Name Kikana HayesDate 16Dec2022Problem with Submission .docx

Name: Kikana Hayes
Date: 16Dec2022
Problem with Submission
Explanation:
Kikana: This Touchstone assignment shows good effort. I am
returning this Touchstone ungraded, though, because it does not
effectively follow the instructions. For this Touchstone:
1. The focus is on one of the research questions listed in the
lesson.
2. The research question for civil rights would be the following:
What lessons can we learn from African American history?
Considering past struggles from Reconstruction to the civil
rights movement of the 1950s and 1960s for African American
civil rights, what lessons can we learn about the best strategies
for engaging civil rights now and in the future?
3. One of the goals is to use both primary and secondary
sources. There is a list of primary and secondary sources in 2a.
The aim of this assignment is to create a historical perspective
in order to provide a context and grounding for events today. If
how young people could be involved with the movement is of
interest, then this strategy could be researched as one piece of
the broader historical research questions.
Please also note the difference between primary and secondary
research. Additional resources could be found using the
keywords, but the primary sources are from first-hand accounts
and may require more effort to find.
Before resubmitting, please review the touchstone instructions,
rubric, sample touchstone, and requirements. If you have any
questions on this information, please email the Sophia Learning

Coaches at
[email protected].
Thank you, Jo Bennett
Hist1010 Touchstone 2 Template
Complete the following template, including all parts. Fill out
all cells using complete sentences, aiming for one to three
complete sentences for each cell of the template.
STEP 1: KNOWLEDGE
Select an issue you will address in your presentation for Unit 3
and decide which research question you want to focus on within
your selected issue. Then, identify the key words and phrases
that you will use as you search for sources.
What is the issue you would like to write about?
Engaging Civil Rights
Which question would you like to research?
What are the most effective strategies for engaging young
people in civil rights activism?
What key words and phrases will you be looking for in your
sources?
Keywords: Civil Rights, activism, engagement, strategies,
youth, education, equality, outreach, advocacy and mobilization
STEP 2: COMPREHENSION
From a collection of sources, choose two primary and two
secondary sources that have relevant information for the

historical events you want to include in your presentation. List
the sources you identified and explain why they are credible.
2a. Evaluate two secondary sources that will help you
investigate your research question.
Secondary
Source 1
Secondary
Source 2
What is the title?
“Why Not Us?” Youth Activism in the South
Youth in Revolt: Five Powerful Movements Fueled by Young
Activists
Who wrote it?
Lois Carlisle. Written for the Atlanta History Center. The
Atlanta History Center is a museum and research center located
in Atlanta, Georgia, United States. It is dedicated to preserving
and interpreting the history of Atlanta and the American South.
The center includes several historical buildings, including the
Tullie Smith Farm, the Swan House, and the Margaret Mitchell
House, as well as a variety of exhibitions and educational
programs
Erin Blakemore. Written for the National Geographic. The
National Geographic is a magazine and media company that
focuses on science, exploration, and culture. It was founded in
1888 and is known for its high-quality photographs and
journalism. The National Geographic Society, a non-profit
organization, owns and operates the National Geographic brand.
In addition to the magazine, the National Geographic also
produces television shows, documentaries, and other media
content. The National Geographic has a mission of promoting
the understanding and conservation of the natural and cultural

world.
When did they write it?
January 15, 2021.
March, 23 2018
Why did they write it?
To illustrate the history of youth activism in the South,
particularly during the civil rights movement of the 1950s and
1960s
To showcase the inspiring examples of passionate young people
who have acted as catalysts for change in various social
movements throughout history and around the world.
What is the main idea/ takeaway?
Young people have been key drivers of social change
throughout history and should be acknowledged and celebrated
for their contributions. From the civil rights movement of the
1950s and 1960s to the 2020 and 2021 elections, young people
have been essential in advocating for justice and making a
lasting impact on society.
The main takeaway is that young people have been at the
forefront of social change throughout history and have been
agents of progress in a variety of movements, including the civil
rights movement, the Vietnam War protests, the Tiananmen
Square protests, the Arab Spring, and indigenous water rights.
Was the writer present at the time of the events being written
about?
No
Yes.
Does the writer seem neutral?
Yes.
Yes
What are some of the facts presented?
The first fact presented is that young people have been involved
in social justice campaigns since the 1870s. The second fact is
that youth activism served as the backbone of the Civil Rights
Movement in the 1950s and ‘60s. The third fact is that the
Student Nonviolent Coordinating Committee was a recipient of

