Homework Help for History

1) What is this chapter about? What is Francis’s thesis?  

How did the Treaty of Versailles contribute to the onset of World War II?**

   -  the economic, political, and social repercussions of the treaty on Germany and how these factors led to the rise of extremism.

The problem of power of governments was a concern to the writers of the Constitution. They wanted to strike a balance between a government that could be respected by the people and a government that could or may abuse its power. In order to attain that balance, they divided the power between the states and the federal government. Then they separated the power of the federal government among its three branches, (legislative, judicial, executive). In this way it was determined that no part of the government would become too powerful.

Division of Power
A federal form of government must decide how power can be shared between the state and the federal, or central, government. The Constitution does this by listing (enumerating) the powers of Congress. Specific powers given to the central government are plainly and clearly stated. But the Constitution goes further by awarding Congress "elastic power" in Article I, Section 8, Clause 18. This "elastic clause" allows Congress the power "to make all laws which shall be necessary and proper" to carry out the duties of government.

The Constitution also lists the powers that are denied to Congress. This is for the protection of the rights of the people. It also lists any specific powers that are denied to the states. As an example, states cannot declare war, enter into any treaties, coin or print money, or violate certain rights of the people.

This division of the powers between the states and the central government is accomplished by:

• Listing the powers of the federal government, including the "elastic power" clause

• Listing the powers denied to the federal government

• Listing the powers denied to the state governments

• Reserving all other powers that are not given to the federal government or denied to the states for the states. This was made clear in the 10th Amendment in 1791.

The powers reserved to the states are also known as "residual powers" because these powers "reside" with the states. These include control of education, marriage, divorce, and voting. Notwithstanding, the federal government may require that state education and voting laws apply equally to all citizens of a state.

Certain powers are shared by states and the central government. These are known as "concurrent powers" and include the powers to:

• Make tax laws and collect taxes

• Borrow money

• Build roads

• Protect the health, safety, and welfare of the people. These powers are also known as "police powers."

Separation of Power
The Constitution allows the federal government great power, and that power has expanded over the years. However, the Constitution ensures there is a separation of power among the three branches of the federal government. In general, the Legislative branch makes the laws, the Executive branch enforces the laws, and the Judicial branch interprets the laws. It does not stop there, The Constitution provides for a system of "checks and balances" among the three branches.

This system of checks and balances allows each branch to check the power of the other branches. This gives a balance of power among the branches of government, so that one branch is not more powerful than the other. For example:

• Congress passes bills, but they must be approved by the President before they can become laws. The President has the power to disapprove or "veto" a bill. This is one way that the Executive branch checks the Legislative branch.

• The President appoints all federal judges, including the justices of the Supreme Court. This is one way the Executive branch checks the Judicial branch.

This gives power to the Executive branch, but:

• Congress can override the veto of a President by a two-thirds majority vote. In such cases, the bill becomes a law without the approval of the President. This is one way the Legislative branch checks the Executive branch.

• Congress must pass tax bills to raise money, and must also pass bills giving money to the government for its spending needs. This is one way the Legislative branch checks the Executive branch.

• The Senate (a part of Congress) must approve the President's nomination of federal judges. This is one way the Legislative branch checks the Executive and Judicial branches.

• Congress has the power to impeach and remove the President and federal judges for acts of wrongdoing. This is one way the Legislative branch checks the Executive and Judicial branches.

This gives power to the Legislative branch, but:

• The judicial branch has the power to rule on whether laws passed by Congress are constitutional. The Supreme Court may nullify laws it considers unconstitutional when those laws are involved in a case coming before the court. This is one way the judicial branch checks the Legislative and Executive branches.

• Once they are nominated by the President and approved by the Senate, all federal judges serve for life. This in one way the judicial branch checks the Legislative and Executive branch.

The U.S. Constitution and the states' constitutions
The U.S. Constitution and the individual state constitutions provide the basis for statutes, court decisions, and other rules and regulations. This is the system of law that exists in the United States.

