Credible Sources for History

CREDIBLE SOURCE

URL:

https://www.nytimes.com/2016/11/15/magazine/the-dream-and-the-myth-of-the-womens-vote.html?_r=0

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Sample:

“When Victoria Woodhull ran for president of the United States, she couldn’t even vote for herself. “If the women can be allowed to vote,” The New York Herald claimed when Woodhull announced her bid in 1870, “Mrs. Woodhull may rely on rolling up the heaviest majority ever polled in this or any other nation.” After all, the paper said, “women always take the part of each other.” The Herald called for passage of a women’s suffrage amendment, and then “victory for Victoria in 1872.”

That was before the sex scandal hit. Woodhull was a divorced woman, and sexual history was already a point of controversy. But soon the papers dredged up a truly salacious item: She once shared her home with both her first and second husbands. Woodhull defended herself in the press. She explained that her family had taken in her alcoholic, disabled ex-husband as an act of charity, not bigamy. But the headlines branded her “disgraced” and called her career “BUSTED.” Woodhull was evicted from her home and forced to withdraw her 11-year-old daughter from school. The cartoonist Thomas Nast literally drew her as the Devil.”

Description:

Article discussing the discrepancy between the idea of the ‘Women’s Vote’ – that will women will vote together – and the reality in the 2016 election.

Author(s):

  • Amanda Hess

Title:

  • The Dream — and the Myth — of the ‘Women’s Vote’

Publisher:

  • The New York Times

Date:

  • November 15, 2016

Citations:

Need the full citations? Request them in the Study Hall and we will respond with them as quickly as possible. You can also request more research, or get help with other parts of your paper.

RESEARCH GUIDE

URL:

http://guides.library.harvard.edu/schlesinger/suffrage

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Sample:

Description:

Thorough and detailed research guide provided by Harvard’s Schlesinger Library on the History of Women in America, with dozens of links to more useful information.

Author(s):

  • None.

Title:

  • Women’s Suffrage

Publisher:

  • Schlesinger Library on the History of Women in the America

Date:

  • No date.

Citations:

Need the full citations? Request them in the Study Hall and we will respond with them as quickly as possible. You can also request more research, or get help with other parts of your paper.

PRIMARY SOURCES

URL:

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/womens-suffrage/

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What You’ll Find:

Description:

Collection of primary sources from the Women’s Suffrage movement provided by the Library of Congress, including original texts, photos, and an audio file.

Author(s):

  • None.

Title:

  • Women’s Suffrage

Publisher:

  • Library of Congress

Date:

  • No date.

Citations:

Need the full citations? Request them in the Study Hall and we will respond with them as quickly as possible. You can also request more research, or get help with other parts of your paper.

CREDIBLE SOURCE

URL:

http://ecssba.rutgers.edu/docs/sbatrial.html

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Sample:

“As a matter of outward form the defendant was asked if she had anything to say why the sentence of the court should not be pronounced upon her. “Yes, your honor,” replied Miss Anthony, “I have many things to say. My every right, constitutional, civil, political and judicial has been tramped upon. I have not only had no jury of my peers, but I have had no jury at all.” Court—”Sit down Miss Anthony. I cannot allow you to argue the question.” Miss Anthony—”I shall not sit down. I will not lose my only chance to speak.” Court—”You have been tried, Miss Anthony, by the forms of law, and my decision has been rendered by law.” Miss Anthony—”Yes, but laws made by men, under a government of men, interpreted by men and for the benefit of men. The only chance women have for justice in this country is to violate the law, as I have done, and as I shall continue to do,” and she struck her hand heavily on the table in emphasis of what she said. “Does your honor suppose that we obeyed the infamous fugitive slave law which forbade to give a cup of cold water to a slave fleeing from his master? I tell you we did not obey it; we fed him and clothed him, and sent him on his way to Canada. So shall we trample all unjust laws under foot. I do not ask the clemency of the court. I came into it to get justice, having failed in this, I demand the full rigors of the law.” Court—”The sentence of the court is $100 fine and the costs of the prosecution.” Miss Anthony—”I have no money to pay with, but am $10,000 in debt.” Court—”You are not ordered to stand committed till it is paid.””

Description:

3 accounts of remarks given by Susan B. Anthony at her Illegal Voting trial, regarded as “one of the best-known texts in the history of woman suffrage.”

Author(s):

  • Ann D. Gordon (Editor)

Title:

  • Remarks by Susan B. Anthony in the Circuit Court of the United States for the Northern District of New York

Publisher:

  • Rutgers University

Date:

  • 2000

Citations:

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CREDIBLE SOURCE

URL:

https://www.nps.gov/wori/learn/historyculture/susan-b-anthony.htm

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Sample:

“In 1848 Susan B. Anthony was working as a teacher in Canajoharie, New York and became involved with the teacher’s union when she discovered that male teachers had a monthly salary of $10.00, while the female teachers earned $2.50 a month. Her parents and sister Marry attended the 1848 Rochester Woman’s Rights Convention held August 2.

Anthony’s experience with the teacher’s union, temperance and antislavery reforms, and Quaker upbringing, laid fertile ground for a career in women’s rights reform to grow. The career would begin with an introduction to Elizabeth Cady Stanton.”

Description:

Biography of Susan B. Anthony from the National Parks Service detailing how she discovered disproportionate pay for men and women.

Author(s):

  • None.

Title:

  • Susan B. Anthony

Publisher:

  • National Parks Service

Date:

  • No date.

Citations:

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CREDIBLE SOURCE

URL:

https://www.nwhm.org/education-resources/biography/biographies/susan-brownell-anthony/

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Sample:

“At age 26 Anthony began working as a teacher. Over the next 15 years, Anthony would not only teach, but advocate for equal pay between male and female teachers and equal access to education regardless of race or gender. She continued her call for equal pay, and in 1870 Anthony helped form and was elected president of the Workingwomen’s Central Association. This organization evaluated working conditions and created educational opportunities for working women. Anthony was also active in the anti-slavery movement, working as an agent for the American Anti-Slavery Society, often making speeches for the cause. Anthony and fellow activist Elizabeth Cady Stanton organized a Women’s National Loyal League in support of the Thirteenth Amendment in 1863. “

Description:

Biography of Susan B. Anthony from the National Women’s History Museum, chronicling her leadership in various advocacy groups and women’s suffrage movement.

Author(s):

  • Jeanette Patrick

Title:

  • Susan Brownell Anthony (1820-1906)

Publisher:

  • National Women’s History Museum

Date:

  • 2016

Citations:

Need the full citations? Request them in the Study Hall and we will respond with them as quickly as possible. You can also request more research, or get help with other parts of your paper.

Primary Sources

Below is a list of great websites for finding historical primary sources, ranging from the Constitution to the Civil War and even WWII.  You will be able to find transcripts, text documents, photos, and other important pieces of history to use in your research papers and assignments. Don’t forget to bookmark this page for easy access!

 

Archives.gov

This resource allows you to browse all primary sources available from the U.S. National Archives and Records Administration, with topics including America’s founding documents, science and technology, and military records. This is one of the most comprehensive places to find primary sources on for America’s history on the web. Here are some examples of what you will find there:

 

The Gilder Lehrman Institute of American History

This resource provides an enormous collection of American historical documents ranging from letters, diaries, maps, newspapers, and photos.  The sources found here range from the very beginning of American history, the landing of columbus, to Barack Obama’s first inaugural address. Some examples of what you’ll find include:

 

OurDocuments.gov

This resource provides a long list of primary sources that chronicles American history from 1776 to 1965. The documents listed here include:

 

CivilWar.org

This website is dedicated to information about the American Civil War and provides a thorough list of any primary sources available from that period, including speeches, military correspondence, and photos. Here is some of what you’ll find:

 

Famous-Trials.com

Famous-trials.com is a website operated by professor Douglas O. Linder from the UMKC School of Law. The site provides primary documents and information on many very well-known trials throughout history, going all the way back to the Trial of Socrates, and also most recently covering the George Zimmerman case involving Trayvon Martin. Here are some examples of what you can find here:

 

TeachingAmericanHistory.org

Despite the name of the website, this resource is not just for teachers as it does provide access to many primary sources from American history. The page linked to here lists 50 “core documents that tell America’s story” and include the Declaration of Independence and 1944 State of the Union address. Here is some of what you’ll find:

 

Library of Congress

The Library of Congress is a major record-keeping entity of the U.S. government and contains many documents of all kinds that are important to American history and culture. The link listed above takes you to a page where you can search, or select from the links on the right side of the page to browse be era. Here are those links, for your convenience:

 

Further Resources

The combination of resources above should do well in meeting any students needs for primary sources on topics relating to American history, but there are still many other resources available to access these kinds of documents. Here is a gigantic list of other websites that can provide a wide variety of primary sources:

 

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CREDIBLE SOURCE

URL:

https://millercenter.org/president/adams/life-before-the-presidency

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Sample:

“Adams launched his legal career in Boston in 1758. He faced several years of struggle in establishing his practice. He had only one client his first year and did not win his initial case before a jury until almost three years after opening his office. Thereafter, his practice grew. Once his practice started to flourish, he began to court Abigail Smith, the daughter of a Congregational minister in nearby Weymouth. They were married in 1764. Five children followed in the next eight years, although one, Susanna, died in infancy. By 1770, Adams was a highly successful lawyer with perhaps the largest caseload of any attorney in Boston, and he was chosen to defend the British soldiers who were charged in the Boston Massacre in March 1770. Through his able defense, none of the accused soldiers were sent to jail. During these years, he lived alternately in Boston and Quincy, an outgrowth of Braintree, where he had been reared. As success came, Adams wrote extensively, publishing numerous essays in Boston newspapers on social, legal, and political issues.

When the colonial protest against parliamentary policies erupted against the Stamp Act in 1765, Adams was initially reluctant to play a prominent role in the popular movement. With a young and growing family, he feared for his legal practice. In addition, he distrusted many of the radical leaders, including his cousin Samuel Adams. He not only believed the imperial leaders in London had simply blundered but also suspected that the colonial radicals had a hidden agenda, including American independence. Nevertheless, under pressure to act, he did assist the popular movement, writing anonymous newspaper essays and helping to churn out propaganda pieces. In time, as Britain continued its attempts to tax the colonies and to strip them of their autonomy, Adams gradually grew convinced that the radicals had been correct, and he became an open foe of ministerial policy.

In 1774, Adams went to Philadelphia as one of the four delegates from Massachusetts to the First Continental Congress. He was reelected to the Second Continental Congress, which convened in May 1775, just a few days after war with the mother country had erupted at Lexington and Concord. When Congress created the Continental army in June 1775, Adams nominated George Washington of Virginia to be its commander. Adams soon emerged as the leader of the faction in Congress that pushed to declare independence. In June 1776, Congress appointed Adams, together with Thomas Jefferson and Benjamin Franklin, among others, to prepare the Declaration of Independence. Adams served on more committees than any other congressman—ninety in all, of which he chaired twenty. He was the head of the Board of War and Ordinance, the congressional committee that oversaw the operations of the Continental army. He was also an important member of the committee that prepared the Model Treaty, which guided the envoys that Congress sent to France to secure foreign trade and military assistance.”

Description:

Biography of John Adams life before his presidency from the University of Virginia’s Miller Center, with detailed info about his education and career.

Author(s):

  • None.

Title:

  • John Adams: Life Before the Presidency

Publisher:

  • Miller Center, University of Virginia

Date:

  • No date.

Citations:

Need the full citations? Request them in the Study Hall and we will respond with them as quickly as possible. You can also request more research, or get help with other parts of your paper.

CREDIBLE SOURCE

URL:

https://www.whitehouse.gov/1600/presidents/johnadams

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Sample:

“When Adams became President, the war between the French and British was causing great difficulties for the United States on the high seas and intense partisanship among contending factions within the Nation.

His administration focused on France, where the Directory, the ruling group, had refused to receive the American envoy and had suspended commercial relations.

Adams sent three commissioners to France, but in the spring of 1798 word arrived that the French Foreign Minister Talleyrand and the Directory had refused to negotiate with them unless they would first pay a substantial bribe. Adams reported the insult to Congress, and the Senate printed the correspondence, in which the Frenchmen were referred to only as “X, Y, and Z.”

The Nation broke out into what Jefferson called “the X. Y. Z. fever,” increased in intensity by Adams’s exhortations. The populace cheered itself hoarse wherever the President appeared. Never had the Federalists been so popular.”

Description:

Biography of John Adams as Vice President and President in his dealings with the French and political opposition, as well as early life and retirement.

Author(s):

  • None.

Title:

  • John Adams

Publisher:

  • whitehouse.gov

Date:

  • None.

Citations:

Need the full citations? Request them in the Study Hall and we will respond with them as quickly as possible. You can also request more research, or get help with other parts of your paper.

CREDIBLE SOURCE

URL:

https://www.senate.gov/artandhistory/history/common/generic/VP_John_Adams.htm

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Sample:

“On April 21, 1789, John Adams, the first vice president of the United States, began his duties as president of the Senate. Adams’ role in the administration of George Washington was sharply constrained by the constitutional limits on the vice-presidency and his own reluctance to encroach upon executive prerogative. He enjoyed a cordial but distant relationship with President Washington, who sought his advice on occasion but relied primarily on the cabinet. Adams played a more active role in the Senate, however, particularly during his first term.

As president of the Senate, Adams cast twenty-nine tie-breaking votes—a record that no successor has ever threatened. His votes protected the president’s sole authority over the removal of appointees, influenced the location of the national capital, and prevented war with Great Britain. On at least one occasion he persuaded senators to vote against legislation that he opposed, and he frequently lectured the Senate on procedural and policy matters. Adams’ political views and his active role in the Senate made him a natural target for critics of the Washington administration. Toward the end of his first term, he began to exercise more restraint in the hope of realizing the goal shared by many of his successors: election in his own right as president of the United States.”

Description:

Author(s):

  • None.

Title:

  • John Adams, 1st Vice President (1789-1797)

Publisher:

  • United State Senate, Senate Historical Office

Date:

  • No date.

Citations:

Need the full citations? Request them in the Study Hall and we will respond with them as quickly as possible. You can also request more research, or get help with other parts of your paper.

CREDIBLE SOURCE

URL:

http://www.ncsl.org/research/civil-and-criminal-justice/summary-president-obama-gun-proposals.aspx

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Sample:

“On Jan. 5, 2016, President Obama unveiled his new strategy to curb gun violence in America. His proposals focus on new background check requirements that will enhance the effectiveness of the National Instant Criminal Background Check System (NICS), and greater education and enforcement efforts of existing laws at the state level. As more information becomes available, this document will be updated. The 2015 plan:

  • Directs the Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) to require any business that engages in the sale of guns to obtain a federal license to do so and conduct background checks.  This requirement applies to gun stores, sellers of guns at gun shows, and sellers of guns over the Internet. The licensing requirement applies to all sellers “engaged in the business” of selling guns, regardless of how frequent or how many sales there are. Failure to obtain a license to sell will carry criminal penalties of up to five years in prison and a fine of up to $250,000.  Failure to conduct a required background check will also carry penalties.
  • Requires the ATF Bureau to issue a rule requiring background checks…”

Description:

Summary of the executive orders issued by President Barack Obama in 2015 and 2013 around gun control issues, largely as a result of gun violence incidents.

Author(s):

  • None.

Title:

  • President Obama’s 2015 Executive Actions on Gun Control

Publisher:

  • National Conference of State Legislatures

Date:

  • January 5, 2016

Citations:

Need the full citations? Request them in the Study Hall and we will respond with them as quickly as possible. You can also request more research, or get help with other parts of your paper.

CREDIBLE SOURCE

URL:

http://history.house.gov/Institution/Electoral-College/Electoral-College/

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Sample:

“Established in Article II, Section 1 of the U.S. Constitution, the Electoral College is the formal body which elects the President and Vice President of the United States. Each state has as many “electors” in the Electoral College as it has Representatives and Senators in the United States Congress, and the District of Columbia has three electors. When voters go to the polls in a Presidential election, they actually are voting for the slate of electors vowing to cast their ballots for that ticket in the Electoral College.

Electors

Most states require that all electoral votes go to the candidate who receives the plurality in that state. After state election officials certify the popular vote of each state, the winning slate of electors meet in the state capital and cast two ballots—one for Vice President and one for President. Electors cannot vote for a Presidential and Vice Presidential candidate who both hail from an elector’s home state.”

