Nullification Crisis vs American Revolution. Nullification Crisis vs American Revolution.

INSTRUCTIONS

The American Revolution was inspired by the ideals of self-governance, self-determination, and trade autonomy. The Revolution was unsuccessful in respects to the rights and opportunities for those of African descent, Native Americans, and women. These contrasts were evident in South Carolina in 1832. By the end of that year, South Carolina had attempted to state that the United States Constitution gave them the ability to refuse to enforce national laws. They went so far as to threaten secession. This paper would focus on the parallels between the American Revolution and the attempted revolution in South Carolina during what has become known as the Nullification Crisis.

A key secondary source for this paper would be William Nester’s book The Age of Jackson and the Art of American Power, 1815-1848. Primary sources would include pamphlets, including John C. Calhoun’s pamphlet titled South Carolina Exposition and Protest. Letters and newspaper advertisements might provide further insight. This topic is worth pursuing because the legacy of the Revolution is somewhat still part of living memory at this point. Furthermore, a legacy of the Nullification Crisis is the Civil War, which is another Revolution in the United States. Bibliography Nester, William. The Age of Jackson and the Art of American Power, 1815-1848. University of Nebraska Press, 2013. Accessed June 17, 2021. doi:10.2307/j.ctt1ddr80h. Updates/further research: South Carolina. General Assembly. The debate in the South Carolina legislature, in December, on the reports of the committees of both houses in favor of convention, &c. Columbia, Printed by S.J. M’Morris, 1831. Pdf. https://www.loc.gov/item/09034461/. New York Legislature. Joint Committee On Claim Of South Carolina To Right Of Nullification, 1833 New York Legislature, and James Madison Pamphlet Collection. Report of the Joint committee of the Senate and Assembly, to whom was referred so much of the governor’s message as relates to the communication from the governor of the state of South Carolina, and the proceedings of the recent convention of the people of that state. [Albany, 1833] Pdf. https://www.loc.gov/item/09023133/. Birney, James Gillespie, F. H Elmore, and African American Pamphlet Collection. Correspondence, between the Hon. F. H. Elmore, one of the South Carolina delegation in Congress, and James G. Birney, one of the secretaries of the American Anti-Slavery Society. New-York, Published by the American Anti-Slavery Society, 1838. Pdf. https://www.loc.gov/item/11007387/. South Carolina. Convention. Proceedings upon the subject of nullification; including the remarks of Governor Hamilton on taking the president’s chair. Boston, Beals, Homer, 1832. Pdf. https://www.loc.gov/item/48037500/. South Carolina. Convention. An ordinance to dissolve the Union between the State of South Carolina and other states united with her under the compact entitled, The Constitution of the United States of America.”. We, the people of the State of South Carolina, in convention. Charleston, 1860. Pdf. https://www.loc.gov/item/rbpe.17301000/. Pennsylvania. General Assembly. Senate. Committee To Whom Were Referred So Much Of The Governor’S Message As Relates To The Proceedings Of The People Of South Carolina. Report upon the subject of nullification, in the Senate of Pennsylvania. Harrisburg, Printed by H. Welsh, 1833. Pdf. https://www.loc.gov/item/50052477/. Alexander, James Edward, Sir. Transatlantic sketches, comprising visits to the most interesting scenes in North and South America, and the West Indies. With notes on negro slavery and Canadian emigration. Philadelphia, Key and Biddle, 1833. Pdf. https://www.loc.gov/item/02001704/. Hodgkin, Thomas, African American Pamphlet Collection, and Ya Pamphlet Collection. An inquiry into the merits of the American Colonization Society: and a reply to the charges brought against it. With an account of the British African Colonization Society. [London, J. & A. Arch et, 1833] Pdf. https://www.loc.gov/item/11008716/.

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Nullification Crisis vs American Revolution

Nullification Crisis vs American Revolution

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US History Essay. US History Essay.

INSTRUCTIONS

COMPETENCIES

: The Early Republic and the American Civil War

The graduate analyzes the challenges of partisan politics and sectionalism in the Early Republic and Civil War eras.