Statutes
Statutes are laws that are enacted by Congress or by state and local legislatures. Keep in mind that:

• Local statutes apply to local areas only

• State statutes apply only to the states passing the statutes

• Federal statutes apply to the entire nation

• Federal statutes involve activities or commerce in two or more states

• Federal statutes are supreme over local or state laws in matters involving the federal authority.

Court Decisions
Court decisions affect law by interpreting the meaning of laws that are passed by Congress. The federal courts may also determine whether a law is constitutional. Such actions by the courts must be as a result of actual cases that come before the judges.

Rules and Regulations
The Legislative and Executive branches have endured a heavy work load over the years. This has led to the creation of a number of independent executive agencies and regulatory agencies or commissions. These are created by acts of Congress, and members are appointed by the President, with the Senate making final approval.

The bills creating agencies and commissions give them specific powers. The rules and regulations developed by agencies and commissions have the same effect as statutes. Though these agencies and commissions are independent in many ways, they may be influenced by the President and Congress.

Some of these independent agencies are:

• The Veteran's Administration

• The General Services Administration

• The Office of Personnel Administration

Some of the independent regulatory commissions are:

• The Interstate Commerce Commission

• The Securities and Exchange Commission

• The Nuclear Regulatory Commission

Additional Readings;

Supplemental Activities: (These are not graded so please do not submit)

1. Locate a headline in a current newspaper. Give your opinion of the events or "story" behind the "headline."

2. Research three of the independent agencies and commissions described in the reading. Write a summary for each. Who is in charge of these organizations?

Review

Directions: For each question, write your answer in complete sentences. Use supporting details from the lesson to justify your answers. Do not copy and paste text but use your own words to demonstrate understanding of the lesson concepts. Remember to cite your resources. Citation examples are provided below the Review.

The following are fictional "headlines" from a newspaper. For each headline, complete the following?

a) Give your opinion of the events or "story" behind the "headline."

b) Do you agree or disagree with the content and/or purpose of the headline?

c) Explain how each is an example of 'checks and balances' in the government.

Example (#1): Do you agree or disagree that the state should build roads with the help of federal funds. Is it fair for all states to give money for another state to build roads? How does this relate to the system of checks and balances? Explain your position with reasons and examples.

1. STATE TO BUILD ROAD WITH HELP OF FEDERAL FUNDS

2. PRESIDENT VETOES BILL TO INCREASE AUTOMOBILE TAX

3. SENATE VOTES APPROVAL OF THREE NEW FEDERAL JUDGES

4. SUPREME COURT DECLARED NEW TAX LAW UNCONSTITUTIONAL

5. CONGRESS CUTS PRESIDENT'S REQUEST FOR FUNDS FOR AIR FORCE

PLEASE SOMEONE HELP ILL GIVE POINTS WHO EVER HELP MEEEEE PLEASE ANYONE

When did the first world war begin

what when and where??

 I can answer to your questions  only related to history for $1-$5  with in short time my mail id is [email protected]

Based on this essay  below create another in your own words. This essay should contain approximately 500 words and provide a detailed response to the questions. You will receive more points for each essay the more thorough and well-organized they are.

The Great Depression of the 1930s was a seismic economic event that reverberated across the globe, plunging millions into poverty and reshaping the socio-economic landscape of the United States. Several interconnected factors contributed to the onset and severity of the Great Depression.

One of the primary causes of the Great Depression was the rampant inequality that characterized the 1920s. The decade preceding the Depression saw a significant concentration of wealth among the elite, while the majority of Americans struggled to make ends meet. The wealthiest 1% of Americans controlled a disproportionate share of the nation's wealth, leading to a decline in purchasing power among the middle and working classes. This widening wealth gap contributed to a decline in consumer demand, as ordinary Americans could not afford to purchase the goods and services produced by industries.

Another key factor contributing to the Great Depression was the overproduction and saturation of consumer goods in the market. The rapid industrialization and technological advancements of the early 20th century led to a surge in productivity across various industries. However, this increase in production outpaced consumer demand, resulting in excess inventory and declining prices. Manufacturers were forced to cut back production and lay off workers, exacerbating unemployment and further dampening consumer spending.

