httpsmedia.ccconline.orgccco2019MasterHIS122eTextSections

https://media.ccconline.org/ccco/2019Master/HIS122/eText/Sect
ions/Section3/Page47.html
This link is about my textbook.
Module 1: Discussion Resources
Suggested Readings to help you Write your Discussions:
Most of the following are primary sources. They will help you
to answer the discussion questions. You do not have to read all
the suggested readings, and you may search for other primary
sources to help with your discussions, but always be sure to use
a mix of sources to support your points.
Reconstruction
Anderson, Jordan. “Jordan Anderson Writes his Former
Master.” 1865. At The American Yawp
Reader. http://www.americanyawp.com/reader/reconstruction/jo
urdon-anderson-writes-his-former-master-1865/ .
Douglass, Frederick. “Remembering the Civil War.” 1877.
At The American Yawp
Reader. http://www.americanyawp.com/reader/reconstruction/fr
ederick-douglass-on-remembering-the-civil-war-1877/ .
Forten, Charlotte. “Charlotte Forten Teaches Freed Children in
South Carolina.” 1864. At The American Yawp
Reader. http://www.americanyawp.com/reader/reconstruction/ch
arlotte-forten-teaches-freed-children-in-south-carolina-1864/ .
Kelly, Thomas. “Fifteenth Amendment Print.” 1870. At The
American Yawp
Reader. http://www.americanyawp.com/reader/fifteenth-
amendment/ .
Knights of the Golden Circle. “Intimidating Former Slaves.”
June 4, 1868. At Digital
History. http://www.digitalhistory.uh.edu/disp_textbook.cfm?sm
tID=3&psid=3682 .

Lincoln, Abraham. “Second Inaugural Address.” March 4, 1865.
At The Library of
Congress. https://cdn.loc.gov/service/mss/mal/436/4361300/436
1300.pdf .
Linder, Douglas. “The Impeachment Trial of Andrew Johnson:
An Account.” Famous Trials. University of Missouri-Kansas
City Law School.http://famous-trials.com/johnson/488-home.
“Louisiana & Mississippi Black Codes.” 1865.
At SageAmericanHistory.net. http://sageamericanhistory.net/rec
onstruction/documents/southernblackcodes.html .
Long, Thomas. “A Black Union Soldier Comments on Treatment
by Southerners.” 1870. At Digital
tID=3&psid=4559 .
Mississippi Black Code. 1865. At The American Yawp
Reader. http://www.americanyawp.com/reader/reconstruction/mi
ssissippi-black-code-1865/.
Nast, Thomas. “Johnson and Reconstruction Cartoon.” 1866.
Reader. http://www.americanyawp.com/reader/johnson-and-
reconstruction/.
National Archives. “The Freedmen’s Bureau.” National
Archives Educator Resources. Accessed November 11,
2018. http://www.archives.gov/education/lessons/freedmen.html
.
“President Johnson’s Amnesty Proclamation.; Restoration to
Rights of Property Except in Slaves. An Oath of Loyalty as a
Condition of Precedent. Legality of Confiscation Proceedings
Recognized. Exception of Certain Offenders from this Amnesty.
By These Special Applications for Pardon May be Made.
Reorganization in North Carolina. Appointment of a Provisional
Governor. A State Convention to be Chosen by Loyal Citizens.
The Machinery of the Federal Government to be Putin
Operation. AMNESTY PROCLAMATION.” New York
Times, May 30,
1865. https://www.nytimes.com/1865/05/30/archives/president-

johnsons-amnesty- proclamation-restoration-to-rights-of.html.
Reagan, John H.. “Reconstruction in Texas.” August 1865.
At Digital
History. http://www.digitalhistory.uh.edu/disp_textbo ok.cfm?sm
tID=3&psid=3680 .
Reynolds, J. J.. “General Reynolds Describes the Lawlessness in
Texas.” 1868. At The American Yawp
Reader. http://www.americanyawp.com/reader/reconstruction/ge
neral-reynolds-describes-lawlessness-in-texas-1868/ .
US Congress. “Proceedings of the Senate Sitting for the Trial of
Andrew Johnson.” February 24 – March 4, 1868. At Famous
Trials. University of Missouri-Kansas City Law
School. https://famous-trials.com/johnson/471-articles.
US Congress. “The Wade-Davis Bill (1864).” July 8, 1864.
At The National
Archives. https://www.ourdocuments.gov/doc.php?flash=false&
doc=37&page=transcript .
Gilded Age
Carnegie, Andrew. “The Gospel of Wealth, 1889.” At Modern
History Sourcebook. Fordham
University. https://sourcebooks.fordham.edu/mod/18 89carnegie.
asp .
Carnegie, Andrew. “Andrew Carnegie on “The Triumph of
America” (1895).” At The American Yawp
Reader. http://www.americanyawp.com/reader/18-industrial-
america/andrew-carnegie-on-the-triumph-of-america-1885/ .
Cleveland, Grover. “Grover Cleveland’s Veto of the Texas Seed
Bill (February 16, 1887).” At The American Yawp
Reader. http://www.americanyawp.com/reader/16-capital-and-
labor/grover-clevelands-veto-of-the-texas-seed-bill-february-
16-1887/ .
Debs, Eugene. “How I Became a Socialist.” April 1902. At The
American Yawp
Reader. http://www.americanyawp.com/reader/20-the-
progressive-era/eugene-debs-how-i-became-a-socialist-april-
1902/.

