No citation No sourcesPlease everything in chronological order type as a historian.. watch the linkdirect

No citation No sourcesPlease everything in chronological order type as a historian.. watch the linkdirect link: https://cccconfer.zoom.us/rec/share/mka1xGYfmsF9Fqv-ssSiFpYps-oaoMtiyjpneb1exhPGZngIcjO-OudE0Ei5CLK5.Lx5MZs47PRy_vXsR?startTime=1621278217000 (Links to an external site.) Instructions: To complete the final document-based question exam, you will write a standard long format essay (at least 1300 words, 5-6, pages, 12 point Times New Roman font, double-check) to answer the following prompt:
Compare and contrast the women’s suffrage equal rights movement and the Black American civil rights movement and assess their progress and challenges from 1848 to 2021.

Prerequisite readings: Chapter 16-31 (read sections that focuses on women and African-Americans)
Review Lectures: starting from April 5th to May 17th 
Your essay will need to use at least six out of the eight following documents:
Document #1: 

Document #1: Norma McCorvey, formally known as “Jane Roe”, with attorney Gloria Allred, right, in front of the U.S. Supreme Court in Washington, D.C (1989)
Document #2:
“Sex is a biological fact. The political rights of citizens are not properly dependent upon sex, but social and domestic relations and industrial activities are. All modern minded people desire that women should have full political equality and like opportunity in business and the professions…the inescapable facts are, however, that men do not bear children, are free from the burdens of maternity, and are not susceptible in the same measure as women, to poisons now increasingly characteristic of certain industries, and to the universal poison of fatigue. These are differences so far-reaching, so fundamental, that it is grotesque to ignore them. Women cannot be made men by an act of legislature or amendment…the inherent differences are permanent. Women will always need many laws different from those needed by men.
The effort to enact the blanket bill in defiance of all biological differences, recklessly imperils the special laws for women as such, for wives, for mothers, and for wage earners…is the National Women’s Party for or against protective measures for wage earning women? Will it publicly state whether it is for or against the eight-hour working day and minimum wage commission for women? Yes or no? ”
Source: #2 Florence Kelley (1922)
Document #3:
 
Document #3: The Phyllis Schlafly Center, “Phyllis Schlafly Debates Betty Friedan on the ERA on Good Morning America” (1976)
Document #4

Document #4: Women’s Suffrage Procession (1913)
Document #5

Document #5:  “Of Course He Wants to Vote The Democratic Party” by Harper’s Weekly (1876)
Document #6

Document #6: an illustration of Jim Crow (19th century)
Document #7
“We have waited for more than 340 years for our constitutional and God given rights. The nations of Asia and Africa are moving with jetlike speed toward gaining political independence, but we still creep at horse and buggy pace toward gaining a cup of coffee at a lunch counter. Perhaps it is easy for those who have never felt the stinging darts of segregation to say, “Wait.” But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate filled policemen curse, kick and even kill your black brothers and sisters; when you see the vast majority of your twenty million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent society…
Oppressed people cannot remain oppressed forever. The yearning for freedom eventually manifests itself, and that is what has happened to the American Negro…”
Document #7: Martin Luther King Jr., Letter from a Birmingham Jail (1963)
Document #8: 

Document #8:  Residential Map of Detroit (1939)
Your grade (250 points) for this assignment will be based on the following criteria:
Thesis: Present a thesis that makes a historically defensible claim and response to all parts of the question. Your thesis must consist of one or more sentences located in the introduction. 
Argument Development: Develop and support a cohesive argument that recognizes and accounts for the historical complexity by explicitly illustrating relationships among historical evidence such as contradictions, corroboration, and/or qualification. 
Use of Documents: Utilize the content of at least six documents to support the stated thesis or a relevant argument. For every document below the minimum six document quota, 30 points will be deducted from your total score. 
Sourcing the documents: Explaining the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least six documents. 
Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. 
Go Beyond the Visuals of the Documents: This is a history test and not an eye exam so don’t repeat info that is already provided to you in the document or redescribe what the eyes can see. Provide examples or additional historical evidence (key terms/concepts from the reading and online lectures) related to the documents to support your argument.
Be Creative with Your Organization/Do not provide a list of document summaries: Do not use the document # as the topic sentence of your body paragraphs for doing so will make your submission looks more like an itemized list of document summaries. Instead, your topic sentence should highlight/preview a historical theme/idea that your paragraph will discuss. Use the documents as evidence to validate/support the themes you are trying to highlight to answer the essay prompt
Proofread Your Essay Before Submission: if there is extra time left on the clock, you should use it to proofread your essay and rearrange your writing to make sure it is organized and presented in a manner that the reader can follow and comprehend. 
Don’t Make Excuses: Being an international student, English not a native language, writing is not your strength, history is a hard subject, this is not an English class —-are not valid excuses for lack of preparation and failure to seek help.If you need help understanding the content then it is your responsibility to seek help from me. That is what office hour is for. 
If English is not your native language then I recommend utilizing a translator or find someone who is proficient in your family or a tutor from the student center to help. If you are going to complete a history course in an American college then it is your responsibility to learn and master the language before signing up for a course in humanities where reading and writing are required. This is not a math course. There is no universal equation. No numbers for you to calculate. This course is about reading comprehension, critical thinking, and constructing argumentative essays. 
While I understand I am not an English instructor and neither do I want to be, this is a college course in history. If I cannot comprehend and follow your train of thought in an online course then it is fair for me to deduct points for your writing. This is not high school. You don’t get credit for showing up. This is a content and skills course which you will have to be proficient at. If you are unable to demonstrate a level of comprehension and writing then you should not receive any partial credit. This is not a child soccer game. You do not get participation points. 
Put in the work. If you fail then figure out what you did wrong and fix it. If you need help then simply ask. Avoid making excuses.

Citation: A work cited list is not needed because all of your content should be based on lectures and assigned readings only. A simple (Doc #) citation at the end of the sentence in which you discussed the document is sufficient. 

Before you submit:
[Double Check Your Submission] Double check your submission to make sure it meets all of the criteria for the assignment. 

[Proofread] Please proofread and make sure your essay utilizes at least six documents to answer the essay prompt in a clear, organized, detailed, and cohesive essay format (essay response includes a short introduction including a thesis statement, body paragraphs with supporting evidence, and conclusion statement)
[At least 1000 words] Your submission must be at least 1000 words and include specific details, key terms, and contents from class readings and lectures. Any submission with fewer than 1000 words will automatically receive a zero. There is no maximum word cap so feel free to write as much as you think is necessary. 
[Include an analysis, historical context, citations of at least six documents] When quoting or citing from a document, a simple in writing MLA/or APA in-text citation at the end of the sentence is sufficient. Any essay that does not include a citation of assigned documents, discuss relevant information/content/key terms beyond the documents and written in a vague and broad manner will not receive partial credit