Description:

Informative page from the U.S. House of Representatives Office of the Historian about the U.S. Electoral College with info its background and history.

Author(s):

  • None.

Title:

  • Electoral College Fast Facts

Publisher:

  • Office of the Historian, United States House of Representatives

Date:

  • No date.

Citations:

Need the full citations? Request them in the Study Hall and we will respond with them as quickly as possible. You can also request more research, or get help with other parts of your paper.

CREDIBLE SOURCE

URL:

http://www.bbc.co.uk/timelines/zgy334j

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Sample:

“Ignoring Russian warnings, Austria-Hungary issued the Serbian government with its ultimatum.

It blamed Serbian officials for Franz Ferdinand’s assassination and made a series of demands. Among them: Serbia must stop all anti-Austro-Hungarian propaganda and remove anyone deemed guilty of it from office; it must accept Austria-Hungary’s collaboration in suppressing subversive movements within Serbia, and it must allow Austria to direct judicial proceedings against accessories in the assassination plot. In short, Serbia was being asked to hand over sovereignty.”

MLA Citation:

Macmillan, Margaret. “37 days: Countdown to World War One.” BBC, n.d., http://www.bbc.co.uk/timelines/zgy334j. Accessed (PUT DATE OF ACCESS HERE).

In-Text: (Macmillan)

***REMEMBER all lines of the citation after the first get indented once***

APA Citation:

Macmillan, M. (n.d.). 37 days: Countdown to World War One. BBC. Retrieved from http://www.bbc.co.uk/timelines/zgy334j

In-Text: (Macmillan)

***REMEMBER all lines of the citation after the first get indented once***

CREDIBLE SOURCE

URL:

http://www.bbc.co.uk/timelines/z363gk7

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Sample:

“Hitler invaded Poland on 1 September 1939. By the 3rd, Britain was once again at war with Germany.

Churchill was immediately recalled from his political exile, again becoming First Lord of the Admiralty. By May 1940, Britain and her allies were losing the war. In the face of the Nazis’ relentless march across Europe, Chamberlain bowed to pressure and resigned as Prime Minister. When Lord Halifax – the man fancied to assume the Premiership – refused the role, Churchill was the only credible alternative to lead. He also took the post of Minster of Defence and responsibility for the war effort.”

MLA Citation:

“Sir Winston Churchill: The greatest Briton?” BBC, n.d., http://www.bbc.co.uk/timelines/z363gk7. Accessed (PUT DATE OF ACCESS HERE).

In-Text: (“Sir Winston Churchill: The greatest Briton?”)

***REMEMBER all lines of the citation after the first get indented once***

APA Citation:

Sir Winston Churchill: The greatest Briton? (n.d.). BBC. Retrieved from http://www.bbc.co.uk/timelines/z363gk7

In-Text: (“Sir Winston Churchill: The greatest Briton?”)

***REMEMBER all lines of the citation after the first get indented once***

CREDIBLE SOURCE

URL:

http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3Atext%3A1999.04.0104%3Aalphabetic+letter%3DO%3Aentry+group%3D2%3Aentry%3Doedipus-bio-1

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Sample:

“From this point traditions again differ,for according to some, Oedipus in his blindness was expelled from Thebes by his sons and brother-in-law, Creon, who undertook the government, and he was guided and accompanied by Antigone in his exile to Attica; but according to others he was imprisoned by his sons at Thebes, in order that his disgrace might remain concealed from the eves of the world. The father now cursed his sons, who agreed to rule over Thebes alternately, but became involved in a dispute, in consequence of which they fought in single combat, and slew each other. Hereupon Creon succeeded to the throne, and expelled Oedipus. After long wanderings Oedipus arrived in the grove of the Eumenides, near Colonus, in Attica; he was there honoured by Theseus in his misfortune, and, according to an oracle, the Eumenides removed him from the earth, and no one was allowed to approach his tomb (Soph. Oed. Col. 1661, &c.; Eurip. Phoen. init.; Apollod. 3.5.9; Diod. 4.64; Hyg. Fab. 67).”

MLA Citation:

Smith, William. A Dictionary of Greek and Roman biography and mythology.  Spottiswoode and Co., n.d., Archived at http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3Atext%3A1999.04.0104%3Aalphabetic+letter%3DO%3Aentry+group%3D2%3Aentry%3Doedipus-bio-1. Accessed (PUT DATE OF ACCESS HERE).

In-Text: (Smith)

***REMEMBER all lines of the citation after the first get indented once***

APA Citation:

Smith, W. (n.d.). A Dictionary of Greek and Roman biography and mythology. London: Spottiswoode and Co. Retrieved from http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3Atext%3A1999.04.0104%3Aalphabetic+letter%3DO%3Aentry+group%3D2%3Aentry%3Doedipus-bio-1

In-Text: (Smith)

***REMEMBER all lines of the citation after the first get indented once***

CREDIBLE SOURCE

URL:

http://www.maicar.com/GML/Oedipus.html

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Sample:

“After the burial of Laius 1, performed by King Damasistratus of Plataea (a city between Attica and Boeotia), Jocasta’s brother Creon 2 became regent in Thebes. It is during his rule that a new and heavy calamity befell Thebes: the Sphinx appeared in Boeotia, laying waste the Theban fields and declaring that it would not depart unless someone interpreted the riddle that she proposed, and that, in the meantime, she would destroy whoever failed to give the correct answer. This beast—offspring of either Typhon or Orthus by Echidna—had the face of a woman, the breast, feet and tail of a lion, and the wings of a bird. She had learned her riddle from the MUSES, and sitting on Mount Phicium, propounded it to any Theban willing to solve it:

“What is that which has one voice and yet becomes four-footed and two-footed and three-footed?” (Apollodorus, Library 3.5.7).”

MLA Citation:

Parada, Carlos and Maicar Forlag. “Oedipus.” Greek Mythology Link, n.d., http://www.maicar.com/GML/Oedipus.html. Accessed (PUT DATE OF ACCESS HERE).

In-Text: (Parada and Forlag)

***REMEMBER all lines of the citation after the first get indented once***

APA Citation:

Parada, C. & Forlag, M. Oedipus. Greek Mythology Link. Retrieved from http://www.maicar.com/GML/Oedipus.html

In-Text: (Parada and Forlag)

***REMEMBER all lines of the citation after the first get indented once***

CREDIBLE SOURCE

URL:

http://news.nationalgeographic.com/2016/06/united-states-machine-gun-ban/

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Sample:

“Consider the situation: Gun crimes are on the rise, and the guns that criminals use are military-style weapons, capable of firing rounds with unprecedented speed and ferocity. Cities—where more people live than ever before—are becoming unsafe. The United States leads other industrialized countries in gun-related deaths. And scores of citizens, including the liberal president, are calling for action.

But this isn’t 2016. It’s 1934—a year in which the United States faced unprecedented challenges from a new kind of gun and a new kind of criminal, and the country responded with new laws.”

MLA Citation:

Bullard, Gabe. “Gun Control in America.” news.nationalgeographic.com. National Geographic, 14 Jun. 2016.  (PUT DATE OF ACCESS HERE). <http://news.nationalgeographic.com/2016/06/united-states-machine-gun-ban/>.

In-Text: (Bullard)

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APA Citation:

Bullard, G. Gun control in America. National Geographic. Retrieved from http://news.nationalgeographic.com/2016/06/united-states-machine-gun-ban/

In-Text: (Bullard, 2016)

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CREDIBLE SOURCE

URL:

https://web.archive.org/web/20071219055545/http://www.russianembassy.org/RUSSIA/religion.htm

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Sample:

“Russia had 150 Roman Catholic parishes, two theological seminaries and an academy before the revolution of 1917. All were suppressed in the Soviet years, and the believers — ethnic Lithuanians, Poles and Gennans — were banished and seattered about Siberia and Central Asia. 83 communities have reappeared by now, and Apostolic Administrations linked to the Vatican have been established in Moscow for European Russia, and in Novosibirsk for Siberia. There are four bishops and 165 priests working among the approximately 1,300,000 Catholics in the country. The theological seminary, Mary Oueen of the Apostles, opened in Moscow in 1993 and was transferred to St. Petersburg in 1995.”