The stock market crash of 1929 served as the catalyst that transformed the economic downturn into a full-blown crisis. The speculative frenzy of the 1920s led to inflated stock prices, fueled by easy access to credit and excessive speculation. However, the unsustainable nature of this speculation became evident when stock prices began to plummet in late October 1929. The crash wiped out billions of dollars in wealth and shattered investor confidence, triggering a wave of bank failures and business bankruptcies.

Additionally, the agricultural sector faced significant challenges during the 1920s, contributing to the economic woes of the Great Depression. Technological advancements in farming led to increased productivity, but also resulted in overproduction and falling prices for agricultural commodities. Farmers, already burdened by high debt levels from overinvestment in land and equipment, struggled to make ends meet as crop prices plummeted. The collapse of rural economies further exacerbated the overall economic downturn, as farmers and agricultural workers faced widespread unemployment and poverty.

Finally, the lack of effective regulation in financial markets played a crucial role in exacerbating the Great Depression. The laissez-faire policies of the 1920s allowed for rampant speculation and excessive risk-taking by financial institutions. Banks engaged in unsound lending practices, extending credit to investors and speculators without adequate collateral. When the stock market crashed and investors defaulted on their loans, banks faced a liquidity crisis, leading to widespread bank runs and

Please aditijha do this research paper that the topic is the influence of Mexican Art Murals on the Chicano Civil Rights Movement.

here is the outline so you could have a guide to start 

1. Introduction**
- Provide background on the Chicano Civil Rights Movement and the role of art, specifically Mexican murals, in this movement.
- Present your thesis statement: Mexican murals were powerful catalysts for social change and empowerment within the Chicano community during the 1960s and 1970s.

**2. Theoretical Frameworks: Social Activism and Cultural Resonance**
- Explain the "prismatic frameworks of social activism and cultural resonance" and how they will guide your analysis of the Mexican murals.
- Discuss how these frameworks can shed light on the significance of the murals in the Chicano Civil Rights Movement.

**3. The Transformative Power of Mexican Murals**
- Analyze the key characteristics and themes of the Mexican murals, such as their use of symbolism, community engagement, and promotion of social justice.
- Illustrate how these elements of the murals resonated with and empowered the Chicano community.

**4. Mexican Murals and the Chicano Civil Rights Movement**
- Situate the murals within the historical context of the Chicano Civil Rights Movement, highlighting their role in fostering cooperation, resistance, and dialogue.
- Discuss specific examples of how the murals influenced and were influenced by the broader social and political struggles of the movement.

**5. Conclusion**
- Summarize the key findings of your research and the significance of Mexican murals in the Chicano Civil Rights Movement.
- Suggest avenues for further research, such as exploring the intersection of art and social movements in other contexts.

Write a page-long essay on an American history story using double spacing and a 12-point font for this assignment. It can be from any period since 1700 and it can be true, mythical, or just a fantastic tale. In addition, it may originate from Cuba, Mexico, Canada, or any of the US territories (Puerto Rico, American Samoa, the US Virgin Islands, etc.). The goal is to enjoy yourself and discover something you are passionate about.I’m 

Please aditijha help me do this! Would you mind doing this? Base on the what you provide me which is this Thank you for providing the detailed synopsis and sources for your research paper on the influence of Mexican Art Murals on the Chicano Civil Rights Movement. This is a well-crafted preliminary work that sets the stage for a compelling and in-depth research paper.

Here are some key points to consider as you move forward with your 5-page research paper:

1. Thesis Statement: Your synopsis includes a clear thesis statement that establishes the central argument of your paper. This is an excellent starting point. As you develop the paper, ensure that your thesis remains focused and that each section supports and builds upon it.

2. Theoretical Frameworks: Your mention of using "the prismatic frameworks of social activism and cultural resonance" to analyze the murals is a strong approach. Delve deeper into these frameworks and how they can provide insights into the role of the murals in the Chicano Civil Rights Movement.

3. Primary and Secondary Sources: The four sources you have provided are a good foundation, and adding one more relevant source will strengthen your research. Ensure that you critically engage with each source, identifying key arguments, evidence, and perspectives that you can incorporate into your paper.