INTRODUCTION

The adoption of the Constitution in 1787 established a strong federal government for the United States and codified the principles of a country that balanced the interests of divergent political, social, religious, and economic groups. The logistical necessities of organizing these interests on a federal level contributed to the establishment of national political parties during George Washington’s first term in office. Though President Washington warned of the dangers of factionalism in his farewell address, the advantages these organizations possessed for achieving their policy goals made parties an integral part of the political system. During the first half of the nineteenth century, the United States experienced a period of tremendous territorial expansion. The challenges resulting from the spread of political and social institutions—most notably, slavery

—across the continent deepened sectional divisions into a national crisis by the 1850s. The Civil War was the bloodiest conflict in American history, and the war and its aftermath profoundly altered the political, social, and economic characteristics of the United States.

In this assessment, you will explain the characteristics of the First Party System in the United States and its legislative consequences. You will also examine the growth of the sectional divisions in the United States during the nineteenth century leading up to the outbreak of the Civil War.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

1. Explain (suggested length of 2–3 paragraphs) the reasons for the rise of partisan politics in the Early Republic (i.e., major conflicts and concerns, development of the First Party System).
2. Discuss the development of the Second Party System (suggested length of 2–3 paragraphs) by doing the following:
   1. Compare the platforms of the Whig and Democratic parties.

Note: You may include both similarities and differences of the two parties.

• Describe the leaders and constituents that defined each party.
  • Explain how the Second Party System contributed to increased democratization of Americanpolitics.
• Discuss the major movements and events that led to the Civil War (suggested length of 2–3 paragraphs) by doing the following:
  • Explain the pro-slavery and abolitionist arguments of the antebellum period.
  • Describe the role of westward expansion in increasing sectional tensions.
  • Evaluate how three major events (e.g., significant legislation, territorial conflicts, court cases, political debates) contributed to the outbreak of the Civil War.
• Provide acknowledgement of source information, using in-text citations and references, forquoted, paraphrased, or summarized content.
  • Include the following information when providing source references:
    • author
    • date
    • title
    • location of information (e.g., publisher, journal, or website URL)

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

ARTICULATION OF RESPONSE (CLARITY, ORGANIZATION, MECHANICS):

         NOT EVIDENT                                                  APPROACHING

         The candidate provides un-                        COMPETENCE

         satisfactory articulation of                         The candidate provides

response.                                                         weak articulation of response.

A:RISE OF PARTISAN POLITICS

         NOT EVIDENT                                                  APPROACHING

         The candidate does not pro-                      COMPETENCE

vide a logical explanation of  The candidate provides a the reasons for the rise of         logical explanation, with inpartisan politics in the Early               sufficient detail, of the rea-

Republic.             sons for the rise of partisan politics in the Early Republic.

B1:COMPARISON OF WHIG AND DEMOCRATIC PARTIES

         NOT EVIDENT                                                  APPROACHING

The candidate does not pro- ^COMPETENCE vide an appropriate compari-         The candidate provides an son of the platforms of the appropriate comparison, Whig and Democratic  with insufficient detail, of parties.             the platforms of the Whig and Democratic parties.

B2:LEADERS AND CONSTITUENTS

         NOT EVIDENT                                                  APPROACHING

The candidate does not pro- ^COMPETENCE vide an appropriate descrip-          The candidate provides an tion of the leaders and con- appropriate description,

         stituents that defined each                       with insufficient detail, of

       party.                                                                      the leaders and constituents

that defined each party.

COMPETENT

The candidate provides adequate articulation of response.

COMPETENT

The candidate provides a logical explanation, with sufficient detail, of the reasons for the rise of partisan politics in the Early Republic.

COMPETENT

The candidate provides an appropriate comparison, with sufficient detail, of the platforms of the Whig and Democratic parties

COMPETENT

The candidate provides an appropriate description, with sufficient detail, of the leaders and constituents that defined each party.