MLA Citation:

“Religion in Russia.” web.archive.org. Russian Embassy, n.d.  (PUT DATE OF ACCESS HERE). <https://web.archive.org/web/20071219055545/http://www.russianembassy.org/RUSSIA/religion.htm>.

In-Text: (“Religion in Russia”)

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APA Citation:

Religion in Russia. (n.d.). Russian Embassy. Retrieved from https://web.archive.org/web/20071219055545/http://www.russianembassy.org/RUSSIA/religion.htm

In-Text: (“Religion in Russia”)

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CREDIBLE SOURCE

URL:

http://www.britannica.com/place/Russia

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Sample:

“The inhabitants of Russia are quite diverse. Most are ethnic Russians, but there also are more than 120 other ethnic groups present, speaking many languages and following disparate religious and cultural traditions. Most of the Russian population is concentrated in the European portion of the country, especially in the fertile region surrounding Moscow, the capital. Moscow and St. Petersburg (formerly Leningrad) are the two most important cultural and financial centres in Russia and are among the most picturesque cities in the world. Russians are also populous in Asia, however; beginning in the 17th century, and particularly pronounced throughout much of the 20th century, a steady flow of ethnic Russians and Russian-speaking people moved eastward into Siberia, where cities such as Vladivostok and Irkutsk now flourish.”

MLA Citation:

Medvedkov, Yuri V. “Russia.” britannica.com. Encyclopedia Britannica Inc., 11 Oct., 2015.  (PUT DATE OF ACCESS HERE). <http://www.britannica.com/place/Russia>.

In-Text: (Medvedkov)

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APA Citation:

Medvedkov, Y.V. (2015, Oct. 11). Russia. Encyclopedia Britannica Inc. Retrieved from http://www.britannica.com/place/Russia

In-Text: (Medvedkov, 2015)

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CREDIBLE SOURCE

URL:

http://content.time.com/time/specials/packages/article/0,28804,2032304_2032746_2032955,00.html

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Sample:

“But that is only half the story. As the mighty were falling, the lowly were able to rise, in the most immense devolution of power from institutions to individuals in all of human history. We’re swapping careers as old industries die, retraining, networking, self-branding, writing apps. The constant hustle is less secure but more exhilarating: you want to be a crime fighter, a software engineer, a video star, a music sensation, a day trader, an entrepreneur, a journalist — the gatekeepers have had to hand over the keys.”

MLA Citation:

Gibbs, Nancy. “Looking Back to the Future.” time.com. Time Inc., 24 Nov. 2010.  (PUT DATE OF ACCESS HERE). <http://content.time.com/time/specials/packages/article/0,28804,2032304_2032746_2032955,00.html>.

In-Text: (Gibbs)

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APA Citation:

Gibbs, N. (2011, Nov. 24). Looking back to the future. Time Inc. Retrieved from http://content.time.com/time/specials/packages/article/0,28804,2032304_2032746_2032955,00.html

In-Text: (Gibbs, 2011)

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CREDIBLE SOURCE

URL:

http://www.holocaustresearchproject.org/holoprelude/hitler.html

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Sample:

“Hitler was arrested and tried on 26 February 1924, succeeding in turning the tables on his accusers with a confident propagandist speech which ended with the prophecy: “Pronounce us guilty a thousand times over – the goddess of the eternal court of history will smile and tear to pieces the State Prosecutors submission and the court’s verdict for she acquits us.”

Sentenced to five years imprisonment in Landsberg fortress, Hitler was released after only nine months during, which time he dictated Mein Kampf (My Struggle) to his loyal follower, Rudolf Hess.”

MLA Citation:

“Adolf Hitler.” holocaustresearchproject.org. Holocaust Education & Archive Research Team, 2007.  (PUT DATE OF ACCESS HERE). <http://www.holocaustresearchproject.org/holoprelude/hitler.html>.

In-Text: (“Adolf Hitler”)

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APA Citation:

Adolf Hitler. (2007). Holocaust Education & Archive Research Team. Retrieved from http://www.holocaustresearchproject.org/holoprelude/hitler.html

In-Text: (“Adolf Hitler”)

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CREDIBLE SOURCE

URL:

http://www.biography.com/people/adolf-hitler-9340144#world-war-ii

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Sample:

“In 1938, Hitler, along with several other European leaders, signed the Munich Agreement. The treaty ceded the Sudetenland districts to Germany, reversing part of the Versailles Treaty. As a result of the summit, Hitler was named Time magazine’s Man of the Year for 1938. This diplomatic win only whetted his appetite for a renewed German dominance. On September 1, Germany invaded Poland. In response, Britain and France declared war on Germany.”

MLA Citation:

“Adolf Hitler Biography.” biography.com. A&E Television Networks, n.d.  (PUT DATE OF ACCESS HERE). <http://www.biography.com/people/adolf-hitler-9340144#world-war-ii>.

In-Text: (“Adolf Hitler Biography”)

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APA Citation:

Adolf Hitler Biography. (n.d.). A&E Television Networks. Retrieved from http://www.biography.com/people/adolf-hitler-9340144#world-war-ii

In-Text: (“Adolf Hitler Biography”)

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CREDIBLE SOURCE

URL:

http://www.bbc.co.uk/timelines/z86nfg8

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Sample:

“The Nuremberg Laws defined a Jew as anyone with three or more Jewish grandparents. Four German grandparents were needed to be classified as German.”

“Defined by the religion of their grandparents rather than by their own beliefs, Jews were viewed as having impure blood lines. The new laws were taught in schools, cementing anti-Semitism in German culture. Most Germans kept quiet, often benefiting when Jews lost jobs and businesses. Persecution of other minorities also escalated: the police were given new powers to arrest homosexuals and compulsory abortions were administered to women considered to be ‘hereditarily ill’.”

MLA Citation:

“The Holocaust year by year.” bbc.co.uk. BBC, n.d.  (PUT DATE OF ACCESS HERE). <http://www.bbc.co.uk/timelines/z86nfg8>.

In-Text: (“The Holocaust year by year”)

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APA Citation:

The Holocaust year by year. (n.d.). BBC. Retrieved from http://www.bbc.co.uk/timelines/z86nfg8

In-Text: (“The Holocaust year by year”)

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CREDIBLE SOURCE

URL:

https://www.ushmm.org/wlc/en/article.php?ModuleId=10005177

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Sample:

“Although the Axis partners never developed institutions to coordinate foreign or military policy as the Allies did, the Axis partners had two common interests: 1) territorial expansion and foundation of empires based on military conquest and the overthrow of the post-World War I international order; and 2) the destruction or neutralization of Soviet Communism.”

MLA Citation:

“Axis Alliance in Word War II.” ushmm.org. United States Holocaust Memorial Museum, 29 Jan. 2016.  (PUT DATE OF ACCESS HERE). <https://www.ushmm.org/wlc/en/article.php?ModuleId=10005177>.

In-Text: (“Axis Alliance in Word War II”)

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APA Citation:

Axis Alliance in World War II. (2016, Jan. 29). United States Holocaust Memorial Museum. Retrieved from https://www.ushmm.org/wlc/en/article.php?ModuleId=10005177

In-Text: (“Axis Alliance in Word War II”)

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CREDIBLE SOURCE

URL:

http://www.bbc.co.uk/timelines/zsmm6sg

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Sample:

“Hitler hated the multi-ethnic composition of Austria’s ruling Habsburg Empire. Determined to avoid military service, he moved to Munich in 1913.

Hitler was keen to prove his loyalty to Germany. In August 1914 the world plunged into a war unlike any seen before. Hitler quickly enlisted. In the army he finally found purpose; a cause with which he could wholly identify. Serving in both France and Belgium, he was twice decorated for bravery. In 1916, Hitler was wounded at the Somme, one of the bloodiest battles of the war. Convalescing in Germany, he affected a distinctive toothbrush moustache.”

MLA Citation:

“Adolf Hitler: Man and Monster.” bbc.co.uk. BBC, n.d.  (PUT DATE OF ACCESS HERE). <http://www.bbc.co.uk/timelines/zsmm6sg>.