George, Henry. “Henry George, Progress and Poverty,
Selections (1879).” At The American Yawp
labor/henry-george-progress-and-poverty-selections-1879/.
Gompers, Samuel. The Samuel Gompers Papers. At University
of Maryland. http://www.gompers.umd.edu/documents.htm.*
*Note that this is an index and not a single source. You must
use a specific source found at this index.
Graetz, Friedrich. “The Tournament of Today – A Set-To
Between Labor and Monopoly.” August 1, 1883. At The
American Yawp
labor/the-tournament-of-today-a-set-to-between-labor-and-
monopoly/ .
Keppler, Udo. “Next!” 1904. At The American Yawp
progressive-era/standard-oil/.
“Lawrence Textile Strike, 1912.” At The American Yawp
labor/18_lawrence_lc-usz62-23725-1000x5621/ .
People’s Party. “The “Omaha Platform” of the People’s Party
(1892).” At The American Yawp
labor/the-omaha-platform-of-the-peoples-party-1892/ .
Riis, Jacob. How the Other Half Lives: Studies Among the
Tenements of New York. New York: Charles Scribner’s & Sons,
1890. Ebook. https://www.bartleby.com/208/.
Sumner, William Graham. “William Graham Sumner on Social
Darwinism (ca. 1880s).” At The American Yawp
labor/william-graham-sumner-on-social-darwnism-ca-
1880s/ .Module 2: Discussion Resources

Progressivism
Adams, Henry. “The Education of Henry Adams (1918).”
america/henry-adams-the-education-of-henry-adams-1918/.
Addams, Jane. “The Subjective Necessity for Social
Settlements.” 1892. At The American Yawp
progressive-era/jane-addams-the-subjective-necessity-for-
social-settlements-1892/.
Addams, Jane. “Why Women Should Vote.” 1915. At Modern
History Sourcebook. Fordham
University.https://sourcebooks.fordham.edu/mod/1915janeadam
s-vote.asp.
Anthony, Susan B. “On Women’s Right to Vote.” 1873.
At Digital
tID=3&psid=3604.
Blackwell, Alice Stone. “Answering Objections to Women’s
Suffrage.” 1917. At The American Yawp
progressive-era/alice-stone-blackwell-answering-objections-to-
womens-suffrage-1917/.
“College Day on the Picket Line.” 1917. At The American
Yawp Reader. http://www.americanyawp.com/reader/20-the-
progressive-era/womens-suffrage/.
Gilman, Charlotte Perkins. “Why I Wrote The Yellow
Wallpaper” (1913). At The American Yawp
america/charlotte-perkins-gilman-why-i-wrote-the-yellow-
wallpaper-1913/.
Grady, Henry. “Henry Grady on the New South (1886).” At The
American Yawp

america/henry-grady-on-the-new-south-1886/.
Rauschenbusch, Walter. “Christianity and the Social Crisis.”
1907. At The American Yawp
progressive-era/walter-rauschenbusch-christianity-and-the-
social-crisis-1907/.
“Titanic Sinks Four Hours After Hitting Iceberg; 866 Rescued
by Carpathia, Probably 1,250 Perish; Ismay Safe, Mrs. Astor
Maybe, Noted Names Missing.” New York Times, April 15,
1912. https://archive.nytimes.com/www.nytimes.com/learning/g
eneral/onthisday/big/0415.html.
Washington, Booker T. and W.E.B. DuBois. “On Black Progress
(1895, 1903).” At The American Yawp
Reader.http://www.americanyawp.com/reader/20-the-
progressive-era/booker-t-washington-w-e-b-dubois-on-black-
progress-1895-1903/.
Wells-Barnett, Ida B.. “Lynch Law in America.” 1900. At The
American Yawp
Reader.http://www.americanyawp.com/reader/18-industrial-
america/ida-b-wells-barnett-lynch-law-in-america-1900/.
Wilson, Woodrow. “Excerpt from the New Freedom: “What is
Liberty?” (1912).” At The American Yawp
progressive-era/woodrow-wilson-on-the-new-freedom-1912/.
Immigration
Chew, Lee. “The Life of a Chinese Immigrant.” 1903. At Digital
tID=3&psid=40.
Phelan, James D.. “Why The Chinese Should be Excluded.”
Reader. http://www.americanyawp.com/reader/19-american-
empire/james-d-phelan-why-the-chinese-should-be-excluded-
1901/.
US Congress. “Chinese Exclusion Act, 1882.” At Our