B3:INCREASED DEMOCRATIZATION OF AMERICAN POLITICS

         NOT EVIDENT                                                  APPROACHING

         The candidate does not pro-                      ^COMPETENCE

vide a logical explanation of  The candidate provides a how the Second Party Sys-        logical explanation, with intem contributed to in-          sufficient detail, of how the creased democratization of Second Party System con-

        American Politics.                                          tributed to increased de-

mocratization of American Politics.

C1:PRO-SLAVERY AND ABOLITIONIST MOVEMENTS

         NOT EVIDENT                                                  APPROACHING

         The candidate does not pro-                      COMPETENCE

vide a logical explanation of  The candidate provides a the pro-slavery and aboli-          logical explanation, with intionist arguments of the an-              sufficient support, of the

       tebellum period.                                                   pro-slavery and abolitionist

arguments of the antebellum period.

C2:ROLE OF WESTWARD EXPANSION

         NOT EVIDENT                                                  APPROACHING

The candidate does not pro- COMPETENCE vide an accurate description          The candidate provides an of the role of westward ex- accurate description, with

         pansion in increasing sec-                          insufficient support, of the

       tional tensions.                                                    role of westward expansion

in increasing sectional tensions.

C3:THREE MAJOR EVENTS

         NOT EVIDENT                                                  APPROACHING

The candidate does not pro- COMPETENCE vide a logical evaluation of              The candidate provides a how three major events con-         logical evaluation, with inCOMPETENT

The candidate provides a logical explanation, with sufficient detail, of how the Second Party System contributed to increased democratization of American Politics.

COMPETENT

The candidate provides a logical explanation, with sufficient support, of the pro-slavery and abolitionist arguments of the antebellum period.

COMPETENT

The candidate provides an accurate description, with sufficient support, of the role of westward expansion in increasing sectional tensions.

COMPETENT

The candidate provides a logical evaluation, with sufficient support, of how three major

tributed to the outbreak of the Civil War.

D:SOURCE ACKNOWLEDGEMENTS

NOT EVIDENT

There is evidence of quoted, paraphrased, or summarized content without acknowledgement of source information in in-text citations and references.

D1:SOURCE INFORMATION

sufficient support, of how three major events contributed to the outbreak of the Civil War.

APPROACHING COMPETENCE

The candidate provides insufficient acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, and summarized content.

events contributed to the outbreak of the Civil War.

COMPETENT

The candidate provides sufficient acknowledgement of source information, using intext citations and references, for all quoted, paraphrased, and summarized content.

NOT EVIDENT

The candidate does not include the given points when providing source references.

APPROACHING COMPETENCE

The candidate includes the given points, with incomplete or inaccurate information, when providing source references.

COMPETENT

The candidate includes the given points, with accurate and complete information, when providing source references.

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US History Essay

US History Essay

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Andy Warhol’s Campbell Soup. Andy Warhol’s Campbell Soup.

INSTRUCTIONS

Format:12-point Times New Roman font; double-spaced, paginated; one-inch margins; 1000 words (approximately four pages)–you may go 10% above or below the wordcount This assignment provides you with an opportunity to relate your interest in an American cultural artifact, such as a film, book, album, or videogame, and write an essay contextualizing it within some theme or event in the history of the United States. The essay should effectively describe the artifact, summarize its contents, and make an argument for its relevance to American history.

You need to make an argument about the artifact and suggest whether you think it effectively engages with American history. You do not have to simply accept it at face value, and your essay will be strengthened by critical engagement. Successful attempts at critical engagement and interrogating the chosen artifact will result in a higher grade (potentially in the A range).Simply describing the artifact and suggesting it has a connection to American history will likely result in grades in the B range. Inaccurately describing your artifact will limit your grade to the C range. However, you must also follow the formatting guidelines above, or your grade will be negatively affected. Graded by Quality of your analysis –25% Ability to summarize the artifact –25% Contextualizing the artifact within American history –25% Grammar and formatting –15% Email introducing the artifact –10%

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Andy Warhol’s Campbell Soup

Andy Warhol’s Campbell Soup

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The History of the United States Constitution. The History of the United States Constitution.

