position/goals? Why/why not? Be detailed and specific.
How has the Attorney General used their position to address your
chosen topic? Have they been part of a case, lawsuit, investigation, or
administrative action related to your chosen topic? If so, cite the
specific case, lawsuit, investigation, action, etc., and summarize it.
What impact has this had on your chosen topic? Be detailed and specific.
How does the role of the Secretary of State impact policies related
to your chosen topic? Are there currently, or have there been, ballot
initiatives proposed related to your chosen topic? If so, what were
they, and what were the outcomes (did they pass or fail)? What groups
were active in promoting or opposing those ballot initiatives? Be
detailed and specific.
Identify a department or agency within the California Executive
Branch that directly impacts or influences your chosen policy topic
area. What is that branch of government? What actions have they taken
related to your chosen topic? Have they implemented any task force,
commission, initiative, regulation, or oversight related to your chosen
topic? Have their actions changed over time?
Final Thoughts & Considerations
Have other states taken action on your policy topic that differs
from California? What factors contribute to those differences? Is there
an opportunity for cooperation/coordination among different states? Are
there obstacles to consider with cooperation/coordination? Consider
federalism, distribution of cost/benefits, responsibility, partisanship,
public investment, differences in diversity among states, etc. Provide
examples. Be detailed and specific.
Have non-governmental actors such as unions, think tanks, research
groups, private businesses, lobbying groups, special interest groups,
etc., influenced policymaking on your chosen topic at the state level?
Have there been any partnerships between non-governmental actors and the
government on your chosen topic? Some examples include private groups
and their relationship with executive agencies such as the California
Department of Corrections and Private Prisons, the California Department
of Education and Charter Schools, or unions and lobbying executive
agencies. What impact has this relationship had on your chosen topic?
Provide examples. Be detailed and specific.
How does the government provide financing to your chosen policy
topic? Do they provide grants such as research or development? Do they
provide tax incentives/breaks? Do they collect tax revenue specific to
your topic? Do they contract out the management? Do they allocate a
portion of their budget? How does the financial consideration of your
topic influence policy? Be detailed and specific.
How does each institution’s approach to addressing your topic
differ? What contributes to that difference? Consider differences in the
role of the legislature and the executive, power, structure, community,
stakeholders, and the entirety of your research when answering this
question.
Which institution is more likely to act on your chosen topic?
Consider legislative and executive differences and differences in
representation, constituency, partisan control, etc. Is this an issue
more likely to be addressed by the delegate style of the Assembly or the
trustee style of the Senate? Is this an issue more likely to be
addressed by an executive agency or a representative? Why?
How does your chosen topic directly impact the local communities at
each level? Is the significance of the impact different across parts of
California? Does it differ among communities and groups? Does it impact
some more than others (districts, communities, groups, occupations,
income brackets, etc.)? Are some groups/communities/stakeholders more
involved than others? Why?
What action do you think should be taken on this issue at the state
level? Are things being done on this issue at the state level that you
support? Any that you oppose? Are there any groups that are active on
this issue that you support? Any that you oppose? What new policy, law,
reform, idea, etc., would you recommend at the state AND federal level?
Why? What existing new policy, law, reform, idea, etc., would you
oppose? Why? Be detailed and specific.
What other information might be relevant to your chosen policy topic
that the assignment did not address? What information did you learn but
didn’t have space for in the answers above? Did you find interesting
information you’d like to keep track of but didn’t find a place to put
it? What questions do you wish I asked/included in this guided
questionnaire? What questions did you come up with that you might want
to explore further? Use this as an opportunity to jot down notes, ideas,
or your thought process at this part of your research.
What class resources (textbook chapters/terms/concepts, videos, readings, lessons, notes) apply to your research?
Works Cited
Create a works cited page using the sources of information used to
answer the above questions. For sources you did not use but would like
to keep track of, make a note of it in a separate section.