Documents. National
doc=47.
Native American Policies
Arthur, Chester A.. “Chester A. Arthur on American Indian
Policy (1881).” At The American Yawp
Reader. http://www.americanyawp.com/reader/17-conquering-
the-west/chester-a-arthur-on-american-indian-policy-1881/.
Chief Joseph. “Chief Joseph on Indian Affairs.” 1877, 1879.
the-west/chief-joseph-on-indian-affairs-1877-1879/.
Chivington, John M.. “Testimony of Colonel J. M. Chivington.”
April 26, 1865.
At Klonewolf.com.https://www.kclonewolf.com/History/SandCr
eek/sc-documents/sc-chivington-testimony.html.
Hornady, William T.. “William T. Hornady on the
Extermination of the American Bison (1889).” At The American
Yawp Reader. http://www.americanyawp.com/reader/17-
conquering-the-west/william-t-hornady-on-the-extermination-
of-the-american-bison-1889/.
Reno, M.A.. “Report on the Battle of the Little Bighorn.” July
5, 1876. At Digital
History.http://www.digitalhistory.uh.edu/disp_textbook.cfm?sm
tID=3&psid=4021.
Smith, John S. “Congressional Testimony by John S. Smith, an
Eyewitness to the Massacre.” March 14, 1865.
At Encyclopedia.com. https://www.encyclopedia.com/history/en
cyclopedias-almanacs-transcripts-and-maps/smith-john-s.
Turner, Frederick Jackson. “Frederick Jackson Turner,
“Significance of the Frontier in American History” (1893).”
the-west/frederick-jackson-turner-significance-of-the-frontier-
in-american-history-1893/.

US Congress and the Sioux Nation of Indians. The Fort Laramie
Treaty. 1868. At Our Documents. National
doc=42.
American Imperialism
“The Annexation of Hawaii: Excerpts from the Blount Report.”
1893. At Digital
tID=3&psid=1104.
Hay, John. “The First ‘Open Door Note’.” September 6, 1899.
At World War I Document
Archive.https://wwi.lib.byu.edu/index.php/The_First_%27Open
_Door_Note%27'.
James, William. “William James on “The Philippines Question”
(1903).” At The American Yawp
Reader.http://www.americanyawp.com/reader/19-american-
empire/william-james-on-the-philippine-question-1903/.
Kipling, Rudyard. “The White Man’s Burden.” 1899. At The
American Yawp
empire/rudyard-kipling-the-white-mans-burden-1899/.
McKinley, William. “William McKinley on American
Expansionism (1903).” At The American Yawp
empire/william-mckinley-on-american-expanionism-1903/.
Puck. “School Begins.” Puck, January 25, 1899. At The
American Yawp
empire/school-begins11/.
Pughe, John S.. “Declined with Thanks.” Puck, September 5,
Reader. http://www.americanyawp.com/reader/19-american-
empire/mckinleynationalexpansionunclesampulitzer1/.
Twain, Mark. “The War Prayer.” ca. 1904 – 05. At The
American Yawp

empire/mark-twain-the-war-prayer-ca-1904-5/.
US Congress. “The Platt Amendment.” 1901. At Modern History
Sourcebook. Fordham
University. https://sourcebooks.fordham.edu/mod/1901platt.asp.
The Spanish American War/ Yellow Journalism
Barritt, Leon. “Yellow journalism cartoon.” June 29, 1898.
At Wikimedia
Commons.https://commons.wikimedia.org/wiki/File:PulitzerHea
rstWarYellowKids.jpg.
“The Disaster to the Battle-ship “Maine.” Harper’s
Weekly, February 26, 1898. At Gilder Lehrman
Institute.https://www.gilderlehrman.org/sites/default/files/inline
-pdfs/08833.pdf.
Historical Thinking Matters. “Spanish American War:
Sources: The New York Journal, The New York
Times.”http://historicalthinkingmatters.org/spanishamericanwar/
0/inquiry/intro/resources/9/.
The Library of Congress. “Topics in Chronicling America –
Major Events of the Spanish-American War.” The Library of
Congress.http://www.loc.gov/rr/news/topics/spanishAmWar.htm
l.*
*Note: this is an index of sources. You need to select speci fic
sources from the index.
The Library of Congress. “Topics in Chronicling America – The
Sinking of the Maine.”The Library of
Congress. https://guides.loc.gov/chronicling-america-sinking-
maine
“The Maine Blown Up.” New York Times, February 15,
1898. https://archive.nytimes.com/www.nytimes.com/learning/g
eneral/onthisday/big/0215.html.
McKinley, William. “War Message.” 1898. At Digital
tID=3&psid=1373.
New York Journal. Front Page, February 17, 1898.