INSTRUCTIONS

Purpose:
This assignment’s purpose is to deepen knowledge and understanding of the history of the United States
Constitution and to build skills in the following areas: synthesis of readings, assessment and verification
of evidence, and expression of a reasoned point-of-view on a topic. This assignment addresses course

learning outcome #1: students will analyze the major philosophical principles incorporated into the U.S.Constitution.

Introduction to the Essay Assignment:
During the first weeks of our study, we focused most of our attention on the philosophical and historical roots of the United States Constitution. We learned that the Framers of the Constitution came to the
process with deep understanding of both political philosophy and the history of both Great Britain and
colonial North America. This knowledge shaped the creation of the Constitution, and these ideas help us
to understand the way the interpretation of the Constitution has evolved over the last 200 years.

Assignment:
Using information and ideas from The Blessings of Liberty, course mini-lectures, and “An Introduction to
the Political Philosophy of the Constitution,” demonstrate and explain the ways in which the U.S.
Constitution and the Bill of Rights (Amendments 1-10)
• Contain elements of both Natural Rights Philosophy and Classical Republicanism;
• Contain elements of the English Bill of Rights; and
• Contain fixes for problems with Articles of Confederation
The essay should show precisely where these influences are seen in the U.S. Constitution and/or Bill
of Rights – the article/section in the constitution must be cited (e.g. “the influence of classical
republicanism can be seen in Article IV, section 4. Here, the Constitution . . . . “ )
Be sure to include references to, at a minimum:
• A description of the basic elements of Natural Rights Philosophy and Classical Republicanism
• The English Bill of Rights (1689)
• The Problems with the Articles of Confederation government
• The Original U.S. Constitution of 1787 and Bill of Rights (Amendments 1-10)
Assignment Details
• Additional research sources may be used, but they are not required. If additional sources are
used, use proper in-text citation technique and include a works cited page at the end of the
document (in keeping with the style you utilize). See the course calendar for the due date.
• This essay must
• Be a thoughtful, detailed, and well-written essay
• Be a minimum of 750 words and a maximum of 1,300 words
• Be typed and double-spaced with a 12pt font and one-inch margins
• Include specific in-text citations of both The Blessings of Liberty and “An Introduction to the
Political Philosophy of the Constitution” as well as specific sections in the U.S. Constitution.
Mini-lectures may be cited as well.
• Use MLA, APA, or Chicago style (your choice)
• Be submitted in Microsoft Word format (.doc or .docx) format through Canvas
Grading
Essays will be evaluated using a common rubric available with the assignment. To view the rubric, go to
top left of the assignment page and click “show rubric”

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The History of the United States Constitution

The History of the United States Constitution

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History Current Events Article Review. History Current Events Article Review.