https://docs.google.com/document/d/16FVNJYCJcsRB__d366-oGTpIKZo8escunlpfr3UL7II/edit
make it exactly like this with quotes from only the sources below. I don’t want anything from another source besides these. And for the two sources you will be comparing it will be Still Jr., William N. “A Naval Sieve: The Union Blockade in the Civil War.” Naval War College Review and
Surdam, David G. “The Union Navy’s Blockade Reconsidered.” Naval War College Review.
please do not use any other sources and write it like the sample above
Still Jr., William N. “A Naval Sieve: The Union Blockade in the Civil War.” Naval War College Review, vol. 36, no. 3, p. 8. JSTOR, https://www.jstor.org/stable/44636370?searchText=Union+Blockade&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3DUnion%2BBlockade&ab_segments=0%2FSYC-6704_basic_search%2Ftest-2&refreqid=fastly-default%3A0c8fb10e3eb168b1fc6cfbf84e7a47c2&seq=1#metadata_info_tab. Accessed 6 December 2022.
Surdam, David G. “The Union Navy’s Blockade Reconsidered.” Naval War College Review, vol. 51, no. 4, 1998, p. 23. JSTOR, https://www.jstor.org/stable/44638206?searchText=Union+Blockade&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3DUnion%2BBlockade&ab_segments=0%2FSYC-6704_basic_search%2Ftest-2&refreqid=fastly-default%3A8060051e20fb83762ed40db06ed122d7&seq=6#metadata_info_tab. Accessed 6 December 2022.
Gregory, Charles Noble. “The Doctrine of Continuous Voyage.” Harvard Law Review, vol. 24, no. 3, 1911, pp. 167–81. JSTOR, https://doi.org/10.2307/1325196. Accessed 3 Dec. 2023.
Dufour, Charles L. “The Night the War Was Lost the Fall of New Orleans: Causes, Consequences, Culpability.” Louisiana History: The Journal of the Louisiana Historical Association, vol. 2, no. 2, 1961, pp. 157–74. JSTOR, http://www.jstor.org/stable/4230610. Accessed 7 Mar. 2024.
McCord, Peter, and M. Brem Bonner. “Reassessment of the Union Blockade’s Effectiveness in the Civil War.” The North Carolina Historical Review, vol. 88, no. 4, 2011, p. 389. JSTOR, https://www.jstor.org/stable/23523594. Accessed 28 November 2022.
Lebergott, Stanley. “Why the South Lost: Commercial Purpose in the Confederacy, 1861-1865.” The Journal of American History, vol. 70, no. 1, 1983, pp. 58–74. JSTOR, https://doi.org/10.2307/1890521. Accessed 7 Mar. 2024.

Assignment Details:
Pick 3 rights that appear in both documents and explain how they are similar. What does this similarity suggest?
Next, choose 2 rights that only appear in the document that you picked. To the best of your ability, focus on rights that seem to be based upon values that are different from the ones that inform the Bill of Rights and the remaining Amendments.
Your assignment should be between 275 and 400 words. Follow the 2+1 Rule: Remember to use a minimum of two assigned readings from the current week and one from any previous week.
https://www.ohchr.org/en/human-rights/universal-declaration/translations/english
https://www.archives.gov/founding-docs/bill-of-rights-transcript
https://www.archives.gov/founding-docs/constitution-transcript

Write an essay on the Cold War. What were the causes of the Cold War? Why was the
US determined to defeat communism? How did the Cold War impact on US society,
politics, and economics? What role did the Cold War play in Korea, Iran, Guatemala, and
Vietnam and Nicaragua?