4. Historical Context: Situate your analysis of the murals within the broader historical context of the Chicano Civil Rights Movement during the 1960s and 1970s. This will help readers understand the significance of the murals and their impact on the movement.

5. Structure and Organization: Carefully plan the structure of your paper to ensure a logical flow of ideas. Consider an introduction that sets the stage, body paragraphs that delve into the key points of your argument, and a conclusion that synthesizes your findings and suggests avenues for further research

Never forget that your research paper should make an argument and provide a viewpoint. The research paper should be more than just a description. Because of this, while selecting a topic for your little research paper, take care to make it particular enough. 

You're going to do a research paper based on this preliminary work of what you're going to do in the ressearch paper based on the influence of Mexican Art Murals on the Chicano Civil Rights Movement, also Don't forget to include a thesis statement in the introduction and a search paper based on the influence of Mexican Art Murals on the Chicano Civil Rights Movement, with that being said here is the preliminary work so could have a base to start your 5 pages research paper 

 Synopsis:

In my research paper, I aim to investigate the cultural impact of Mexican murals on the Chicano Civil Rights Movement throughout the stormy 1960s and 1970s. Through an analysis of these murals using the prismatic frameworks of social activism and cultural resonance, I argue that they are powerful catalysts for social change that, in addition to their beautiful form, have empowered the Chicano community by promoting cooperation, resistance, and dialogue. A basic question drives the study project: What impact did Mexican murals have on the Chicano Civil Rights Movement, and how did they advance social justice and encourage the formation of cultural identities? My goal is to show how transformative art can be in the fight for equality and empowerment through an examination of the intriguing stories hidden beneath these murals and their ties to broader social movements.

use these 4 as your sources and you include one more 

Garcia, Mario T. Mexican Muralism: A Social History. Duke University Press, 2010. 

Rodriguez, Richard. Hunger of Memory: The Education of Richard Rodriguez. Farrar, Straus, 
and Giroux, 1982. (Primary Source) 

Moraga, Cherríe L., and Gloria Anzaldúa, eds. This Bridge Called My Back: Writings by 
Radical Women of Color. Third Woman Press, 1983

"Chicano Murals." PBS LearningMedia Accessed March 25, 2024

Never forget that your research paper should make an argument and provide a viewpoint. The research paper should be more than just a description. Because of this, while selecting a topic for your little research paper, take care to make it particular enough. 

You're going to do a research paper based on this preliminary work of what you're going to do in the ressearch paper based on the influence of Mexican Art Murals on the Chicano Civil Rights Movement, also Don't forget to include a thesis statement in the introduction and a search paper based on the influence of Mexican Art Murals on the Chicano Civil Rights Movement, with that being said here is the preliminary work so could have a base to start your 5 pages research paper 

 Synopsis:

In my research paper, I aim to investigate the cultural impact of Mexican murals on the Chicano Civil Rights Movement throughout the stormy 1960s and 1970s. Through an analysis of these murals using the prismatic frameworks of social activism and cultural resonance, I argue that they are powerful catalysts for social change that, in addition to their beautiful form, have empowered the Chicano community by promoting cooperation, resistance, and dialogue. A basic question drives the study project: What impact did Mexican murals have on the Chicano Civil Rights Movement, and how did they advance social justice and encourage the formation of cultural identities? My goal is to show how transformative art can be in the fight for equality and empowerment through an examination of the intriguing stories hidden beneath these murals and their ties to broader social movements.

use these 4 as your sources and you include one more 

Garcia, Mario T. Mexican Muralism: A Social History. Duke University Press, 2010. 

Rodriguez, Richard. Hunger of Memory: The Education of Richard Rodriguez. Farrar, Straus, 
and Giroux, 1982. (Primary Source) 

Moraga, Cherríe L., and Gloria Anzaldúa, eds. This Bridge Called My Back: Writings by 
Radical Women of Color. Third Woman Press, 1983

"Chicano Murals." PBS LearningMedia Accessed March 25, 2024

Never forget that your essay should make an argument and provide a viewpoint. The essay should be more than just a description. Because of this, while selecting a topic for your little research paper, take care to make it particular enough. Don't forget to include a thesis statement in the introduction and a conclusion paragraph. Details: The paper's main body, excluding the bibliography and title pages, should be at least five pages long.

