Analyze at least two of the primary sources you’ve read for this section together and consider what they tell you about the military/ies or about another related aspect of American life. 

Instructions for Domestic Intervention Final Paper

Analyze at least two of the primary sources you’ve read for this section together and consider what they tell you about the military/ies or about another related aspect of American life.

One key skill we’re working on here is engaging with evidence: that means quoting it and explaining what those quotations mean or reveal; the phrase “this suggests” might be useful to you.

Another skill is that of putting evidence together into a wider argument. The paper needs to be unbiased and see how both documents are connected to each other. Lastly, see the below analysis feedback and implement them to the paper.

Analysis Feedback:

-interpretation of a thing
-meant to study how things work, why people do what they do,
and what the consequences are
-Get away from what is good and bad for America

-instead, what’s interesting is: what people were trying to do. Why they assumed doing it that way would be the best way. What resulted from them doing it.

Overall Breakdown of the Assignment

Content and Concept: Topic is well-defined, fully described and richly understood. Shows awareness of perspectives and historical contexts; develops reflective interpretation relating specific facts and situations to bigger patterns, ideas, and dynamics.

Argument/Analysis: Features an interesting point, clearly asserted in the thesis, that is amply developed and supported with appropriate reasoning and evidence. Logical and persuasive overall.

Evidence: Broad spectrum of appropriate sources found and effectively used. Accurate evidence directly supports the analysis. Sources are assessed for bias and placed in larger historical context. Use primary sources to support the argument.

Citation: Every point and statement of fact is reliably attributed. Every fact, point, paraphrase and quotation derived from any other source is completely and helpfully documented.

Use Chicago style and provide footnotes correctly.

https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html

Sources:
Governor Faubus Declares a State of Emergency,

https://digitalcollections.uark.edu/digital/collection/Civilrights/id/1254/

Notes: Governor Orval Faubus called out the Arkansas National Guard to prevent a group of African-American students, who later became known as the Little Rock Nine, from entering the all-white Central High School. In a broadcast that evening, Faubus defends his decision to call in the state’s National Guard.

Executive Order 10730,

https://www.eisenhowerlibrary.gov/sites/default/files/research/online-documents/civil-rights-little-rock/press-release-eo-10730.pdf

Notes: President Eisenhower response to Governor Faubus order.

Press Release, containing speech on radio and television, https://www.eisenhowerlibrary.gov/sites/default/files/research/online-documents/civil-rights-little-rock/1957-09-24-press-release.pdf

“Nightmare Journey,” https://books.google.com/books?id=XXun934ThxwC&pg=PA121&lpg=PA121&dq=nightmare+jurney+bob+clark+Detroit+Riots+Ebony&source=bl&ots=2G4GzJMjzm&sig=ACfU3U0FNFpTi99ESGvLQLFZxwxKmbNFuw&hl=en&sa=X&ved=2ahUKEwiAz5GzqJHrAhVEAZ0JHSoCBfcQ6AEwEHoECAQAQ#v=onepage&q=nightmare%20journey%20bob%20clark%20Detroit%20Riots%20Ebony&f=false

Notes: A reporter explains what was happening in Detroit Riots.

Final Report of Cyrus R. Vance Concerning the Detroit Riots, pp. 51-60 (scans 28-32), Appendix A-BB (scans 36-38); Appendix O (scans 78-79) (See Attached Files)

Notes: Focus only on the mentioned pages and further elaborate on what was the military role in this.

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