Jul 16, 2017 Research papers

Should Abraham Lincoln be regarded as `the Great Emancipator`?

This paper concentrates on the primary theme of Should Abraham Lincoln be regarded as `the Great Emancipator`? in which you have to explain and evaluate its intricate aspects in detail. In addition to this, this paper has been reviewed and purchased by most of the students hence; it has been rated 4.8 points on the scale of 5 points. Besides, the price of this paper starts from £ 40. For more details and full access to the paper, please refer to the site.

The Struggles of Desegregation


1  The Research Paper: Guidelines

Using University of Chicago Style for History Term Papers

The length should be between 10 and 12 pages. I recommend that you take the following steps in preparing your term paper:

Develop a thesis statement. This is the main idea or central theme that you are developing, and the body of the paper should be designed to support your thesis. Therefore, the thesis should be stated at the outset of the paper, in your introduction. For example, "Should Abraham Lincoln be regarded as `the Great Emancipator`?" Here you provide evidence in support of this idea, as well as information to the contrary. Then you would weigh the merits of one versus the other and draw a conclusion. In the conclusion, you could take sides or decline to do so by indicating that both viewpoints have merit and why you believe that to be the case.

Identify primary and secondary sources. In the above example, primary sources would be the words and deeds of Lincoln himself, and those of his contemporaries—like Frederick Douglass—while secondary sources would be what have been written about Lincoln based upon primary sources. The foundation of the paper must be primary sources, with secondary sources being used to present and/or support the thesis based on the work of other scholars. See the Rubric for Research Paper under the Research Paper Info module under Table of Contents on LEO.Conclusion. The end of the paper should indicate what conclusion you have come to after having researched and written about the subject. It should also demonstrate how or why you have arrived at a particular conclusion. 


Bibliography. Chicago Style - The 9 works—both primary and secondary—that are used in your paper should all be listed in your bibliography. The bibliography includes at least 1 scholarly book, 1 journal article, and 1 primary source.


The final paper should be 9 to 10 double-spaced pages in length, exclusive of title page and any endnotes and bibliography pages. It should be composed in Microsoft Word with one-inch margins on all sides, 12 sized, Times New Roman font. Check the Course Schedule for the due date.


Please use the following resources and cite within the paper.

Annotated Bibliography

1. Brown, Millicent E. 2013. "Millicent`s Story: School Desegregation In South Carolina, 1963." Social Studies & The Young Learner 26, No. 2: P1. Ebscohost (Accessed April 15, 2015).

2. Commission On Civil Rights, Washington, Dc. 1972. The Diminishing Barrier: A Report On School Desegregation In Nine Communities. N.P.: 1972.


3. Daugherity, Brian J, And Charles C Bolton. 2008. "The Palmetto Revolution: School Desegregation In South Carolina." In With All Deliberate Speed : Implementing Brown V. Board Of Education, 59. Fayetteville: University Of Arkansas Press, 2008. Project Muse, Ebscohost (Accessed April 15, 2015).


 4. Desegregation In Education, 1964-1965. Information Agency, Washington, Dc. Research And Reference Service. 1965. Desegregation In Education, 1964-1965. N.P.: 1965. Eric, Ebscohost (Accessed April 4, 2015).

5. Desegregation/Integration: Planning For School Change. A Training Program For Intergroup Educators. Smith, Kathleen, And Washington, Dc. National Education Association. 1974. Desegregation/Integration: Planning For School Change. A Training Program For Intergroup Educators. N.P.: 1974. (Accessed April 1, 2015).

6. James C. O., Nyankori. "Postsecondary Enrollment Patterns After Court-Ordered Desegregation: The Case Of South Carolina." The Journal Of Negro Education, 1991., 602, Jstor Journals, Ebscohost (Accessed April 15, 2015).


7. Office Of Education (Dhew), Washington, Dc. 1966. Revised Statement Of Policies For School Desegregation Plans Under Title Vi Of The Civil Rights Act Of 1964, As Amended For The School Year 1967-68. N.P.: 1966. Eric, Ebscohost (Accessed April 1,


9. South Carolina Univ., Columbia. School Of Education. 1970. Special Training Institute On School Desegregation For School Personnel In South Carolina, 1968-1969. N.P.: 1970. Eric, Ebscohost (Accessed April 15, 2015).

10. Southern Education Foundation, Atlanta, Ga. 1996. "Words In Action. 1996 Annual Report. Southern Education Foundation, Inc." Eric, Ebscohost (Accessed April 8, 2015).


Please use the red highlighted sources as main sources. 


A Chronological Account of the Struggle of Desegregation and Equal Education in the South Name: Institution: Introduction The United States was founded and shaped of the ideology of equally that only existed in theory. The norm was very unpopular and impractical in many American societies especially in the south where racial discrimination was practiced in broad daylight. The theme of equal opportunities was adopted by civil rights movements in the latter half of 1990 and has since become a struggle because equal opportunity rallies did not necessarily establish equal results. The period between 1963 and 1990 was a very difficult moment to the education fraternity in the Southern States of United States of America. Professionals, civil rights activists, students and parents went through a very difficult time to ensure the future of the African American children (Brown, 2013). The liberation and struggle movement for desegregation and equal education in southern states was inevitable and unstoppable. Every single resource that projected any slight possibility of changing the educational atmosphere in the south was not left out. The struggle for equal education and desegregation in America was spear head by two faction; the Mexican Americans and African Americans with the assistance of numerous Supreme Court rulings. The end of...

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