At Wikimedia
Commons.https://commons.wikimedia.org/wiki/File:Journal98.g
if.
New York World. Front Page, February 17, 1898. At Wikimedia
Commons.https://commons.wikimedia.org/wiki/File:World98.jp
g.
Zimmerman, Thomas. “Causes of the
War.” Thespanishamericanwar.info. 2008. Accessed November
30, 2018. http://www.spanishamericanwar.info/causes.htm.*
*Note: There are a lot of primary sources linked on this page.
You need to reference one or more of these specifically and not
the secondary source website.Module 3: Discussion Resources
World War I
“Boy Scout Charge.” 1917. At The American Yawp
Reader. http://www.americanyawp.com/reader/21-world-war-
i/boy_scouts_ngm-v31-p3591/ .
Flagg, James Montgomery. “I Want You.” ca. 1917. At The
American Yawp
i/uncle-sam/ .
Goldman, Emma. “Emma Goldman on Patriotism.” July 9, 1917.
i/emma-goldman-on-patriotism-july-9-1917/ .
Seeger, Alan. “Alan Seeger on World War I.” 1914. At The
American Yawp
i/alan-seeger-on-world-war-i-1914-1916/ .
“The Senate Debates the League of Nations.” 1919. At Digital

tID=3&psid=3909 .
US Congress. “The Sedition Act of 1918.” At The American
Yawp Reader. http://www.americanyawp.com/reader/21-world-
war-i/the-sedition-act-of-1918-1918/ .
Wilson, Woodrow. “Woodrow Wilson’s War Message.”
February 3, 1917. At Digital
tID=3&psid=3899 .
Wilson, Woodrow. “Woodrow Wilson Requests War.” April 2,
i/woodrow-wilson-requests-war-april-2-1917/ .
“The Zimmerman Note.” January 19, 1917. At Digital
tID=3&psid=3900 .
The “Roaring” Twenties
“Advertising Section.” Photoplay, October 1924. At The
American Yawp
Reader. http://www.americanyawp.com/reader/22-the-new-
era/advertising/ .
DuBois, W.E.B.. “Returning Soldiers.” May 1919. At The
American Yawp
i/w-e-b-dubois-returning-soldiers-may-1919/ .
Eastman, Crystal. “Now We Can Begin.” 1920. At The
American Yawp
era/crystal-eastman-now-we-can-begin-1920/ .
Evans, Hiram. “The Klan’s Fight for Americanism.” 1926.
era/hiram-evans-on-the-the-klans-fight-for-americanism-1926/ .
Garvey, Marcus. “Explanation of the Objects of the Universal
Negro Improvement Association.” 1921. At The American Yawp

era/marcus-garvey-explanation-of-the-objects-of-the-universal-
negro-improvement-association-1921/ .
Harding, Warren G.. “Return to Normalcy.” 1920. At The
American Yawp
era/warren-g-harding-and-the-return-to-normalcy-1920/ .
Hoover, Herbert. “Principles and Ideals of the United States
Government.” 1928. At The American Yawp
era/herbert-hoover-principles-and-ideals-of-the-united-states-
government-1928/ .
Hughes, Langston. “Drafts of Langston Hughes’s poem “Ballad
of Booker T.”” May 30 – June 1, 1941. At The Library of
Congress. https://www.loc.gov/resource/mcc.024/?st=gallery
Locke, Alain. “The New Negro.” 1925. At Digital
tID=3&psid=3617 .
Palmer, A. Mitchell. “The Case Against the Reds.” 1920.
At Digital
tID=3&psid=3992 .
“The Scopes Trial Excerpts from the Textbook John Scopes
Used in Class.” 1914. At Digital
tID=3&psid=1134 .
Smith, Ellison Durant. “Shut the Door” Speech. April 9, 1924.
At CommonLit.org. https://www.commonlit.org/texts/shut-the-
door-speech.
Underwood and Underwood. “Klan Assembles a Short Distance
from US Capitol.” ca. 1920s. At The American Yawp
era/klan-gathering/ .
University of California at Irvine

Econ 100A - Problem Set #1 - Amjad Toukan - Summer I 2021
Due on Friday July 2nd, 2021
Chapter 3 Problems:
1. Draw indifference curves that represent the following
individuals’ preferences for hamburgers and soft drinks.
Indicate the direction in which the individuals’ satisfaction (or
utility) is increasing.
a. Joe has convex preferences and dislikes both hamburgers
and soft drinks.
b. Jane loves hamburgers and dislikes soft drinks. If she is
served a soft drink, she will pour it down the drain rather than
drink it.
c. Bob loves hamburgers and dislikes soft drinks. If he is
served a soft drink, he will drink it to be polite.
d. Molly loves hamburgers and soft drinks, but insists on
consuming exactly one soft drink for every two hamburgers that
she eats.
e. Bill likes hamburgers, but neither likes nor dislikes soft
drinks.
f. Mary always gets twice as much satisfaction from an extra
hamburger as she does from an extra soft drink.
2. If Jane is currently willing to trade 4 movie tickets for 1
basketball ticket, then she must like basketball better than
movies. True or false? Explain.
3. Janelle and Brian each plan to spend $20,000 on the
styling and gas mileage features of a new car. They can each
choose all styling, all gas mileage, or some combination of the
two. Janelle does not care at all about styling and wants the best
gas mileage possible. Brian likes both equally and wants to
spend an equal amount on each. Using indifference curves and
budget lines, illustrate the choice that each person will make.