Now here is my preliminary work of what your going to do the research paper  of Influence of Mexican Art Murals on the Chicano Civil Rights Movement

 Synopsis:

In my research paper, I aim to investigate the cultural impact of Mexican murals on the Chicano Civil Rights Movement throughout the stormy 1960s and 1970s. Through an analysis of these murals using the prismatic frameworks of social activism and cultural resonance, I argue that they are powerful catalysts for social change that, in addition to their beautiful form, have empowered the Chicano community by promoting cooperation, resistance, and dialogue. A basic question drives the study project: What impact did Mexican murals have on the Chicano Civil Rights Movement, and how did they advance social justice and encourage the formation of cultural identities? My goal is to show how transformative art can be in the fight for equality and empowerment through an examination of the intriguing stories hidden beneath these murals and their ties to broader social movements.

use these 4 as your sources and you include one more 

Garcia, Mario T. Mexican Muralism: A Social History. Duke University Press, 2010. 

Rodriguez, Richard. Hunger of Memory: The Education of Richard Rodriguez. Farrar, Straus, 
and Giroux, 1982. (Primary Source) 

Moraga, Cherríe L., and Gloria Anzaldúa, eds. This Bridge Called My Back: Writings by 
Radical Women of Color. Third Woman Press, 1983

"Chicano Murals." PBS LearningMedia Accessed March 25, 2024

Hey aditijha would you mind adding more than 900 words to this essay that you made? 

American history is a tapestry woven with moments of triumph and tribulation. Literature and film often revisit these historical periods, aiming to illuminate the past and spark conversations about its impact on the present. However, the adaptation of historical events into fictional narratives presents a unique challenge: balancing historical accuracy with the demands of storytelling. This essay will analyze the 1989 film "Glory" directed by Edward Zwick, focusing on its depiction of the 54th Massachusetts Regiment, the first all-Black regiment of the Union Army in the American Civil War.

A Synopsis of the 54th Massachusetts Regiment and the Historical Context:

The formation of the 54th Massachusetts Regiment in 1863 marked a pivotal moment in the Civil War. Prior to this, free Black men were barred from serving in the Union Army. However, as the war dragged on, the need for more manpower became critical, prompting President Lincoln to issue the Emancipation Proclamation allowing Black enlistment. The 54th faced immense prejudice from both the Confederacy and elements within the Union, but their bravery and resilience on the battlefield, particularly at the Battle of Fort Wagner in July 1863, helped to turn public opinion in favor of Black soldiers. (Faust, "This Republic of Suffering")

"Glory" and its Depictions:

"Glory" follows the story of Colonel Robert Gould Shaw (played by Matthew Broderick), a white officer leading the 54th Massachusetts Regiment. The film portrays the harsh realities of discrimination faced by the Black soldiers, including unequal pay, lack of respect from white officers, and the constant threat of violence from Confederates and even some Union soldiers. The film culminates in a harrowing depiction of the failed assault on Fort Wagner, highlighting the immense courage of the 54th Regiment in the face of overwhelming odds.

Accuracy and Adaptation:

While "Glory" effectively captures the essence of the 54th Massachusetts Regiment's struggles and triumphs, it takes certain liberties with historical accuracy. Firstly, the film places significant emphasis on the character of Colonel Shaw, who becomes a central focus of the narrative. However, historical accounts suggest that Shaw, while a dedicated leader, did not play as prominent a role in motivating the troops as depicted in the film. Scholars like Joseph Glatthar in "Forged in Battle" argue that the film downplays the leadership of Black officers within the regiment, such as Sergeant Major Lewis Cary and Captain Trippe.

Secondly, "Glory" condenses the timeline of events. The film portrays the formation and training of the regiment, followed immediately by the Battle of Fort Wagner. In reality, the 54th Massachusetts Regiment saw action several times before Fort Wagner, gaining valuable experience and building morale.