In-Text: (“Adolf Hitler: Man and Monster”)

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APA Citation:

Adolf Hitler: Man and Monster. (n.d.). BBC. Retrieved from http://www.bbc.co.uk/timelines/zsmm6sg

In-Text: (“Adolf Hitler: Man and Monster”)

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CREDIBLE SOURCE

URL:

http://www.bbc.co.uk/history/worldwars/wwtwo/hitler_russia_invasion_01.shtml

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Sample:

“The Germans invaded the Soviet Union in the summer of 1941, and looked poised to take Moscow by October that year. With the benefit of hindsight, popular opinion has labelled Hitler as virtually insane for invading the Soviet Union, but at the time many people – including those influential in both Britain and America – thought his decision was a sound one. Indeed, Hitler came much closer to pulling off his grand plan than the Soviet Union was ever prepared to admit.”

MLA Citation:

Rees, Lawrence. “Hitler’s Invasion of Russia in World War Two.” bbc.co.uk. BBC, 30 Mar. 2011.  (PUT DATE OF ACCESS HERE). <http://www.bbc.co.uk/history/worldwars/wwtwo/hitler_russia_invasion_01.shtml>.

In-Text: (Rees)

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APA Citation:

Rees, L. (2011, Mar. 30). Hitler’s invasion of Russia in World War Two. BBC. Retrieved from http://www.bbc.co.uk/history/worldwars/wwtwo/hitler_russia_invasion_01.shtml

In-Text: (Rees, 2011)

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CREDIBLE SOURCE

URL:

http://www.theglobeandmail.com/arts/books-and-media/hitlers-first-war-by-thomas-weber/article4261721/

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Sample:

“Adolf Hitler emerged into politics from obscurity shortly after the end of the First World War. Throughout his life in politics, he sought to recreate the atmosphere of national unity and purpose he remembered on its outbreak in 1914, and to avoid the “stab in the back” by supposedly Jewish subversives and revolutionaries that he wrongly believed caused the defeat of the German Army in 1918. Nazi propaganda constantly portrayed him as a simple front soldier, fighting bravely against the enemy on the Western Front, an image he reinforced in Mein Kampf, which described his war experience as a crucial episode in his life.”

MLA Citation:

Evans, Richard J. “How the First World War shaped Hitler.” theglobeandmail.com. The Globe and Mail Inc., 22 Jun. 2011.  (PUT DATE OF ACCESS HERE). <http://www.theglobeandmail.com/arts/books-and-media/hitlers-first-war-by-thomas-weber/article4261721/>.

In-Text: (Evans)

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APA Citation:

Evans, R.J. (2011, Jun. 22). How the First World War shaped Hitler. The Globe and Mail. Retrieved from http://www.theglobeandmail.com/arts/books-and-media/hitlers-first-war-by-thomas-weber/article4261721/

In-Text: (Evans, 2011)

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CREDIBLE SOURCE

URL:

http://content.time.com/time/magazine/article/0,9171,760539-1,00.html

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Sample:

“Führer of the German people, Commander-in-Chief of the German Army, Navy & Air Force, Chancellor of the Third Reich, Herr Hitler reaped on that day at Munich the harvest of an audacious, defiant, ruthless foreign policy he had pursued for five and a half years. He had torn the Treaty of Versailles to shreds. He had rearmed Germany to the teeth— or as close to the teeth as he was able. He had stolen Austria before the eyes of a horrified and apparently impotent world.”

MLA Citation:

“Adolf Hitler: Man of the Year, 1938.” Time. Time Inc., 2 Jan. 1939.  (PUT DATE OF ACCESS HERE). <http://content.time.com/time/magazine/article/0,9171,760539-1,00.html>.

In-Text: (“Adolf Hitler: Man of the Year, 1938”)

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APA Citation:

Adolf Hitler: Man of the year, 1938. (1939, Jan. 2). Time Inc. Retrieved from http://content.time.com/time/magazine/article/0,9171,760539-1,00.html

In-Text: (“Adolf Hitler: Man of the Year, 1938”, 1939)

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CREDIBLE SOURCE

URL:

http://www3.nccu.edu.tw/~lorenzo/Hao%20Chinas%20Decision.pdf

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Sample:

“Thirty-seven years have passed since the Korean War ended in July 1953. The Korean War, which was one ofthe most dramatic events of the cold war, resulted not only in huge casualties on the two sides, but also in a deep wound in Sino-American relations which took more than two decades to heal. Vast amounts of research have been done on the war, but one important aspect – the motivation behind the decision of the People’s Republic of China to enter the war- remains mysteriously masked, or at least unconvincingly explained.” “Why did Beijing involve itself in a military conflict with the United States, the world’s most powerful country, at a time when the newly established regime needed to be consolidated? What were the factors that led the Chinese to decide that they had to enter the war on behalf of North Korea? It has been generally accepted in the west that the Chinese were motivated by a combination of Chinese xenophobic attitudes, security concerns, expansionist tendencies and the communist ideology. To what extent is this perspective historically correct? What is the Chinese perspective on this issue? “

MLA Citation:

Yufan, Hao, and Zhai Zhihai. “China’s Decision to Enter the Korean War: History Revisited.” The China Quarterly 121 (Mar. 1990): 94-115.  (PUT DATE OF ACCESS HERE). <http://www3.nccu.edu.tw/~lorenzo/Hao%20Chinas%20Decision.pdf>.

In-Text: (Yufan and Zhihai)

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APA Citation:

Yufan, H. & Zhihai, Z. (1990, Mar.). China’s decision to enter the Korean War: History revisited. The China Quarterly121, 94-115. Retrieved from http://www3.nccu.edu.tw/~lorenzo/Hao%20Chinas%20Decision.pdf

In-Text: (Yufan & Zhihai, 1990)

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CREDIBLE SOURCE

URL:

http://monthlyreview.org/commentary/did-mao-really-kill-millions-in-the-great-leap-forward/

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Sample:

“Official Chinese sources, released after Mao’s death, suggest that 16.5 million people died in the Great Leap Forward. These figures were released during an ideological campaign by the government of Deng Xiaoping against the legacy of the Great Leap Forward and the Cultural Revolution. However, there seems to be no way of independently, authenticating these figures due to the great mystery about how they were gathered and preserved for twenty years before being released to the general public. American researchers managed to increase this figure to around 30 million by combining the Chinese evidence with extrapolations of their own from China’s censuses in 1953 and 1964. Recently, Jung Chang and Jon Halliday in their book Mao: the Unknown Story reported 70 million killed by Mao, including 38 million in the Great Leap Forward.”

MLA Citation:

Ball, Joseph. “Did Mao Really Kill Millions in the Great Leap Forward?” monthlyreview.org. Monthly Review, 21 Sep. 2006.  (PUT DATE OF ACCESS HERE). <http://monthlyreview.org/commentary/did-mao-really-kill-millions-in-the-great-leap-forward/>.

In-Text: (Ball)

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APA Citation:

Ball, J. (2006, Sep. 21). Did Mao really kill millions in the Great Leap Forward? Monthly Review. Retrieved from http://monthlyreview.org/commentary/did-mao-really-kill-millions-in-the-great-leap-forward/

In-Text: (Ball, 2006)

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CREDIBLE SOURCE

URL:

http://www.ushmm.org/learn/timeline-of-events/after-1945

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Sample:

“By May 1945, the Germans and their collaborators had murdered six million European Jews as part of a systematic plan of genocide—the Holocaust. When Allied troops entered the concentration camps, they discovered piles of corpses, bones, and human ashes—testimony to Nazi mass murder. Soldiers also found thousands of survivors—Jews and non-Jews—suffering from starvation and disease. For survivors, the prospect of rebuilding their lives was daunting. With few possibilities for emigration, tens of thousands of homeless Holocaust survivors were housed in displaced persons (DP) camps. In the following years, many international and domestic courts conducted trials of accused war criminals.”

MLA Citation:

“Timeline of Events: After 1945.” ushmm.org. United States Holocaust Memorial Museum, n.d.  (PUT DATE OF ACCESS HERE). <http://www.ushmm.org/learn/timeline-of-events/after-1945>.

