Category: American history

Instructions – READ ALL INSTRUCTIONS CAREFULLY
Write essays on three (3) of the following four (4) questions. Each essay should be about
750 words (roughly 3 typed, double-spaced pages). Combine all three essays into one file
and submit on Blackboard.
You need to have your own thesis as well as supporting evidence for your thesis. And
present your ideas in a clear, well-organized essay.
In writing your essays, be sure to refer to specific PRIMARY SOURCE documents
whenever possible. Your essays will be graded on your ability to explain clearly by
synthesizing your understanding of what you have read in the textbook with the
primary source documents we read each week. In order to get a good grade on this
exam, you must refer to and discuss the documents. I do not want a simple summary
of the textbook.
Do not plagiarize!!! This means: do not buy, steal or borrow someone else’s words. If
you use another writer’s words, put them in quotation marks and cite them properly
(make sure I know where you got them). You should feel free to quote from the
textbook or other sources, but make sure to give credit where it is due. If you have any
questions about plagiarism, check your student handbook or contact me directly.
Remember: using another’s words without proper citation – even if you didn’t mean
to!!! – is plagiarism and will result in – at least – a failing grade on the exam, possibly
even for the course.
It is your responsibility to demonstrate to me that you have done the work in writing
your essays. SAVE all notes, citations, drafts, library call-slips, book orders, downloads,
weblinks, etc. to show the work you have put into writing the papers. If you simply
purchase a paper called something like “The Columbian Exchange” or copy from a
website, you will fail the course and be reported to the Dean of Students.
You may use any sources you like, including my comments and your classmates’ words
from our discussion board. Again: just give credit when you use someone else’s words.
The Questions – CHOOSE THREE (3):
Use these questions as starting points for essays of your own construction, with your
own thesis.
1. One of the current controversies in our nation concerns how we memorialize our
past. How should we remember Columbus and the history of the arrival of Europeans in
the Western Hemisphere? What should we do about statues and holidays? Write an
essay making an argument for a historical memorial to this period. Be sure to discuss
specific people, events, and readings.
2. Why did the English colonize the New World after 1600? What was going on in
England in the late 16th- and early 17th centuries? What social and economic changes
were occurring which fostered colonization? What religious and political issues were at
stake?
3. Discuss the experiences of the English in the New World in the 17th century.
Compare the lifestyles of the American Indians, the Chesapeake colonists and the New
England settlers in the seventeenth century. Discuss also the relations between
European settlers and Native Americans in North America using specific examples. How
did things change by the middle of the 18th century?
4. Discuss the labor situation in the New World from the beginning of English settlement
to the middle of the eighteenth century. What problems did investors and settlers
(both voluntary and coerced) face, and how did they solve them? Why did African-
American slavery emerge as the dominant form of labor in the colonial south?
For all the questions you must use PRIMARY SOURCES as evidence!
http://www.digitalhistory.uh.edu/active_learning/explorations/1492/1492_menu.cfm
http://www.digitalhistory.uh.edu/era.cfm?eraID=1&smtID=2
http://www.digitalhistory.uh.edu/era.cfm?eraID=2&smtID=2
http://www.loc.gov/exhibits/1492/
http://www.fordham.edu/halsall/mod/1520cortes.html
http://www.fordham.edu/halsall/mod/aztecs1.html
https://www.historytoday.com/kate-wiles/map-tenochtitlan-1524
http://www.digitalhistory.uh.edu/era.cfm?eraID=2&smtID=2
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3789
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3790

Essay Prompts:
1) How has social justice evolved from the Progressive Era to the Civil Rights era? Identity three
different groups of people or organizations and how they worked toward civil rights and
equality during this period? What were some of the shortcoming and benefits of these
movements? Provide specific examples in your response using readings, lectures, and the
documentaries.  
2) 
From American Imperialism to the Cold War there have been many technological
advancements in weaponry. Describe 3 or more different technologies that were used for
combat and power-projection. Why were these technologies developed? How was the
technology utilized for war? What were the effects of these technologies in warfare? Provide
specific examples in your response using readings, lectures, and the documentaries.

Write a two/ three page essay on the following topic: Leaders of minority groups struggling to achieve freedom and equality in modern American
society – for example, African Americans and women – have often disagreed among themselves
about the best strategy to adopt: a gradual effort to reform U.S. society from within or a radical
approach seeking drastic social transformation. Choosing ONE group or MORE, describe how
this debate has progressed in the period from the late 1800s to the present. In your view, which
approach – the gradual or the radical – has proved more successful for your group(s), and why?
Remember to provide evidence in support of your argument.
In the essay the group i mainly want to focus on is the hispanic minority group, but you can also include any other group you find fitting. 
I will provide the link to the textbook used in class, and the grading rubric for the essay. you may use outside sources you find fitting, please include citations (footnotes/endnotes and a list of works cited/bibliography)
Textbook link: https://openstax.org/details/books/us-history
The paper should be typed, double-spaced, and have 1” margins. Please put at the top of page one: title of assignment (“Final Exam”), your name, the date, the course number, and the number of the question you have chosen to answer (question 4).

you will identify the specific focus / thesis for your research paper topic. This assignment must include: (1) a Chicago Style paper outline, (2) a working thesis statement, (3) two primary sources from your eText, and (4) at least one secondary source formatted in Chicago Style to support our thesis.
must use “Lincoln’s second Inaugrual address” from Roy P Basle, ed. The collected Works of Abraham Lincoln (new Brunswick, NJ; Rutgers Unversity Press, 1953) vol 8 pp 332-333
also can use Lincolns Speech at springfield (primary source)
i’ve attached the research paper outline example for the format as well.