Book under review: Frederick Douglass The Life and Times of Frederick Douglass.
Chapters to read and use: First Part—Chapters 1—21 and Second Part—Chapters 1—12. (Total of 33 chapters)
Look for First Part and Second Part in the Table of Contents             
INSTRUCTIONS.
1. The paper should be typed.
2. Double-space it; 10 or 12 font size.
3. Use one-inch margin space on all four sides.
4. The length of the paper should have a minimum of 7 complete pages and cannot exceed a maximum of 9 pages.
5. You have to upload your paper onto Canvas as a pdf file.
6. DO NOT USE QUOTES FROM THE BOOK. WRITE IN YOUR OWN WORDS. POINTS WILL BE DEDUCTED IF YOU DIRECTLY QUOTE FROM THE BOOK.
7. Answer the question completely in an essay format. Write in paragraphs. Do not number your paragraphs.
8. Organize your paper in your own style. Answer the questions in any order you like.
9. Use a spell-checker to check spellings. Points will be deducted for spelling errors.
10. I will grade your paper on your understanding of the book, demonstration of your reading through the use of multiple details and examples from the book, and your discussion.
11. The details and examples you write about should cover details from all the assigned chapters.
13. Do not hesitate to consult me while you are writing the paper.
14. I will NOT accept late submission of paper.
15. Do not email me the paper, submit it in a zip folder or post it on your web site.
16. I will regard copying from any outside source including the internet as plagiarism/cheating. It will result in a F grade for the assignment.
QUESTION: (Part 1 and Part 2) You should write both Parts as ONE PAPER in ONE File.
Part 1 (5 pages minimum)
You would have read that Frederick Douglass was born a slave in an isolated Maryland plantation and then escaped. He traveled extensively in the North and abroad and became a prominent abolitionist. He counseled President Lincoln during the Civil War and influenced some of his decisions. 
What enabled Frederick Douglass to escape from slavery? In answering this, you should include all the significant people, experiences, incidents, and books that created a desire in him to escape and gave him the ability to do so. You should also explain HOW these factors influenced him. Once Douglass escaped he joined up with abolitionists in the North and became a prominent abolitionist. What role did he play in the abolitionist movement in the U.S. and abroad? You should also discuss his introduction to the world of abolitionists, his extensive work as an abolitionist at home and abroad, and his views on the purchase of his freedom. You should discuss his views on the Constitution. You should further include in your answer his views on the Civil War, on Abraham Lincoln, and his work in the Civil War.
Part 2: (2 pages minimum)
Listen or read the transcript of historian Eric Foner’s interview in the NPR program. What similarities do you see between Douglass’ experiences and the experiences that Professor Foner discussed. According to Foner what reasons did slaves give for wanting to escape? What estimate did Foner give for the number of slaves who escaped through New York City? What is Foner’s opinion on the importance of the Fugitive Slave Act? What is the source of the information in Foner’s book “Gateway to Freedom” and who found it?
HYPERLINK “http://www.npr.org/2015/01/19/377606644/gateway-to-freedom-heroes-danger-and-loss-on-the-underground-railroad”http://www.npr.org/2015/01/19/377606644/gateway-to-freedom-heroes-danger-and-loss-on-the-underground-railroad

Abstract: The 1950s in America are often romanticized as a
period of prosperity, stability, and conformity. However, beneath the idea of
domestic tranquility were complex social dynamics, predominantly regarding
gender roles and expectations. This research paper looks into the particulars
of 1950s American society, examining the creation of gender norms, the
challenges faced by marginalized groups (specifically LGBTQ+), and the lasting
impact of these social expectations on current issues of gender equality and
identity.
Research Questions:
1.      
How were gender roles created and reinforced in
1950s American society, particularly within the mass media representations and
popular culture?
2.      
What social expectations were placed on men and
women in the 1950s, and how did these expectations tie with race, class, and
sexuality in individual experiences?
3.      
How did marginalized groups, such as women of
color, LGBTQ+ individuals, and working-class women, overcome dominant gender
norms?
4.      
What similarities can be drawn between the
gender norms of the 1950s and present-day debates regarding gender equality,
women’s rights, and LGBTQ+ rights in the 21st century?
Significance:
By exploring the connections of gender with race, class, and
sexuality, this paper aims to provide a more nuanced understanding of how
gender norms were built and challenged during the postwar period. Ultimately,
this research may contribute to current discussions surrounding gender equality
and human rights in modern society.
OUTLINE: 
1. Research Topic: This research paper looks into the
particulars of 1950s American society, examining the creation of gender norms,
the challenges faced by marginalized groups (specifically LGBTQ+), and the
lasting impact of these social expectations on current issues of gender
equality and identity.
2. Thesis statement: The creation of gender norms and their
influence through mass media created enduring tensions among men, women, and
LGBTQ+ individuals that can still be witnessed today.
3. Outline
I. Introduction: Introduce the topic and thesis statement
II. Creation of Gender Norms
a.                  
What were they
b.                  
How they impacted both men and women
III. Gender Norms & Women
a.                  
Mass media influence
b.                  
Female resistance
IV. Gender Norms & LGBTQ+
a.                  
Resistance against gender norms in the 50s
b.                  
How they navigated societal expectations
V. Conclusion
a. Gender
identity and social expectations today
SOURCES:
Strub, Whitney. “Gender, Sexuality, and Social Change
in American Culture.” Oxford Research Encyclopedia of American History,
October 2019.
Barbas, Samantha. “Queer Identities in 1950s Film: The
Intersection of Race, Class, and Sexuality.” Cinema Journal, vol. 59, no.
1, Fall 2019, pp. 123-148.
Stage, Sarah L. “Race, Gender, and Class in the 1950s:
An Intersectional Analysis.” The Journal of American Culture, vol. 43, no.
3, Sep. 2020, pp. 317-334.
Rottenberg, Catherine. “Revisiting 1950s Femininity:
Gender Norms and Female Resistance.” Feminist Studies, vol. 46, no. 3,
Fall 2020, pp. 594-619.
Jackson, Emily. “The Legacy of 1950s Gender Norms:
Implications for Contemporary Gender Equality Movements.” Gender &
Society, vol. 35, no. 1, Feb. 2021, pp. 37-55.
Bowman, James. “Challenging the Myth of 1950s Gender
Conformity: Exploring Nonconforming Gender Identities in Postwar America.”
American Quarterly, vol. 73, no. 2, Jun. 2021, pp. 295-320.
Howard, John. “Domesticity and Desire: Gay Men and
Middle-Class Family Life in Postwar America.” Journal of Social History,
vol. 33, no. 2, Winter 1999, pp. 351-372.