4. Suppose that Bridget and Erin spend their incomes on
two goods, food (F) and clothing (C). Bridget’s preferences are
represented by the utility function , while Erin’s preferences are
represented by the utility function .
a. With food on the horizontal axis and clothing on the
vertical axis, identify on a graph the set of points that give
Bridget the same level of utility as the bundle (10,5). Do the
same for Erin on a separate graph.
b. On the same two graphs, identify the set of bundles that
give Bridget and Erin the same level of utility as the bundle
(15,8).
c. Do you think Bridget and Erin have the same preferences
or different preferences? Explain.
5. The price of DVDs (D) is $20 and the price of CDs (C) is
$10. Philip has a budget of $100 to spend on the two goods.
Suppose that he has already bought one DVD and one CD. In
addition there are 3 more DVDs and 5 more CDs that he would
really like to buy.
a. Given the above prices and income, draw his budget line
on a graph with CDs on the horizontal axis.
b. Considering what he has already purchased and what he
still wants to purchase, identify the three different bundles of
CDs and DVDs that he could choose. For this part of the
question, assume that he cannot purchase fractional units.
6. Debra usually buys a soft drink when she goes to a
movie theater, where she has a choice of three sizes: the 8-
ounce drink costs $1.50, the 12-ounce drink $2.00, and the 16-
ounce drink $2.25. Describe the budget constraint that Debra
faces when deciding how many ounces of the drink to purchase.
(Assume that Debra can costlessly dispose of any of the soft
drink that she does not want.)

7. Consumers in Georgia pay twice as much for avocados as
they do for peaches. However, avocados and peaches are the
same price in California. If consumers in both states maximize
utility, will the marginal rate of substitution of peaches for
avocados be the same for consumers in both states? If not,
which will be higher?
8. Brenda wants to buy a new car and has a budget of
$25,000. She has just found a magazine that assigns each car an
index for styling and an index for gas mileage. Each index runs
from 1 to 10, with 10 representing either the most styling or the
best gas mileage. While looking at the list of cars, Brenda
observes that on average, as the style index increases by one
unit, the price of the car increases by $5000. She also observes
that as the gas-mileage index rises by one unit, the price of the
car increases by $2500.
a. Illustrate the various combinations of style (S) and gas
mileage (G) that Brenda could select with her $25,000 budget.
Place gas mileage on the horizontal axis.
b. Suppose Brenda’s preferences are such that she always
receives three times as much satisfaction from an extra unit of
styling as she does from gas mileage. What type of car will
Brenda choose?
c. Suppose that Brenda’s marginal rate of substitution (of gas
mileage for styling) is equal to S/(4G). What value of each
index would she like to have in her car?
d. Suppose that Brenda’s marginal rate of substitution (of gas
mileage for styling) is equal to (3S)/G. What value of each
index would she like to have in her car?
9. Connie has a monthly income of $200 that she allocates
among two goods: meat and potatoes.
a. Suppose meat costs $4 per pound and potatoes $2 per
pound. Draw her budget constraint.
b. Suppose also that her utility function is given by the
equation U(M, P) = 2M + P. What combination of meat and
potatoes should she buy to maximize her utility? (Hint: Meat

and potatoes are perfect substitutes.)
c. Connie’s supermarket has a special promotion. If she buys
20 pounds of potatoes (at $2 per pound), she gets the next 10
pounds for free. This offer applies only to the first 20 pounds
she buys. All potatoes in excess of the first 20 pounds
(excluding bonus potatoes) are still
$2 per pound. Draw her budget constraint.
d. An outbreak of potato rot raises the price of potatoes to $4
per pound. The supermarket ends its promotion. What does her
budget constraint look like now? What combination of meat and
potatoes maximizes her utility?
10. Jane receives utility from days spent traveling on vacation
domestically (D) and days spent traveling on vacation in a
foreign country (F), as given by the utility function U(D,F) =
10DF. In addition, the price of a day spent traveling
domestically is $100, the price of a day spent traveling in a
foreign country is $400, and Jane’s annual travel budget is
$4000.
a. Illustrate the indifference curve associated with a utility of
800 and the indifference curve associated with a utility of 1200.
b. Graph Jane’s budget line on the same graph.
c. Can Jane afford any of the bundles that give her a utility of
800? What about a utility
of 1200?
d. Find Jane’s utility-maximizing choice of days spent
traveling domestically and days spent in a foreign country.
Chapter 4 Problems:
1. Jack, our representative consumer, consumes varying
amounts of beef and rice. Assume that B = quantity of beef
consumed, and that R = quantity of rice consumed. Jack’s utility
function is given as:

a. Assume further that the price of beef is $4, the price of rice is
$2, and that Jack’s income is $200. How much of each product
should he purchase?
b. How are the quantities calculated in (a) above affected when
the price of rice increases from $2 to $4? Calculate the
substitution and income effects for rice?
c. Is rice a normal good or an inferior good? Explain.
2. An individual consumes two goods, clothing and
food. Given the information below, illustrate both the income-
consumption curve and the Engel curve for clothing and food.
Price Clothing
Price Food
Quantity Clothing
Quantity Food
Income
$10
$2
6
20
$100
$10
$2
8
35
$150
$10
$2
11
45
$200
$10
$2

15
50
$250
3. Jane always gets twice as much utility from an extra
ballet ticket as she does from an extra basketball ticket,
regardless of how many tickets of either type she has. Draw
Jane’s income-consumption curve and her Engel curve for ballet
tickets.
4. a. Orange juice and apple juice are known to be
perfect substitutes. Draw the appropriate
price-consumption curve (for a variable price of orange juice)
and income-consumption curve.
b. Left shoes and right shoes are perfect
complements. Draw the appropriate price-consumption and
income-consumption curves.
5. Each week, Bill, Mary, and Jane select the quantity of two
goods, x1and x2, that they will consume in order to maximize
their respective utilities. They each spend their entire weekly
income on these two goods.
a. Suppose you are given the following information about the
choices that Bill makes over a three-week period:

I
Week 1
10
20
2
1
40
Week 2
7
19
3
1
40
Week 3
8
31
3
1
55
Did Bill’s utility increase or decrease between week 1 and week
2? Between week 1 and week 3? Explain using a graph to
support your answer.
b. Now consider the following information about the choices
that Mary makes:

I
Week 1
10
20
2
1
40
Week 2
6
14
2
2
40
Week 3
20
10
2
2
60
Did Mary’s utility increase or decrease between week 1 and
week 3? Does Mary consider both goods to be normal goods?
Explain.
c. Finally, examine the following information about Jane’s
choices:

I
Week 1
12
24
2
1
48
Week 2
16
32
1
1
48
Week 3
12
24
1
1
36
Draw a budget line-indifference curve graph that illustrates
Jane’s three chosen bundles. What can you say about Jane’s
preferences in this case? Identify the income and substitution
effects that result from a change in the price of good x1.
6. Two individuals, Sam and Barb, derive utility from
the hours of leisure (L) they consume and from the amount of
goods (G) they consume. In order to maximize utility, they need
to allocate the 24 hours in the day between leisure hours and
work hours. Assume that all hours not spent working are leisure
hours. The price of a good is equal to $1 and the price of leisure
is equal to the hourly wage. We observe the following
information about the choices that the two individuals make:
Sam

Barb
Sam
Barb
Price of G
Price of L
L (hours)
L (hours)
G ($)
G ($)
1
8
16
14
64
80
1
9
15
14
81
90
1
10
14
15
100
90
1
11
14
16
110
88
Graphically illustrate Sam’s leisure demand curve and Barb’s
leisure demand curve. Place price on the vertical axis and
leisure on the horizontal axis. Given that they both maximize

utility, how can you explain the difference in their leisure
demand curves?
7. Suppose the income elasticity of demand for food is 0.5
and the price elasticity of demand is -1.0. Suppose also that
Felicia spends $10,000 a year on food, the price of food is $2,
and that her income is $25,000.
a. If a sales tax on food caused the price of food to increase
to $2.50, what would happen to her consumption of food? (Hint:
Because a large price change is involved, you should assume
that the price elasticity measures an arc elasticity, rather than a
point elasticity.)
b. Suppose that Felicia gets a tax rebate of $2500 to ease the
effect of the sales tax. What would her consumption of food be
now?
c. Is she better or worse off when given a rebate equal to the
sales tax payments? Draw a graph and explain.
8. Suppose you are in charge of a toll bridge that costs
essentially nothing to operate. The demand for bridge crossings
Q is given by
a. Draw the demand curve for bridge crossings.
b. How many people would cross the bridge if there were no
toll?
c. What is the loss of consumer surplus associated with a
bridge toll of $5?
d. The toll-bridge operator is considering an increase in the
toll to $7. At this higher price, how many people would cross
the bridge? Would the toll-bridge revenue increase or decrease?
What does your answer tell you about the elasticity of demand?
e. Find the lost consumer surplus associated with the increase
in the price of the toll from
$5 to $7.