In-Text: (“Timeline of Events: After 1945”)

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APA Citation:

Timeline of events: After 1945. (n.d.). United States Holocaust Memorial Museum. Retrieved from http://www.ushmm.org/learn/timeline-of-events/after-1945

In-Text: (“Timeline of events: After 1945”)

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CREDIBLE SOURCE

URL:

http://www.ushmm.org/learn/timeline-of-events/1942-1945

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Sample:

“In a period marked by intense fighting on both the eastern and western fronts of World War II, Nazi Germany also intensified its pursuit of the “Final Solution.” These years saw systematic deportations of millions of Jews to increasingly efficient killing centers using poison gas. By the end of the war in spring 1945, as the Germans and their Axis partners were pushed back on both fronts, Allied troops uncovered the full extent of crimes committed during the Holocaust.”

MLA Citation:

“Timeline of Events: 1942-45.” ushmm.org. United States Holocaust Memorial Museum, n.d.  (PUT DATE OF ACCESS HERE). <http://www.ushmm.org/learn/timeline-of-events/1942-1945>.

In-Text: (“Timeline of Events: 1942-1945”)

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APA Citation:

Timeline of events: 1942-1945. (n.d.). United States Holocaust Memorial Museum. Retrieved from http://www.ushmm.org/learn/timeline-of-events/1942-1945

In-Text: (“Timeline of events: 1942-1945”)

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CREDIBLE SOURCE

URL:

http://www.ushmm.org/learn/timeline-of-events/1939-1941

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Sample:

“The Holocaust took place in the broader context of World War II. On September 1, 1939, Germany invaded Poland. Over the next year, Nazi Germany and its allies conquered much of Europe. German officials confiscated Jewish property, in many places required Jews to wear identifying armbands, and established ghettos and forced-labor camps. In June 1941, Germany turned on its ally, the Soviet Union. Often drawing on local civilian and police support, Einsatzgruppen (mobile killing units) followed the German army and carried out mass shootings as it advanced into Soviet lands. Gas vans also appeared on the eastern front in late fall 1941.”

MLA Citation:

“Timeline of Events: 1939-1941.” ushmm.org. United States Holocaust Memorial Museum, n.d.  (PUT DATE OF ACCESS HERE). <http://www.ushmm.org/learn/timeline-of-events/1939-1941>.

In-Text: (“Timeline of Events: 1939-1941”)

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APA Citation:

Timeline of events: 1939-1941. (n.d.). United States Holocaust Memorial Museum. Retrieved from http://www.ushmm.org/learn/timeline-of-events/1939-1941

In-Text: (“Timeline of events: 1939-1941”)

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CREDIBLE SOURCE

URL:

http://www.ushmm.org/learn/timeline-of-events/1933-1938

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Sample:

“Following the appointment of Adolf Hitler as German chancellor on January 30, 1933, the Nazi state (also referred to as the Third Reich) quickly became a regime in which citizens had no guaranteed basic rights. The Nazi rise to power brought an end to the Weimar Republic, the German parliamentary democracy established after World War I.  In 1933, the regime established the first concentration camps, imprisoning its political opponents, homosexuals, Jehovah’s Witnesses, and others classified as “dangerous.”  Extensive propaganda was used to spread the Nazi Party’s racist goals and ideals. During the first six years of Hitler’s dictatorship, German Jews felt the effects of more than 400 decrees and regulations that restricted all aspects of their public and private lives.”

MLA Citation:

“Timeline of Events: 1933-1938.” ushmm.org. United States Holocaust Memorial Museum, n.d.  (PUT DATE OF ACCESS HERE). <http://www.ushmm.org/learn/timeline-of-events/1933-1938>.

In-Text: (“Timeline of Events: 1933-1938”)

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APA Citation:

Timeline of events: 1933-1938. (n.d.). United States Holocaust Memorial Museum. Retrieved from http://www.ushmm.org/learn/timeline-of-events/1933-1938

In-Text: (“Timeline of events: 1933-1938”)

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CREDIBLE SOURCE

URL:

http://www.ushmm.org/learn/timeline-of-events/before-1933

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Sample:

“World War I (1914–1918) devastated Europe and created new countries. The years that followed saw the continent struggle to recover from the death or injury of tens of millions of soldiers and civilians, as well as catastrophic damage to property and industry. In 1933, over 9 million Jews lived in Europe (1.7% of the total population)—working and raising families in the harsh reality of the worldwide economic depression. German Jews numbered about 500,000 or less than 1% of the national population.”

MLA Citation:

“Timeline of Events: Before 1933.” ushmm.org. United States Holocaust Memorial Museum, n.d.  (PUT DATE OF ACCESS HERE). <http://www.ushmm.org/learn/timeline-of-events/before-1933>.

In-Text: (“Timeline of Events: Before 1933”)

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APA Citation:

Timeline of events: Before 1933. (n.d.). United States Holocaust Memorial Museum. Retrieved from http://www.ushmm.org/learn/timeline-of-events/before-1933

In-Text: (“Timeline of events: Before 1933”)

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CREDIBLE SOURCE

URL:

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143

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“To concentrate and monitor the Jewish population as well as to facilitate later deportation of the Jews, the Germans and their collaborators created ghettos, transit camps, and forced-labor camps for Jews during the war years. The German authorities also established numerous forced-labor camps, both in the so-called Greater German Reich and in German-occupied territory, for non-Jews whose labor the Germans sought to exploit.

Following the invasion of the Soviet Union in June 1941, Einsatzgruppen (mobile killing units) and, later, militarized battalions of Order Police officials, moved behind German lines to carry out mass-murder operations against Jews, Roma, and Soviet state and Communist Party officials. German SS and police units, supported by units of the Wehrmacht and the Waffen SS, murdered more than a million Jewish men, women, and children, and hundreds of thousands of others.”

MLA Citation:

“Introduction to the Holocaust.” ushmm.org. United States Holocaust Memorial Museum, 29 Jan. 2016.  (PUT DATE OF ACCESS HERE). <http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143>.

In-Text: (“Introduction to the Holocaust”)

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APA Citation:

Introduction to the Holocaust. (2016, Jan. 29). United States Holocaust Memorial Museum. Retrieved from http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143

In-Text: (“Introduction to the Holocaust”, 2016)

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http://armsandthelaw.com/archives/GunLawsSudden%20DeathBJC.pdf

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Sample:

“Worldwide, the development of legislation aimed at reducing levels of firearm-related death has become a significant issue within the spheres of public health, public safety and criminal justice. However, relatively little research to date has addressed the impacts of significant epochs of regulatory reform upon firearm-related deaths in countries like Australia, where strict firearms regulations were introduced in 1996. After the 1996 mass killing of 35 people at the Port Arthur historical site, Australia enacted gun controls that are considered among the most stringent in the developed world. Briefly, the National Firearms Agreement (NFA), which was ratified by Federal Parliament in 1996 and implemented across all States and Territories by the end of 1997, prohibited certain types of firearms, in particular semi-automatic rifles and semiautomatic and pump action shotguns. To facilitate the removal of these firearms, a government-funded ‘buy-back’ scheme was designed, whereby owners were compensated for handing in their firearms. Over 600,000 firearms were subsequently destroyed by police.”

MLA Citation:

Baker, Jeanine and Samara McPhedran. “Gun Laws and Sudden Death.” British Journal of Criminolgy (18 Oct. 2006): 1-15.  (PUT DATE OF ACCESS HERE). <http://armsandthelaw.com/archives/GunLawsSudden%20DeathBJC.pdf>.

In-Text: (Baker and McPhedran)

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APA Citation:

Baker, J. & McPhedran, S. (2006, Oct. 18). Gun laws and sudden death. British Journal of Criminology. doi:10.1093/bjc/azl084

In-Text: (Baker & McPhedran, 2006)

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CREDIBLE SOURCE

URL:

http://www.law.harvard.edu/students/orgs/jlpp/Vol30_No2_KatesMauseronline.pdf

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“International evidence and comparisons have long been offered as proof of the mantra that more guns mean more deaths and that fewer guns, therefore, mean fewer deaths. Unfortunately, such discussions are all too often been afflicted by misconceptions and factual error and focus on comparisons that are unrepresentative. It may be useful to begin with a few examples. There is a compound assertion that (a) guns are uniquely available in the United States compared with other modern developed nations, which is why (b) the United States has by far the highest murder rate. Though these assertions have been endlessly repeated, statement (b) is, in fact, false and statement (a) is substantially so. “

MLA Citation:

Kates, Don B. and Gary Mauser. “Would Banning Firearms Reduce Murder and Suicide.” Harvard Journal of Law and Public Policy, Vol. 30 (2007): 650-694.  (PUT DATE OF ACCESS HERE). <http://www.law.harvard.edu/students/orgs/jlpp/Vol30_No2_KatesMauseronline.pdf>.

