This is due in 2 days

topic: White Women During the Era of the American Revolution and New Nation You will be working with one of the sets of primary sources in the Bedford Digital Collections, combined with additional assigned sources (including a film), and I will ask you questions about these sources that you will answer in a paper. You will need to engage with ALL of the assigned sources. You need to quote directly—especially from the primary sources—and show me in how you quote them, how you use them, that you have understood these sources and where they fit into the larger story you are telling. Use only short quotes and explain them. Do NOT rely only on the introductory material to any of the primary sources—you must engage with the actual primary source (what was created at the time under study) itself. When you take material directly (in the form of a quote (with quotation marks)—using the author’s exact words) or indirectly (when you take an idea from an author but put it into your own words), you must give that author credit. To do so, put the author’s name and the page number you found the idea or quote on in parentheses at the end of the sentence it appears in. For example: (Goldman, 97) If there is not an author given, then the title of the source will be fine. If you do not do this, you may fail the assessment. If there is no page number given, then you only need to provide the author’s name. You do not need a Works Cited page. Please do not use any outside sources for this assessment. You only need what I provide. If you do use an outside source, you MUST provide a full citation in a footnote (Name of author, title of publication, publisher, date published, page number, or full internet title and address) or you will receive a zero on the assessment. Put this information into a footnote. But there is no need to use any outside sources and doing so will likely make it difficult to answer the assigned question with the sources I have given you—which is what I am looking for in this assignment. This assessment must be your work and your work alone; do not discuss this assessment with your classmates. If I see evidence that students have worked together, subsequent assessments will take place in a more regulated online environment. Format: Your assessment must be between 1000-1250 words in length (fewer than 100 words over or under this is fine, but no more). It must be submitted as a Microsoft Word document. Written work should follow scholarly conventions of academic writing (e.g., proper citations, proper grammar, no contractions). Do not use long quotes; use short phrases from the primary or secondary sources (or short pieces of information) and then EXPLAIN how they help you answer the questions. 1. Primary Sources: (If there isn't a direct link here, you can find the link in our canvas module for this week) BDC: Revolutionary Women’s Eighteenth-Century Reading and Writing: (Links to an external site.)Links to an external site.(Callendar and Griffitts only) Abigail and John Adams Converse on Women’s Rights: http://www.americanyawp.com/reader/the-american-revolution/abigail-and-john-adams-converse-on-womens-rights-1776/ (Links to an external site.)Links to an external site. The Edenton Tea Party: http://northcarolinahistory.org/encyclopedia/edenton-tea-party/ (Links to an external site.)Links to an external site. 2. One new primary source: Benjamin Rush, The Education of Republican Women. 3. A Midwife’s Tale (video, under Modules on Canvas). The transcript of this video is also available on Canvas in this module. 4. American Yawp, Chapter 5. Hint: Be sure to pay attention to the discussion of “republican motherhood." http://www.americanyawp.com/text/05-the-american-revolution/ (Links to an external site.)Links to an external site. 5. Nikki Mandell and Bobbie Malone, History Does Matter. QUESTIONS TO ANSWER: Was the American Revolution a turning point for White Women in North America? (answer should be between 150-200 words). Your paper should begin with a clear statement that the American Revolution was or was not a turning point and why. You need to engage directly with ideas from Mandell and Malone. Using the American Yawp, the BDC sources (and introductory material) by Callendar and Griffitts, and the additional primary sources by Abigail/John Adams the Edenton Tea Party, and Benjamin Rush answer these questions: What were the interests and concerns white women expressed in the years leading up to the American Revolution? What evidence do we have of how the men in their lives reacted? In what ways did white women hope the American Revolution would have an impact on their lives? How much were white women’s lives actually changed in the aftermath of the American Revolution? What was “republican motherhood”? (This section should be between 500 and 600 words approximately). Using A Midwife’s Tale, describe Martha Ballard’s life. Who was she and how do we know about her life? How much impact did the American Revolution have on Ballard’s life? Does her life suggest that the American Revolution was or was not a turning point for white women? Why? (This section should be around 400 words, approximately) Here is one key quote, to get you started on this question from the video: “For Martha and Ephraim, the axis of the world was changing. A new political order was creating a new social order - less deference to authority, more concern about rights, and they experienced that as loss rather than gain.” This is one key quote in thinking about how to answer Question 2. What does Ulrich mean by this? What examples would you give from Martha Ballard’s life as portrayed in the video? Student engages appropriately and substantively with American YAWP and gives credit to ideas and direct quotes through citations. 10.0 pts This criterion is linked to a Learning Outcome Students shows an understanding and thoroughly uses the primary source Abigail and John Adams Converse on Women's Rights and gives credit to ideas and direct quotes through citations.. 10.0 pts This criterion is linked to a Learning Outcome Students shows an understanding and thoroughly uses the primary source The Edenton Tea Party and gives credit to ideas and direct quotes through citations. 10.0 pts This criterion is linked to a Learning Outcome Students shows an understanding and thoroughly uses the primary source Hannah Callender, Excerpt from Diary Entry, February 1758/October 1758 and gives credit to ideas and direct quotes through citations. 10.0 pts This criterion is linked to a Learning Outcome Students shows an understanding and thoroughly uses the primary source Hannah Griffitts, “The Female Patriots,” 1768 and gives credit to ideas and direct quotes through citations. 10.0 pts This criterion is linked to a Learning Outcome Students shows an understanding and thoroughly uses the video, A Midwife's Tale and gives credit to ideas and direct quotes through citations. 20.0 pts This criterion is linked to a Learning Outcome Student clearly answers the main question: Was the American Revolution a turning point for White Women in North America and directly addresses the historical category of through their eyes (from the Mandell/Malone reading). 20.0 pts This criterion is linked to a Learning Outcome Student shows an understanding and thoroughly uses the primary source by Benjamin Rush and gives credit to ideas and direct quotes through citations. 10.0 pts