Reasons for Adaptation:

There are several reasons why "Glory" alters certain historical details. One factor may be the desire to create a more compelling narrative arc. Focusing on Shaw allows the audience to connect with a familiar "hero" archetype, potentially making the film more accessible to a wider audience. Additionally, condensing the timeline creates a more streamlined story, enhancing the film's dramatic impact.

Another crucial factor is the film's message. "Glory" primarily aims to highlight the courage and sacrifice of Black soldiers in the Civil War, a story often marginalized in traditional historical narratives. While some details may be altered, the film's core message of racial equality resonates deeply. As historian James McPherson argues in "Battle Cry of Freedom," "Glory" serves as a powerful reminder of the contributions of Black soldiers to the Union victory.

Conclusion:

"Glory" is not a purely documentary account, but rather a historical drama that utilizes creative license to illuminate a crucial chapter in American history. The film portrays the struggles and triumphs of the 54th Massachusetts Regiment, raising awareness of their often-overlooked contributions. While certain details are adapted for narrative purposes, the film captures the essence of the regiment's story and their fight for equality. "Glory" stands as a testament to the power of film to educate, inspire, and prompt discussions about the complexities of the past.

American history is a tapestry woven with moments of triumph and tribulation. Literature and film often revisit these historical periods, aiming to illuminate the past and spark conversations about its impact on the present. However, the adaptation of historical events into fictional narratives presents a unique challenge: balancing historical accuracy with the demands of storytelling. This essay will analyze the 1989 film "Glory" directed by Edward Zwick, focusing on its depiction of the 54th Massachusetts Regiment, the first all-Black regiment of the Union Army in the American Civil War.

A Synopsis of the 54th Massachusetts Regiment and the Historical Context:

The formation of the 54th Massachusetts Regiment in 1863 marked a pivotal moment in the Civil War. Prior to this, free Black men were barred from serving in the Union Army. However, as the war dragged on, the need for more manpower became critical, prompting President Lincoln to issue the Emancipation Proclamation allowing Black enlistment. The 54th faced immense prejudice from both the Confederacy and elements within the Union, but their bravery and resilience on the battlefield, particularly at the Battle of Fort Wagner in July 1863, helped to turn public opinion in favor of Black soldiers. (Faust, "This Republic of Suffering")

"Glory" and its Depictions:

"Glory" follows the story of Colonel Robert Gould Shaw (played by Matthew Broderick), a white officer leading the 54th Massachusetts Regiment. The film portrays the harsh realities of discrimination faced by the Black soldiers, including unequal pay, lack of respect from white officers, and the constant threat of violence from Confederates and even some Union soldiers. The film culminates in a harrowing depiction of the failed assault on Fort Wagner, highlighting the immense courage of the 54th Regiment in the face of overwhelming odds.

Accuracy and Adaptation:

While "Glory" effectively captures the essence of the 54th Massachusetts Regiment's struggles and triumphs, it takes certain liberties with historical accuracy. Firstly, the film places significant emphasis on the character of Colonel Shaw, who becomes a central focus of the narrative. However, historical accounts suggest that Shaw, while a dedicated leader, did not play as prominent a role in motivating the troops as depicted in the film. Scholars like Joseph Glatthar in "Forged in Battle" argue that the film downplays the leadership of Black officers within the regiment, such as Sergeant Major Lewis Cary and Captain Trippe.

Secondly, "Glory" condenses the timeline of events. The film portrays the formation and training of the regiment, followed immediately by the Battle of Fort Wagner. In reality, the 54th Massachusetts Regiment saw action several times before Fort Wagner, gaining valuable experience and building morale.

Reasons for Adaptation:

There are several reasons why "Glory" alters certain historical details. One factor may be the desire to create a more compelling narrative arc. Focusing on Shaw allows the audience to connect with a familiar "hero" archetype, potentially making the film more accessible to a wider audience. Additionally, condensing the timeline creates a more streamlined story, enhancing the film's dramatic impact.

Another crucial factor is the film's message. "Glory" primarily aims to highlight the courage and sacrifice of Black soldiers in the Civil War, a story often marginalized in traditional historical narratives. While some details may be altered, the film's core message of racial equality resonates deeply. As historian James McPherson argues in "Battle Cry of Freedom," "Glory" serves as a powerful reminder of the contributions of Black soldiers to the Union victory.