Essay Questions:
From the following list, you are to clearly and succinctly write an in-depth, thoughtful essay (on average, 5-6+ pages) clearly answering all of the questions, and discussing all of the points in one of the following prompts. Be certain to answer and discuss all aspects of and questions in your selected prompt. Be certain to discuss relevant issues and terms, addressing key points, dates, and/or people involved within the topic; specifically addressing issues of context and significance. I expect you to utilize information from both out class lectures, and the assigned readings. Be Specific! (100 Points)
Discuss the rise and events of the Cold War in the 1940s and 1950s-the early 1990s. What were the major disagreements, and issues that separated the United States and the Soviet Union? Where did the “Cold War” boil over into a “hot war”? How and why did the United States try to counter the spread of communism? Lastly, orthodox historians place blame for the Cold War on the Soviet Union, while revisionist historians attribute its creation to the rise of American imperialism. Who is at “fault” for starting the Cold War? Is it that simple? Can we clearly blame one side or the other for the start of the Cold War? Be sure to discuss specific examples and cite specific events.

For this assignment you only can reference the source “The American Yawp” I will provide the link and pdf file as well. https://www.americanyawp.com/reader/wp-content/uploads/The-American-Yawp-Reader-Vol-1-Fall-2020.pdf
The essay will have to answer only ONE of the six prompts below:
What had a greater impact on starting the Civil War, westward expansion or the debate over whether people should be enslaved?
What was more polarizing in the lead up to the Civil War, the Supreme Court decision on Dred Scott or the Kansas-Nebraska Act?
What had a greater impact on Native Americans OR women (choose), manifest destiny or the Declaration of Independence?
What had a greater impact on Native Americans, the desire to claim their land or to assimilate the people?
Was there any singular event or person that, of stopped, would have prevented the Civil War and why?
Were “the people” or “the elites” the bigger threat to democracy in the period of time covered by our class?
It will be graded on by the following:
Argument: Does your paper have a clear, singular, specific argument that answers the question, including a thesis statement?
Evidence: Do you use appropriate and relevant evidence from our materials to support your argument?
Organization: Does your paper have a logical structure that shows your argument with supporting evidence in an easy-to-follow way?
Clarity: Is your writing clear and easy to understand in presenting your argument and supporting evidence?
The basic structure should be:
Introduction.
-Thesis (Main parts/summarize & summary of approach)
Body/Arguments (Evidence that supports thesis & arguments)
Conclusion (Summarize paper, end with thesis. Intro just flipped)
FInal note, the minimum word count is 600 and the maximum is 900. Thank you!