In-Text: (Kates and Mauser)

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APA Citation:

Kates, D.B. & Mauser, G. (2007). Would banning firearms reduce murder and suicide? Harvard Journal of Law & Public Policy 30 (2): 649–694. Retrieved from http://www.law.harvard.edu/students/orgs/jlpp/Vol30_No2_KatesMauseronline.pdf

In-Text: (Kates & Mauser, 2007)

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CREDIBLE SOURCE

URL:

http://www.constitution.org/2ll/2ndschol/57mich.pdf

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“I. THE ORIGINAL UNDERSTANDING OF THE SECOND AMENDMENT

The two opposing camps naturally rely on different interpretations of the origins of the second amendment. Proponents of the exclusively state’s right view31 see the amendment as responding to (pg.212) article I, section 8, clauses 15 and 16, of the original Constitution. Those clauses give Congress the power to call out the militia and “to provide for organizing, arming and disciplining” it. According to the state’s right interpretation, the amendment was motivated by fear that Congress might order the states’ organized militias disarmed, thereby leaving the states powerless against federal tyranny. Thus, this view sees the amendment as a response to concerns that time and the course of American history have rendered anachronistic. During the Revolution, and the subsequent period of the Articles of Confederation, the states loomed larger than the federal government and jealously guarded their prerogatives against it. While the Constitution itself heralded a decisive (though limited) repudiation of those attitudes, they remained strong enough to assure two precatory admonitions a place in the Bill of Rights. These became the second and tenth amendments. The purpose of the second amendment was simply to place the states’ organized military forces beyond the federal government’s power to disarm, guaranteeing that the states would always have sufficient force at their command to nullify federal impositions on their rights and to resist by arms if necessary. State’s right proponents also link the amendment to the traditional Whig fear of standing armies. Though the federal government could not be denied authority to maintain a small army, the basic military defense of the country would rest in the states’ reserved power to maintain their own organized military forces. These could be joined together to resist foreign invasion in time of need. Thus, the philosophy underlying the second amendment not only guaranteed the states’ right to keep armed forces, but obviated any need for a massive federal military which might defeat them if they found it necessary to revolt.”

MLA Citation:

Kates, Don B. “Handgun Prohibition and the Original Meaning of the Second Amendment.” constitution.org. Michigan Law Review, 1983.  (PUT DATE OF ACCESS HERE). <http://www.constitution.org/2ll/2ndschol/57mich.pdf>.

In-Text: (Kates)

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APA Citation:

Kates, D.B. (1983). Handgun Prohibition and the Original Meaning of the Second Amendment. Michigan Law Review. Retrieved from http://www.constitution.org/2ll/2ndschol/57mich.pdf

In-Text: (Kates, 1983)

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CREDIBLE SOURCE

URL:

http://www.theatlantic.com/politics/archive/2016/02/george-washington-man-of-mystery/462810/?utm_source=SFTwitter

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Sample:

“But one man both literally and figuratively stands above the fray in each of these productions: George Washington. No one seems to have the ability or desire to crack the code on the tall Virginian. Whatever the scenario, the other men squabble and fight, but Washington stands to the side: quiet, dignified, a bit aloof, and probably dressed in his military uniform. In Hamilton, Miranda acknowledges this lack of color when he has General Washington break the fourth wall to beg the audience’s pardon so that he can “let down my guard and tell the people how I feel a second.” He briefly shares his concern that the soldiers he commands want to “put him on a pedestal,” and then he quickly returns to that very stand for nearly the balance of the show. For the most part, however, Washington stands much like a statue as the other Founders swirl about him in a frenzy of activity.”

MLA Citation:

Adelman, Joseph M. “George Washington, Man of Mystery.” theatlantic.com. The Atlantic Monthly Group, 15 Feb. 2016.  (PUT DATE OF ACCESS HERE). <http://www.theatlantic.com/politics/archive/2016/02/george-washington-man-of-mystery/462810/?utm_source=SFTwitter>.

In-Text: (Adelman)

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APA Citation:

Adelman, J.M. (2016, Feb. 15). The Atlantic Monthly Group. Retrieved from http://www.theatlantic.com/politics/archive/2016/02/george-washington-man-of-mystery/462810/?utm_source=SFTwitter

In-Text: (Adelman, 2016)

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CREDIBLE SOURCE

URL:

http://www.nuclearfiles.org/menu/key-issues/nuclear-weapons/history/cold-war/strategy/strategy-mutual-assured-destruction.htm

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Sample:

“This fact was officially accepted in a military doctrine known as Mutual Assured Destruction, a.k.a. MAD. Mutual Assured Destruction began to emerge at the end of the Kennedy administration. MAD reflects the idea that one’s population could best be protected by leaving it vulnerable so long as the other side faced comparable vulnerabilities. In short: Whoever shoots first, dies second.”

MLA Citation:

“Mutually Assured Destruction.” nuclearfiles.org. Nuclear Age Peace Foundation, n.d.  (PUT DATE OF ACCESS HERE). <http://www.nuclearfiles.org/menu/key-issues/nuclear-weapons/history/cold-war/strategy/strategy-mutual-assured-destruction.htm>.

In-Text: (“Mutually Assured Destruction”)

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APA Citation:

Mutually Assured Destruction. (n.d.). Nuclear Age Peace Foundation. Retrieved from http://www.nuclearfiles.org/menu/key-issues/nuclear-weapons/history/cold-war/strategy/strategy-mutual-assured-destruction.htm

In-Text: (Mutually Assured Destruction)

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CREDIBLE SOURCE

URL:

http://www.bbc.com/news/magazine-17026538

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Sample:

“In essence it meant stockpiling a huge nuclear arsenal. In the event of a Soviet attack the US would have enough nuclear firepower to survive a first wave of nuclear strikes and strike back. The response would be so massive that the enemy would suffer “assured destruction”.”

MLA Citation:

De Castella, Tom. “How did we forget about mutually assured destruction?” bbc.com. BBC, 15 Feb. 2012.  (PUT DATE OF ACCESS HERE). <http://www.bbc.com/news/magazine-17026538>.

In-Text: (De Castella)

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APA Citation:

De Castella, T. (2012, Feb. 15). How did we forget about mutually assured destruction? BBC. Retrieved from http://www.bbc.com/news/magazine-17026538

In-Text: (De Castella, 2012)

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CREDIBLE SOURCE

 

URL:

http://www.history.com/topics/ancient-history/achilles

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“When he was 9 years old, a seer predicted that Achilles would die heroically in battle against the Trojans. When she heard about this, Thetis disguised him as a girl and sent him to live on the Aegean island of Skyros. To be a great warrior was Achilles’ fate, however, and he soon left Skyros and joined the Greek army. In a last-ditch effort to save her son’s life, Thetis asked the divine blacksmith Hephaestus to make a sword and shield that would keep him safe. The armor that Hephaestus produced for Achilles did not make him immortal, but it was distinctive enough to be recognized by friend and foe alike.”

MLA Citation:

“Achilles.” History.com. A+E Networks, 2011.  (PUT DATE OF ACCESS HERE). <http://www.history.com/topics/ancient-history/achilles>.

In-Text: (“Achilles”)

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APA Citation:

Achilles. (2011).  A+E Networks. Retrieved from http://www.history.com/topics/ancient-history/achilles

In-Text: (Achilles)

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CREDIBLE SOURCE

 

URL:

http://www.metmuseum.org/toah/hd/grlg/hd_grlg.htm

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“Ancient Greek religious practice, essentially conservative in nature, was based on time-honored observances, many rooted in the Bronze Age (3000–1050 B.C.), or even earlier. Although the Iliad and the Odyssey of Homer, believed to have been composed around the eighth century B.C., were powerful influences on Greek thought, the ancient Greeks had no single guiding work of scripture like the Jewish Torah, the Christian Bible, or the Muslim Qu’ran. Nor did they have a strict priestly caste. The relationship between human beings and deities was based on the concept of exchange: gods and goddesses were expected to give gifts. Votive offerings, which have been excavated from sanctuaries by the thousands, were a physical expression of thanks on the part of individual worshippers.”