financial support from the Voter Education Project.
The first fact presented is that young people have been at the
forefront of social change around the world, from the civil
rights movement in the United States to the Arab Spring in the
Middle East. The second fact is that the student-led protests
against the Vietnam War galvanized and divided the American
public. The third fact is that during the Tiananmen Square
protests in 1989, Chinese youth demanded democratic reforms
and economic liberalization in the face of cronyism and
economic decline.
Explain how this source is credible.
This source is credible because it is written by Lois Carlisle, an
expert in youth activism and civil rights. The source has
detailed information about the history of youth involvement in
social justice campaigns and the civil rights movement, and it
provides specific examples of how the youth have contributed to
these events. Additionally, the source cites primary sources
such as photographs, documents, and John Lewis’ book, A Child
Shall Lead Them: Martin Luther King Jr., Young People, and
the Movement. This provides further evidence that the
information is accurate and reliable.
This source is credible because it provides a variety of
examples of youth-led social movements from around the world
and offers insight and analysis from experts in the field. It
includes quotes from people who were directly involved in the
movements, such as Michael S. Ansara of the Student
Nonviolent Coordinating Committee and Rowena He, author of
Tiananmen Exiles. Additionally, the source includes images of
the movements, providing visual evidence of the events that are
being discussed.
2b. Evaluate two primary sources that will help you investigate
your research question.
Primary

Source 1
Primary
Source 2
What is the title?
How students impacted the US Civil Rights Movement
How Youth Activists Impacted the Civil Rights Movement
Who wrote it?
Talia Gilliham
Greg Timmons
February 14, 2022
February 28, 2016
To celebrate Black History Month and to educate people about
the role students played in the Civil Rights Movement as well as
to inform people about the different degrees one can pursue if
they want to make a change in society.
To recount the stories of courageous young people who took
part in the civil rights movement, to educate readers on the
pivotal events and people that shaped the movement, and to
inspire others to take action against social injustice.
The main idea and takeaway of this source is that Black History
Month provides an opportunity to celebrate the achievements of
Black people and to recognize the role students played in the
Civil Rights Movement.
The main takeaway from this is that the civil rights movement
was a pivotal moment in history that was propelled by young
people, and led by iconic figures like the Little Rock Nine, the
Greensboro Four, and Ruby Bridges. These courageous
individuals stood up against institutionalized segregation, white
supremacy, and oppression and made history in the process.
about?

No.
No
Yes, the writer seems neutral. The article does not express any
opinions in favor or against Black History Month, the Civil
Rights Movement, or the topics discussed. The writer simply
provides information and outlines the various ways in which
students have contributed to the movement.
Yes, the writer seems neutral in their writing. They present the
facts and events in a nonpartisan way, without expressing any
opinion on the matter.
The first fact presented is that Black History Month has been
celebrated in the USA since 1970. Additionally, the writer
outlines the aims of the Civil Rights Movement, which was to
abolish racial segregation and discrimination towards Black
people.
The first fact is that the landmark 1954 U.S. Supreme Court
decision Brown v. Board of Education set in motion the racial
integration of the nation’s schools. The second fact is that in
1955, nine African American students were recruited by Daisy
Bates to attend Little Rock Central High School. The third fact
is that the Greensboro Four, four African American college
students, took action by staging a sit-in at a Woolworth's
department store in 1960. The fourth fact is that in 1960, Ruby
Bridges was the first African American to attend the all-white
William Frantz Elementary School.
This source is credible due to the fact that it is an educational
article written by an expert in the field of history. The writer
has clearly researched the topic and provides accurate
information throughout the article.
This source is credible because it uses primary sources such as
the Library of Congress, U.S. News & World Report Magazine
Photograph Collection, Courtesy Cewatkin/Wikimedia
Commons, and Department of Justice/Wikimedia Commons. It