INSTRUCTIONS

This assignment is to submit a report, via email, of your findings on a current event pertaining to Western Civilization. A current event for the purpose of this assignment is an event that has occurred in Europe or affected Europeans between 2015 and 2020. To clarify, a current event is something that is happening or has happened that is related to an issue in Europe. Some examples of events include speeches, protests, laws, court decisions, treaties, diplomatic forums, and military conflicts. One possible topic would be to write about an event related to equality, as that issue is addressed in various sections of the textbook. That does not mean you should focus your report mainly on equality–more on that below–it means that you should write on a current event that is related to equality. For example, gay rights can be interpreted as being related to equality. Is there a current event surrounding gay rights that interests you? I am not stating you should or should not write a report on an event pertaining to gay rights; I mention gay rights as an example, nothing less, nothing more. Your report should be organized into multiple paragraphs and provide roughly equal coverage of both of the prompts below. 1)Discuss your chosen current event, summarizing the main facts of the event as well as possible based on the information available. 2)Discuss how your chosen event relates to Western Civilization, explicitly connecting your event to the broader issue at hand. Continuing with the example of gay rights, this is where you would discuss how your event relates to gay rights as an issue of equality. Be sure to refer to specific concepts, themes, events, laws, and/or other information from the textbook when discussing your connections. You are required to include between two-three academically credible sources in your report. Please list those sources at the end of your report in a Works Cited section, including web links for online sources. I do not care which official style you use for the Works Cited section, as long as you are consistent, your source list makes sense, and you include the correct web links so I can access your web sources myself if needed. On the one hand, I am flexible regarding which sources you use because I want you to have enough flexibility in completing your research. On the other hand, outright opinion-based sources and Wikipedia are not acceptable. The point of this assignment is NOT so you can write a polemic, such as stating that President Trump is the Devil or that climate change is a hoax. Facts matter in this class. You are entitled to your own opinion, but not your own facts. You are submitting an objective report with sound evidence to explain how your chosen event relates to Western Civilization, not why your event proves that you are right about a given political issue. If you cannot be objective on your chosen topic, pick another topic. If you experience difficulty finding sources, contacting the Mid Library is a good place to start. Although your work will be evaluated primarily on its content, it will also be evaluated on its “form,” i.e. its grammar, clarity, organization, and formatting. Your report should be 400-800 words; this word count does not include your Works Cited section. Your report should be typed, double-spaced, 1-inch margins, 12-pt font, in Times New Roman, and be submitted, via email, in Google docs, Word, or PDF format. No title page or footnotes are necessary. Citations are needed whenever you reference information from one of your sources, whether you are putting that info in your own words, paraphrasing, or using direct quotes. When you cite, please use a parenthetical citation, which means including the author, page number(s), and/or title in parentheses at the end of the sentence you are referencing that information. Example: “blah, blah, blah (Name of Author, 77)” or “blah, blah, blah (Title).”

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History Current Events Article Review

History Current Events Article Review

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The American Experience to 1877. The American Experience to 1877.

INSTRUCTIONS

The American Experience to 1877

Term Paper (100 points)

The purpose of this paper is to combine historical research with your own original analysis of history.  In this paper, you will compare and contrast the lives and legacies of two American presidents from the period 1789-1876.  You will write a 5-page (minimum) paper in 12-point font using standard margins that discusses the issues below.  Remember, you are writing a coherent paper, not just answering a series of questions.  You are not just writing a paper on two presidents; you must directly compare and contrast the two, as described below.  You will also need to include a bibliography with at least six (6) sources.  (See the section on sources below)  Provide appropriate citations in your paper (footnotes, endnotes, or parenthetical references are all acceptable).  The paper will be graded on thoroughly addressing the issues and on originality of the analysis, as well as on spelling, grammar, and punctuation.  The writing tone should be formal and scholarly.  The Harper Writing Center is available to help you proofread.  Don’t forget a cover page (Cover page and bibliography do NOT count as part of the 5-page minimum).  Staple your paper. 

Choosing the presidents

You can choose only ONE president from the list below:

George Washington                            Andrew Jackson

Thomas Jefferson                               Abraham Lincoln

You must choose at least one president from the list below. Or you can choose to compare and contrast two of the following presidents:

John Adams                                        Ulysses S. Grant                     John Tyler

James Madison                                   Andrew Johnson                     William H. Harrison

James Monroe                                     James Buchanan                     James Polk

John Quincy Adams                           Franklin Pierce

Martin Van Buren                               Zachary Taylor

Addressing the issues:

1. Write an introduction explaining the purpose and contents of your paper.
2. Directly compare and contrast the lives of the two men before they became president.  Did they have anything in common?  What was their educational background?  What types of jobs/roles did they have before they became president?  In your opinion, were they qualified to be president?  Why or why not?  Which was more qualified?  Why?
3. What were the main events happening in the nation/world while they were president?  Did the presidents deal with similar events during their time in office?
4. Which president accomplished more while president?Directly compare and contrast the accomplishments of the two presidents.
5. What is the greatest accomplishment of each while president?  How do these two events compare?
6. What is the worst thing each man did while president?  How do these events compare?  (ALL presidents make mistakes.)Directly compare and contrast the mistakes of the two presidents.
7. Directly compare and contrast the legacies of the two men.  What is the one thing each president should be remembered for?  In your opinion, were they good presidents or poor presidents?  Why?  Which was better?  Why?
8. Write a conclusion that summarizes your research and analysis.