Appendix to Chapter 4 Problems:
1. Sharon has the following utility function:
where X is her consumption of candy bars, with price
PX = $1, and Y is her consumption of espressos, with PY = $3.
a. Derive Sharon’s demand for candy bars and espressos.
b. Assume that her income I = $100. How many candy bars
and how many espressos will Sharon consume?
c. What is the marginal utility of income?
2. Maurice has the following utility function: where X is his
consumption of CDs, with a price of $1, and Y is his
consumption of movie videos, with a rental price of $2. He
plans to spend $41 on both forms of entertainment. Determine
the number of CDs and video rentals that will maximize
Maurice’s utility.
1
x
2
x
1
P
2
P
1
x
2
x
1
P

2
P
1
x
2
x
1
P
2
P
1
15.
2
PQ
=-
(,)
UXYXY
=+
22
(,)20802,
UXYXYXY
=+--
(,)10
UFCFC
=
22
(,)0.20
UFCFC
=
John Smith
HIS122

Professor Cynthia Krutsinger
January 1, 2017
Thesis: The trial of Tituba and her claims to witchcraft set the
precedent for future arrests and
trials under the allegation of witchcraft. The hysteria
surrounding her case was a major catalyst
for the period of time known as the Salem Witch Trials.
Outline:
I) Introduction
II) Background information to the life and crimes of Tituba.
A) A section on Tituba’s life as a slave taken from Barbados.
B) Betty and her cousin, Abigail, experienced strange pains and
fits that they claimed to be
caused by Tituba.
C) Evidence of Betty and Abigail’s claims incorporated from
the testimony at Tituba’s trial.

III) The circumstances surrounding the trial.
A) People began coming forward claiming Tituba practiced
voodoo and fortune telling.
1) Evidence of these claims from testimony at her trial.
B) Next will be a description of the racial xenophobia of
America at that time.
1) Background evidence of the racial laws and xenophobia from
secondary sources.
C) A description of Puritan culture and their belief in living a
pure simple life with no time
or mercy for their sins or the sins of others and the belief that
no sin should go
unpunished.
1) Evidence from Puritan laws and sermons from 17th century
New England.
D) There was a distinct lack of rights due to the fact Tituba is a
black slave.
E) Tituba’s testimony claimed the Devil made her do it and that

other of her friends had
bewitching powers.
1) Evidence from Tituba’s testimony and the accusations against
her.
IV) The historical effects of the trial that show the precedent
set.
A) Tituba’s confessions to being a witch and ability to do other
worldly things legitimized
the already existing suspicions of early Salem colonists about
witchcraft especially due to
racial and classist prejudices of the people at that time. Her
being a black slave possessed
by the Devil played to their pre-existing suspicions of all black
people and all slaves as
being the Devil’s minions.
B) Tituba’s very public trial sparked the idea that the Devil was
now living in Salem and
could possibly be possessing anyone.
C) Thus began the Salem Witch Trials of many other people
who were claimed by those
surrounding them to have demonic power.
V) Conclusion including a reiteration of the thesis and proof.

Module 3: Thesis Statement and Outline
Overview
For this assignment, you will be drafting your thesis statement
and creating a plan for writing your paper through the creation
of a full sentence outline.
Instructions
· Review the How to Write a Thesis Statement for History in the
eText.
· Based on the topic you chose and your instructor approved
earlier, draft a one to two sentence argumentative thesis
statement.
· Write a full sentence outline in outline format with at least
three main arguments or support (see the arguments you
included in your thesis statement).
· Each argument should have at least one to two subtopics.
· Make sure you review the example Thesis Statement and
Outline to review the layout.
· Once you are satisfied that you have included all the required
elements, submit your completed Thesis Statement and Outline
to the Assignment folder by the due date on the Course
Schedule in .docx or .rtf format (no PDFs).
How to Write A Thesis Statement for History
A thesis statement is one to two sentences that clearly and
decisively state your research papers main argument or main
idea and explains why. If you believe that your thesis statement
needs to three sentences or more, then you probably have not
clearly defined the main point of your paper.
A thesis statement is a declarative sentence, not a question.
Often it helps to begin with a research question. What do you
want to answer with your research? The answer to your research
question is your thesis.
The thesis statement should be the last sentence of your

introductory paragraph. Your introductory paragraph is
designed to bring the reader into your essay and grab his or her
interest. The thesis statement will then act as a key to a map. It
will tell your reader what you will be arguing and how you are
going to get there. This tells your audience from the very
beginning how you have interpreted the history you are
discussing.
Don’t be afraid to change your thesis statement. The thesis
statement you create for this assignment, like your
bibliography, is a working one. Your ideas, interpretation or
focus may change as you write your essay. Your thesis
statement doesn’t need to be static. It’s fine to go back and
change your thesis statement to match your final draft.
Mary Lynn Rampolla, in her A Pocket Guide to Writing in
History, tells us “A history paper, like many other kinds of
academic writing, usually takes the form of an argument in
support of a thesis – a statement that reflects the conclusion you
have reached about your topic after a careful analysis of the
sources.”1 As you develop your thesis, keep these points in
mind:
· A thesis is not a description of your topic.
· A thesis is not a question.
· A thesis is not a statement of fact.
· A thesis is not a statement of opinion. It is your interpretation
based on evidence from your sources.
So what is a thesis statement? “a thesis is a statement that
reflects what you have concluded about the topic of your paper,
based on a critical analysis and interpretation of the source
materials you have examined.”2
· The thesis is not a question, but it does answer your research
question. .
· A thesis is specific. It tries to tell the reader what happened in
a particular event in history, and why. It is focused and specific
enough to be “proven” within the boundaries of your paper. If
you need 12 pages to prove your thesis, then your thesis is not
focused enough. .