also uses reliable secondary sources such as the U.S. Supreme
Court decision Brown v. Board of Education, the Congress for
Racial Equality (CORE), and the NAACP. Additionally, it
provides accurate historical facts and gives a detailed account
of the events that took place in the civil rights movement.
STEP 3: APPLICATION
Look for connections among your sources by comparing,
contrasting, and corroborating information. Answer the
following questions:
What links or similarities do you see among your sources of
information?
The common thread among the sources of information is the
civil rights movement. All of the sources discuss the civil rights
movement and the role that young people played in it.
What discrepancies or differences do you see among your
sources of information?
Some sources include more specific details such as the exact
order of events and the names of people involved while other
sources provide a more general overview of the events.
STEP 4: ANALYSIS
Examine your evidence and think about which pieces are
strongest and which may be less useful, or may even oppose
your argument. Answer the following questions:
What evidence provides the strongest support for your
argument?
The strongest evidence that supports the argument is the use of
primary sources. The photographs, documents, and stories from

the people involved in the civil rights movement provide a first-
hand account of the events that took place and the difficulties
they faced. The use of these primary sources adds credibility to
the argument and makes it more convincing.
What evidence provides the weakest support for your argument,
or even opposes your argument?
The weakest evidence that supports the argument is the use of
secondary sources. While these sources provide accurate
information, they lack the detail and personal perspective that
primary sources provide. Additionally, secondary sources can
be biased and can lack the authenticity and accuracy of primary
sources.
How will you use this evidence to make an argument about your
issue?
he evidence provided can be used to make an argument about
the civil rights movement and its importance in history. It can
be used to demonstrate the courage of the African Americans
involved, the difficulties they faced, and the perseverance they
showed in the face of opposition. It can also be used to show
the power of peaceful protest and how it can be used to bring
about change. The evidence can also be used to show how the
civil rights movement has shaped our society today, and how it
continues to inspire future generations.
STEP 5: SYNTHESIS
Summarize your final argument to the research question you
identified in Step 1 and be sure to include the main ideas that
need to be communicated to your service organization.
Summarize your final argument - remember to include your
position on your issue, describe the evidence you’ll use, and

explain how your evidence supports your argument:
My position is that the civil rights movement of the 1950s and
1960s was a powerful force for social change and a catalyst for
the ongoing fight for civil rights. To support my argument, I
will use evidence from primary sources such as photographs,
documents, and stories from the people involved in the civil
rights movement. The use of primary sources adds credibility to
the argument and demonstrates the strength and determination
of these young people to fight for their civil rights. This
evidence serves to illustrate the power of the civil rights
movement and its lasting impact on our society today.
image1.png
Touchstone 2: Thinking Critically about History
SCENARIO: Imagine you represent your company at a service
organization dealing with one of these two issues:
Facing Economic Change
Engaging Civil Rights
Your supervisor has asked you to research information related
to the history of one of these issues for your organization to
help new employees and volunteers understand it better.
Eventually, you will make an oral presentation with slides that
include your findings and recommendations. Your predecessor
already started a list of sample primary and secondary sources