Some notes on sources

1. Know the difference between paraphrasing and plagiarism before you begin.  If you need clarification, ask the instructor.   Make sure you put your paper in your own words.
2. You must use at least six sources.
3. No more than half of your sources can be from the Internet.  At least three sources must be print sources.  Try to avoid sources that are extremely biased either for or against the presidents.
4. Textbooks and encyclopedias are not college level sources.  This includes on-line and electronic encyclopedias.
5. You must provide a minimum of two citations within the body of the paper from each source.  This shows that you used all of the sources listed in your bibliography.  
6. Use an appropriate, acceptable format for the bibliography.  History papers usually use the “Chicago Style”, but you are not required to choose that format for this paper. Do not make up your own bibliographical style.

Some Writing Tips to Improve Your Grade

In your research paper it is expected that you will use a formal, academic style of writing.  In order to help you do this, I have included the following suggestions for your paper.  Proofread carefully or get help from the Harper Writing Center.  Grammar, style and punctuation are part of the final grade.

1. Do not use contractions in formal writing.  (Words like don’t, didn’t, etc.)
2. Do not use abbreviations or slang.
3. Unless you personally know the person about whom you are writing, do not refer to them simply by their first name.  The first time you write the name, give the first and last name.  Thereafter, you can use either the last name or the person’s title.
4. Use appropriate citations.  You can use footnotes, endnotes, or parenthetical references, whichever you are most comfortable using.  You do not have to cite every fact in the paper.  However, all quotations and statistics should be cited.  Other facts that are questionable or controversial should be cited.  You should also cite any time you report someone else’s opinion.
5. Use the correct form of “its.”  “Its” is a possessive pronoun, for example, “the dog ate its bone.”  “It’s” is a contraction meaning it is.  For example, “It’s a beautiful day.”  Also, use the correct form of “there” and “their”.  “There” refers to a place, as in “He is over there.”  “Their” is a plural possessive pronoun, as in “They waited for their ride.”
6. Know when to use “U.S.” instead of “United States.”  “United States” is a noun and “U.S.” is an adjective.  For example, “The government of the United States” or “the U.S. government.”  Both are correct.  You would not write “the government of the U.S.” or “the United States government.”
7. Avoid using the word “got.”
8. Do not use flowery, overly complex writing.  You should strive for clarity in each sentence. 
9. Do not use gross exaggerations (i.e., “He was the greatest man who ever lived.”). 

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The American Experience to 1877

The American Experience to 1877

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History Research Paper. History Research Paper.

INSTRUCTIONS

For you final exam, you will compose two essays tracing the develop of a concept over the entirety of the era that we studied, highlighting key developments, continuities, and changes. Below, you will see a list of potential concepts – again, you will choose TWO, and write SEPARATE essays for each one. The goals are to connect past to present, to analyze and assess change, to identify continuities, and to fully appreciate the relevance of studying the past. Potential Concepts: US Foreign Policy Women’s Rights Race Relations Role of Government in the Economy Immigration Technological developments and their impacts Political Parties Power of the Presidency

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History Research Paper

History Research Paper

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History of Modern Espionage Essay. History of Modern Espionage Essay.

INSTRUCTIONS

Discuss how intelligence was politicized leading up to the Iraq War of 2003, define “politicization” and explain its relationship to policymaking. – sources will be provided

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History of Modern Espionage Essay

History of Modern Espionage Essay

For a custom paper on the above or a related topic or instructions, place your order now!

What We Offer:

• Affordable Rates – (15 – 30% Discount on all orders above $50)
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• 100% Privacy and Confidentiality
• Unlimited Revisions at no Extra Charges
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