MLA Citation:

Hemingway, Colette, and Sean Hemingway. “Greek Gods and Religious Practices.” Heilbrunn Timeline of Art History. The Metropolitan Museum of Art, 2008.  (PUT DATE OF ACCESS HERE). <http://www.metmuseum.org/toah/hd/grlg/hd_grlg.htm>.

In-Text: (Hemingway and Hemingway)

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APA Citation:

Hemingway, C. & S. Hemingway (2008). Greek gods and religious practices. The Metropolitan Museum of Art. Retrieved from http://www.metmuseum.org/toah/hd/grlg/hd_grlg.htm

In-Text: (Hemingway, 2008)

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CREDIBLE SOURCE

 

URL:

https://www.rutherford.org/constitutional_corner/amendment_viii_cruel_and_unusual_punishment

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Sample:

“What exactly constitutes “cruel and unusual” punishment? The U.S. Supreme Court has struggled to establish a conclusive answer to this question. A few Supreme Court justices subscribe to the idea that what was considered “cruel and unusual” at the time of our nation’s founding more than 200 years ago should still shape our idea of what is considered “cruel and unusual” today. A majority of the Court, however, has determined that what constitutes “cruel and unusual” should be dependent on the “evolving standards of decency that mark the progress of a maturing society.”

Given such a benchmark as “evolving standards of decency,” one might think that Americans are safe from being subjected to punishment that the average person would consider cruel and unusual. Yet that is not so. It should be noted that while the Supreme Court has determined that executing mentally retarded people is “cruel and unusual,” it has left it up to the states to determine whether a particular inmate qualifies as “mentally retarded.” Consequently, mentally retarded inmates are still being executed for lack of uniform guidelines and standards.”

MLA Citation:

“Amendment VIII: Cruel and Unusual Punishment.” The Rutherford Institute. The Rutherford Institute, n.d.  (PUT DATE OF ACCESS HERE). <https://www.rutherford.org/constitutional_corner/amendment_viii_cruel_and_unusual_punishment>.

In-Text: (“Amendment VIII: Cruel and Unusual Punishment”)

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APA Citation:

Amendment VIII: Cruel and Unusual Punishment. (n.d.). The Rutherford Institute. Retrieved from https://www.rutherford.org/constitutional_corner/amendment_viii_cruel_and_unusual_punishment

In-Text: (Amendment VIII: Cruel and Unusual Punishment)

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CREDIBLE SOURCE

 

URL:

http://www.nytimes.com/2015/07/07/opinion/is-the-death-penalty-unconstitutional.html?_r=0

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“Next let’s turn to Justice Breyer, who argues that it is “highly likely” that the death penalty as a whole violates the Eighth Amendment, because it is unreliable, arbitrary, slow and rare. This argument went well beyond the specific challenge to the use of the midazolam that was the focus of the case. Rather, Justice Breyer explained that he would stop trying “to patch up the death penalty’s legal wounds one at a time” and likely bury the whole thing. Justice Breyer (whose opinion was joined here by Justice Ruth Bader Ginsburg) is the first member of the current court to call for such a radical step.”

MLA Citation:

Baude, William. “Is the Death Penalty Unconstitutional?” The New York Times. The New York Times Compnay, July 7. 2015.  (PUT DATE OF ACCESS HERE). <http://www.nytimes.com/2015/07/07/opinion/is-the-death-penalty-unconstitutional.html?_r=0>.

In-Text: (Baude)

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APA Citation:

Baude, W. (2015, July 7). Is the death penalty unconstitutional? The New York Times. Retrieved from http://www.nytimes.com/2015/07/07/opinion/is-the-death-penalty-unconstitutional.html?_r=0

In-Text: (Baude, 2015)

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CREDIBLE SOURCE

 

URL:

http://time.com/2994922/california-death-penalty-unconstitutional/

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Sample:

“Uncertainties and delays over executions violate the Eighth Amendment’s ban on cruel and unusual punishment, says federal judge”

“‘The dysfunctional administration of California’s death penalty system has resulted, and will continue to result, in an inordinate and unpredictable period of delay preceding their actual execution,” Judge Carney wrote. “Indeed, for most, systemic delay has made their execution so unlikely that the death sentence carefully and deliberately imposed by the jury has been quietly transformed into one no rational jury or legislature could ever impose: life in prison, with the remote possibility of death.'”

MLA Citation:

Sanburn, Josh. “California Judge Rules Death Penalty Unconstitutional.” Time. Time Inc., July 7. 2014.  (PUT DATE OF ACCESS HERE). <http://time.com/2994922/california-death-penalty-unconstitutional>.

In-Text: (Sanburn)

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APA Citation:

Sanburn, J. (2014, July 7). California judge rules death penalty unconstitutional. Time Inc. Retrieved from http://time.com/2994922/california-death-penalty-unconstitutional/

In-Text: (Sanburn, 2014)

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CREDIBLE SOURCE:

 

URL:

http://remember.org/guide/facts-root-hitler

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“After less than two months of training, Hitler’s regiment saw its first combat near Ypres, against the British and Belgians. Hitler narrowly escaped death in battle several times, and was eventually awarded two Iron Crosses for bravery. He rose to the rank of lance corporal but no further. In October 1916, he was wounded by an enemy shell and evacuated to a Berlin area hospital. After recovering, and serving a total of four years in the trenches, he was temporarily blinded by a mustard gas attack in Belgium in October 1918.

Communist-inspired insurrections shook Germany while Hitler was recovering from his injuries. Some Jews were leaders of these abortive revolutions, and this inspired hatred of Jews as well as Communists. On November 9th, the Kaiser abdicated and the Socialists gained control of the government. Anarchy was more the rule in the cities.”

MLA Citation:

Grobman, Gary. “Adolf Hitler.” remember.org. Remember.org, 1990.  (PUT DATE OF ACCESS HERE). <http://remember.org/guide/facts-root-hitler>.

In-Text: (Grobman)

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APA Citation:

Grobman, G (1990). Adolf Hitler. Remember.org. Retrieved from http://remember.org/guide/facts-root-hitler

In-Text: (Grobman, 1990)

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CREDIBLE SOURCE:

 

URL:

http://www.nationalww2museum.org/learn/education/for-students/research-starters/d-day.html

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“The Allied invasion of Western Europe was code named Operation Overlord. It required two years of planning, training, and supplying by the United States and Great Britain, and was one of the most heavily guarded secrets of the war. On the morning of June 5, 1944, U.S. General Dwight Eisenhower announced “O.K. We’ll go.” Within hours an armada of 3,000 landing craft, 2,500 ships, and 500 naval vessels departed English ports to cross the narrow strip of sea to German-controlled Normandy, France.”

MLA Citation:

“Research Starters: D-Day.” nationalww2museum.org. The National WWII Museum, n.d. (PUT DATE OF ACCESS HERE). <http://www.nationalww2museum.org/learn/education/for-students/research-starters/d-day.html>.

In-Text: (“Research Starters: D-Day”)

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APA Citation:

Research Starters: D-Day. (n.d.).  National WWII Museum.  Retrieved from http://www.nationalww2museum.org/learn/education/for-students/research-starters/d-day.html

In-Text: (Research Starters: D-Day)

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CREDIBLE SOURCE:

 

URL:

http://www.whitehouse.gov/about/presidents/richardnixon

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“Born in California in 1913, Nixon had a brilliant record at Whittier College and Duke University Law School before beginning the practice of law. In 1940, he married Patricia Ryan; they had two daughters, Patricia (Tricia) and Julie. During World War II, Nixon served as a Navy lieutenant commander in the Pacific.”

MLA Citation:

Freidel, Frank & Hugh Sidey. “Richard M. Nixon”. whitehouse.gov. n.d.  (PUT DATE OF ACCESS HERE). <http://www.whitehouse.gov/about/presidents/richardnixon>.

In-Text: (Freidel, Sidey)

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APA Citation:

Freidel, F & H. Sidey. n.d. Richard M. Nixon. Retrieved from http://www.whitehouse.gov/about/presidents/richardnixon

In-Text: (Freidel, Sidey)

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