and collections of sources.
ASSIGNMENT: You’ll use the critical thinking process to
investigate an issue and craft the argument you’ll be presenting
in Touchstone 3.
The touchstone templates below will guide you through this
process in five steps:
Knowledge: What are the focused questions that will help you
investigate your research question?
Comprehension: What have you learned about your issue?
Application: How do your sources connect?
Analysis: How will you use your evidence?
Synthesis: What are the main points you will communicate?
For this touchstone, you will take the first step in creating your
presentation to help new employees and volunteers understand
how historical events can be applied to one of the issues
currently affecting your organization. To do the research
necessary for your presentation, you will need to choose four
sources that are credible and relevant to the issue facing your
organization.
You will first select the specific issue and research question you
want to address. Then, from a collection of sources, you will
choose two primary and two secondary sources that have
relevant information for the historical events you want to
include in your presentation. Finally, you will evaluate the
credibility of your chosen sources by answering a set of
questions.
To begin, download the touchstone template below and fill out
the sections as you complete each step. When you have finished,
you will submit this template to move onto the next unit.
Touchstone 2 TemplateTouchstone 2 Sample

A. Directions
Step 1. Knowledge
You’ll use the Knowledge step of the critical thinking process
to figure out what information will help you answer your
research question. Remember, in the Knowledge step, you ask
yourself these questions:
What are some more focused questions I can use to guide my
investigation?
What smaller pieces of information will I need to answer the
bigger research question?
By breaking your research question down into smaller pieces
and writing out what information you’re looking for, you’ll be
able to find the evidence you need from your sources and build
your knowledge of the issue.
In this Knowledge step, you will:
select your issue
select your research question
identify key words
1a. Select Your Issue
Select the issue you’d like to focus on for your presentation. As
you saw in the scenario above, your supervisor has asked you to
present lessons learned from historical events related to one of
two issues: Facing Economic Change or Engaging Civil Rights.
You will choose only one of these issues to write about, so pick
the one that’s most interesting to you or most relevant to your
work.
Read about each issue below and then select one to use for this
touchstone.
Issue 1: Facing Economic Change
The pace of economic and workplace change is faster than ever.
How have people been affected by such changes in the past and
how have they adapted? What lessons can we learn for success
in the modern workplace to deal with the changes that might
occur down the road?

Issue 2: Engaging Civil Rights
The United States was established on the principles of freedom,
rights, and equality—in a society that condoned slavery and
unequal rights. It has been a historical struggle to expand and
apply those founding principles more inclusively, especially for
African Americans, women, and immigrant groups. What have
been the key barriers to progress and how have different groups
been affected? How have those groups overcome obstacles?
What are related current issues and how might they be
successfully addressed both now and in the future?
1b. Select Your Research Question
To begin investigating your selected issue, you must choose to
focus on one of the following research questions.
If you choose to focus on this issue for your presentation, you
will select
one of the following questions.
What if the bottom falls out? How can you prepare and protect
yourself for bad times based on lessons learned from the Great
Recession of 2008 and the Great Depression?
What happens when the workplace changes? How can people
adjust when the workplace changes and what lessons can we
learn from the U.S. Industrial Revolution and the Information
Age?
If you choose to focus on this issue for your presentation, you
will select
one of the following questions.
What lessons can we learn from women’s history? What
strategies were used and what lessons can we learn from the
struggles women faced in the late 1800s–early 1900s and the
1960s–1970s for engaging current and future women’s rights
issues?
What lessons can we learn from African American history?

Considering past struggles from Reconstruction to the civil
rights movement of the 1950s and 1960s for African American
civil rights, what lessons can we learn about the best strategies
for engaging civil rights now and in the future?
What lessons can we learn from immigrant history? Based on
lessons learned from policies in the late 1800s and early 1900s
on immigration, how can present-day immigration issues be
addressed to help new immigrants to their new home in the
United States?
What lessons can we learn from the fight for LGBTQ+ rights
over the years? What strategies were used and what lessons can
we learn from how this group has fought for its rights since the
1960s, and how can present-day LGBTQ+ civil rights advocates
combat businesses, people and institutions that continue to
openly discriminate?
1c. Identify Key Words
Now that you’ve selected the research question that you’ll focus
on for your presentation, it’s time to look for the sources that
will provide answers to it. Although you will have access to a
list of primary and secondary sources that have already been
collected for the issue you’ve chosen, you’ll still need to figure
out which ones will help you answer your research question.
That’s where key words can help.
As you read earlier in this course, key words are specific and
meaningful words associated with your research question. You
may also want to include concepts or phrases from your
research question (like “U.S. manufacturing 1940s” below) in
order to focus your search. Check out the example below to see
this process in action.
EXAMPLE
Issue: Facing Economic Change
Research question: How did World War II affect
manufacturing in the United States in the 1940s?