A thorough plagerism free research paper on the reagan revoltuion era and all its information described. utilizing most univeristy level books and the book = ( A people’s history of the united states ) reference it and reference viable sources and sources that are not used often by other researchers for authenticity.

HISTORY 2050-080 Prof. Dewar MacLeod
Spring 2024
FINAL EXAM – Due Wednesday, May 15th
Save all three essays as ONE FILE in MS Word or PDF and submit through Blackboard.
Answer ALL of the following questions in essays of about 750 words (3 pages) each. Remember,
you are writing essays, not simply answering each of the questions in order. You must have a
thesis, a well-organized argument that develops your thesis, and evidence to support your
points.
BE SURE TO USE SPECIFIC PRIMARY SOURCE DOCUMENTS AS EVIDENCE AND ANALYZE AND
EXPLAIN WHAT THE DOCUMENTS TELL US. IF YOU DO NOT, YOU WILL NOT RECEIVE A GOOD
GRADE.
IN ADDITION TO USING PRIMARY SOURCE DOCUMENTS AS EVIDENCE, YOU MUST MAKE
REFERENCE TO SOME OF MY COMMENTS FROM THE DISCUSSION BOARD. Feel free to disagree
with me or emphasize other points, but you must demonstrate that you have absorbed my
notes.
You may use any sources you like, including my comments and fellow classmates’ words from
our discussion board. Again: just give credit when you use someone else’s words.
Do not plagiarize!!! This means: do not buy, steal or borrow someone else’s words. If you use
another writer’s words, put them in quotation marks and cite them properly (make sure I know
where you got them). You should feel free to quote from the textbook or other sources, but
make sure to give credit where it is due. If you have any questions about plagiarism, check your
student handbook or contact me directly. Remember: using another’s words without proper
citation – even if you didn’t mean to!!! – is plagiarism and will result in – at least – a failing
grade on the exam, possibly even for the course. You may use any sources you like, including
our discussion board. Again: just give credit when you use someone else’s words.
Please read the WPU Academic Integrity Policy at https://www.wpunj.edu/human-
resources/policies-forms-contracts/handbooks-and-contracts/faculty-and-professional-staff-
handbook/academic-integrity-policy-for-students
Again: It is your responsibility to demonstrate to me that you have done the work in writing
your essays. SAVE all notes, citations, drafts, library call-slips, book orders, downloads,
weblinks, etc. to show the work you have put into writing the papers. If you simply purchase a
paper called something like “The Causes of the Civil War” or copy from a website, you will fail
the course and be reported to the Dean of Students.
Your essays will be graded on your ability to explain clearly by synthesizing your understanding
of what you have read in the textbook with the primary source documents we read each week.
In order to get a good grade on this exam, you must refer to and discuss the documents. I do not
want a simple summary of the textbook.
THE QUESTIONS – ANSWER ALL THREE:
1. Starting with Frederick Douglass’s narrative of his life in slavery and in freedom, write an
essay addressing some of the following questions:
How did slaveowners perpetuate the institution of slavery? What did it mean to Douglass to be
slave? How did he define slavery? How did his definition differ from that of most Southerners?
Northerners? What effects did slavery have on Southern society? How does Douglass’s
narrative give us insight into the differences between North and South that led to the Civil War?
Do not try to answer each of the above questions. Use them as starting points for your thinking.
Then construct an essay with your own thesis supported by specific historical examples and
evidence from the primary sources.
2. Discuss the expansion of the United States. What was Manifest Destiny and how did
Americans use this concept to justify expansion? What were the ideas involved and what was
the impact of these ideas? Do you think that this expansion really was “destiny,” or are there
other words that better explain the process? How does this historical epoch look from various
perspectives of the differing groups who lived through it? What were some of the long-term
consequences of Manifest Destiny?
Again, do not try to answer each of the above questions. Use them as starting points for your
thinking. Then construct an essay with your own thesis supported by specific historical
examples and evidence from the primary sources.
3. In what ways was the U.S. fundamentally different in 1877 from what it had been in 1860? Or
was it?
Discuss the era of the Civil War and Reconstruction. Why were the North and the South
ultimately unable to compromise their differences? How did each side come to see the other as
engaged in a conspiracy to deprive them of their rights over the course of the 1850s? How did
the Civil War and Reconstruction reshape the U.S. politically, economically, and socially? Do you
think Reconstruction was a success or failure?
This question really calls for you to think about the era as a whole. Do not simply list events, or
causes and effects of the War. As always, do not try to answer each of the above questions. Use
them as starting points for your thinking. Then construct an essay with your own thesis
supported by specific historical examples and evidence from the primary sources.
http://www.digitalhistory.uh.edu/era.cfm?eraID=3&smtID=2

https://bb.wpunj.edu/ultra/courses/_36099_1/outline/edit/document/_1948235_1?courseId=_36099_1&view=content
http://www.archives.gov/exhibits/charters/declaration_transcript.html
https://bb.wpunj.edu/ultra/courses/_36099_1/outline/edit/document/_1948238_1?courseId=_36099_1&view=content
http://www.digitalhistory.uh.edu/era.cfm?eraID=4&smtID=2
https://bb.wpunj.edu/ultra/courses/_36099_1/outline/edit/document/_1948242_1?courseId=_36099_1&view=content


https://www.digitalhistory.uh.edu/era.cfm?eraID=4&smtID=2

https://www.digitalhistory.uh.edu/era.cfm?eraID=4&smtID=2
https://www.digitalhistory.uh.edu//era.cfm?eraID=4&smtID=2
https://www.digitalhistory.uh.edu//disp_textbook.cfm?smtID=11&psid=3835

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.