· The thesis is argumentative or debatable. It takes a stand –
THIS happened in THIS way for THIS reason. Someone must be
able to disagree with your statement. If you do not take a stand,
if you are stating a truth that is so obvious you don’t have a
stand, then you probably have a statement of fact, and not a
thesis. For example, no one can argue that Columbus sailed
across the Atlantic Ocean in 1492, so this is not a thesis
statement. .
· A thesis statement for history answers a historical question.
WHY did this happen this way? What were the causes, effects,
influences on – the answer to each question is the beginning of
your thesis. .
· A thesis statement for history should be closed. The thesis
should act as the key to the map. The reader knows where the
paper is going and how the writer is going to get there.
If...
Then...
Your proposed thesis does no more than repeat the topic you are
writing about…
It is not a thesis.
Your proposed thesis poses a question without suggesting an
answer…
It is not a thesis.
Your proposed thesis articulates a fact or a series of facts…
It is not a thesis.
Your proposed thesis reflects a personal belief or preference…
It is not a thesis.
BUT
If...
Then...
Your proposed thesis:
· Suggests an answer to a question you proposed while
reading, and
· is specific rather than general, and

· is debatable or argumentative, and
· Can be supported by evidence from sources, and
· Is closed, laying out the major arguments of your paper
It is a thesis.
3
A thesis involving a single person, or region for a single event
or decade is likely a better thesis than one that tries to describe
all people for centuries on end. For example, a thesis about Nat
Turner’s Rebellion would be much more focused than one on
slavery in the British colonies. Avoid sweeping generalities.
Avoid words like “all,” “always,” “every;” these will make your
thesis too general. Don’t exaggerate or use hyperbole. Get rid of
terms like “Throughout history” and “everyone knows”. Time
periods discussed in a thesis should be very limited as should
the number of people discussion, for the same reasons.
There is no one way to write a thesis statement for history, but
sometimes it is helpful to begin with a formula. In general, a
thesis statement makes a claim and includes the major support
or topics to prove your claim. Thus a general formula for a
closed argumentative thesis statement is:
Claim, as [seen, illustrated, proven, etc.] by X, Y, and Z.
The verb used in a thesis statement is up to you, but in general
you need to connect your support (X, Y, and Z) to your Claim.
Watch the following video for more information on how to
create a thesis statement for history:
The Office of Digital Learning. “Thesis Statement – Writing
Tutorials, US History, Dr. Robert Scafe.” University of
Oklahoma. YouTube. 7:32.
OWL Purdue also has some helpful tips on how to create
various types of thesis statements as well. Make sure you focus
on argumentative thesis statements!
Creating an Outline
An outline is basically a table of contents for your paper in full
sentence format. The purpose of the outline is to help you plan
your project by organizing your big paper into smaller parts that

are ordered logically. The second purpose is to list not only the
various topics of your project, but also to make sure you have
evidence for every topic. When you’ve done your outline, if
there are topics without evidence, you know you need to go
back to your research for quotations and other evidence for that
topic. Remember, you should have at least one quotation or
other piece of evidence for every paragraph.
In this class, the purpose of the outline also serves as a way for
you to share your plan and major evidence/support with your
instructor. Your instructor can then give you feedback and
suggestions on any places you might need to change or add to
make a stronger argumentative research paper.
Please see the example in this module to visualize what your
Thesis and Outline assignment should look like. You may also
reference the Alphanumeric Outline at Purdue OWL (see Full
Sentence Outlines).
This video will help you use MS Word to automatically make an
alphanumeric outline.
Here is the professor's feedback on M1 and M2.
M1
This is extremely general and does not propose a narrowly
focused argument research essay. You have no specific time
period or specific area or specific act of racial violence. Review
some of your sources and see what examples they use in regards
to racial violence and then focus on a specific event that is of
most interest to you
M2
All of your sources are from the past 18 months and they are all
academic journal articles. Why did you not try to find other
source types? Moreover it is unclear if they are primary or
secondary because of their publication date. It does not indicate
if it was a long-term study and just happened to be published

now. The Man and Spinner source appear to be primary
sources.
Your annotations describe the source, but do not address the
authors or how this will support your narrowly focused
argument. These sources do look at racial violence, but there is
not a narrow focus.
You failed to cite your sources correctly and completely in your
preferred citation style - MLA, APA or Chicago. See
attachments.

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