Conclusion:

"Glory" is not a purely documentary account, but rather a historical drama that utilizes creative license to illuminate a crucial chapter in American history. The film portrays the struggles and triumphs of the 54th Massachusetts Regiment, raising awareness of their often-overlooked contributions. While certain details are adapted for narrative purposes, the film captures the essence of the regiment's story and their fight for equality. "Glory" stands as a testament to the power of film to educate, inspire, and prompt discussions about the complexities of the past.

      Theory of Gang Subculture for Juveniles

The theory of gang subculture, also known as the subcultural theory of delinquency, provides insights into the
formation and behavior of juvenile gangs. This theory explores how certain groups or subcultures develop their
own norms, values, and behaviors that may deviate from the dominant culture. Here is an overview of the
theory of gang subculture as it applies to juveniles:
Subcultural Norms and Values: The theory suggests that juvenile gangs form their own subcultures with
distinct norms and values that differ from those of mainstream society. These subcultural norms often glorify
delinquent behavior, toughness, loyalty to the gang, and a sense of belonging. Gang members learn and
internalize these norms through socialization within the gang.
Collective Identity: Gang subcultures provide a sense of belonging and identity for juveniles who may feel
marginalized or excluded from mainstream society. Being a part of a gang offers a support system, camaraderie,
and a source of self-esteem and status. Gang members may develop a strong attachment to their gang and
prioritize loyalty to the group above other social bonds.
Social Learning: The theory highlights the role of social learning within gang subcultures. Juveniles learn
delinquent behaviors, codes of conduct, and values through interaction with more experienced gang members.
They observe, imitate, and are reinforced by the behavior and attitudes of their peers within the gang,
perpetuating the cycle of deviance.
Opposition to Mainstream Values: Gang subcultures often emerge as a response to societal inequalities, social
disorganization, and a lack of legitimate opportunities for disadvantaged youths. These subcultures may reject
mainstream values and instead embrace alternative norms and behaviors that offer a sense of empowerment
and status within their immediate social environment.
Street Code: Gang subcultures often have their own set of rules and a "street code" that governs behavior and
resolves conflicts within the gang. This code may emphasize loyalty, respect, retaliation, and the use of
violence as a means of asserting dominance and protecting the gang's reputation.
Cultural Transmission: Gang subcultures perpetuate themselves through cultural transmission, as older gang
members pass down their knowledge, values, and traditions to younger members. This intergenerational
transmission reinforces the subcultural norms and maintains the cohesion of the gang over time.
2
Implications for Intervention: Understanding the theory of gang subculture has implications for interventions
aimed at addressing juvenile gang involvement. Intervention strategies should focus on providing alternative
positive opportunities, such as education, employment, and mentorship, to steer juveniles away from the
influence of gang subcultures. Programs that promote prosocial values, skill-building, and community support
can help disengage juveniles from gang activities and provide them with a sense of belonging and purpose in
a more constructive manner.
It is important to note that the theory of gang subculture does not justify or condone criminal behavior. Rather,
it offers insights into the social dynamics and factors that contribute to juvenile gang involvement. By
understanding the formation and influences of gang subcultures, interventions can address the underlying
issues that lead juveniles to join gangs and provide opportunities for positive socialization and development.

American history has served as a rich source of inspiration for plays, films, and books. Choose a genre-appropriated work from American history (or work influenced by American history) for this project, then write an analysis essay on it. Provide a brief synopsis of the historical events the work attempts to depict, the degree of fidelity of the adaptation, and the reasons you believe the adaptation altered some aspects of history (e.g., length, audience sensibilities, or merely to change the conclusion). Don't forget to cite the original work as well as academic sources that discuss the background of the adaptation or analysis. Remember there’s  should at least 1000 words. At least three academic sources, such as books or peer-reviewed journal articles, should be cited. Also make sure that you cite sources in the paper itself, even if you aren't quoting them directly. They should be cited to add their authority to the arguments that you are making.