Key words and phrases: World War II, U.S.
manufacturing 1940s, economy, economic change
Step 2. Comprehension
Now that you’ve selected a research question and you have
some key words in mind, it’s time to find two primary and two
secondary sources for your assignment and review them. Your
key words will come in handy as you evaluate the list of sources
to see which ones best support your research question.
To begin developing an answer for your research question, you
need to review information about the historical events you are
considering. As you recall from the assignment scenario, your
predecessor has already collected information related to the
issue you are investigating, and the secondary and primary
sources from the collection are listed below.
2a. Choose Primary and Secondary Sources
Based on the issue that you have chosen, review the
corresponding sources and select two secondary and two
primary sources that most closely support your research
question.
Facing Economic Change Sources
Women's History SourcesAfrican American History
SourcesImmigrant History SourcesLGBTQ+ Sources
As you review each of the sources in the collection, keep in
mind your research question and the key words you
brainstormed in the previous steps. This will help you skim
through the sources and locate the four sources you need.
2b. Evaluate Primary and Secondary Sources Once you have
selected the four sources that you want to use to investigate
your research question, you are ready to begin evaluating for
credibility. The touchstone template will guide you through
each of the elements that are required to evaluate your sources.

Step 3. Application
Now it’s time to think about how your sources connect to one
another. This will help you apply the information you’ve
collected to answer your research question.
contrasting, and corroborating information. Make sure to
consider their historical context and how they are related to the
time period they are from. Then answer the following questions
in your touchstone template:
information?
Step 4. Analysis
The Analysis step of the critical thinking process is about
taking a closer look at your evidence. Think about which pieces
of evidence will provide the strongest support for your
argument and what details from your sources you will use to
illustrate your main points. Think also about what evidence may
be less useful, or may even oppose your argument. Being honest
with yourself at this stage about which pieces of evidence
support your argument, and which do not, will help you to
improve your final presentation.
Examine your evidence and think about how it can help you
make a convincing argument. Then answer the following
questions in your touchstone template:
argument?
issue?
Step 5. Synthesis

You’re almost done! For the fifth step, it’s time to write down
your argument. This is a summary of your final answer to your
research question. Remember to include your position on the
issue, describe the evidence you’ll use, and explain how this
evidence supports your argument.
Summarize your argument in the touchstone template and be
sure to include the main ideas that need to be communicated to
your service organization. Make sure you’re answering the
research question you identified in Step
Name: Sharon Harrison
Date: 07/18/2021
Hist1010 Touchstone 2 Sample
STEP 1: KNOWLEDGE
Facing Economic Change
How can people adjust when the workplace changes and what
lessons can we learn from America’s Industrial Revolution, the
new economy of the 1950s, and the Information Age?
sources?
Keywords: adjust, workplace changes, America’s Industrial
Revolution, new economy, 1950s, Information Age

Secondary
Source 1
Secondary
Source 2
What is the title?
10 Lessons from People Who Lived Through the Great
Depression
The Old Rules No Longer Apply
Who wrote it?
Eric Goldschein. Written for the Business Insider “Welcome!
Business Insider is a fast-growing business site with deep
financial, media, tech, and other industry verticals. Launched in
2007 by former top-ranked Wall Street analyst Henry Blodget
and DoubleClick executives Dwight Merriman and Kevin Ryan,
the site is now the
largest business news site on the web.
Business Insider was acquired by German media company Axel
Springer SE in September, 2015.”
Greg Myre. Written for NationalPublic Radio website.
August 29, 2011
October 16, 2013
To compare most recent recession and get inspiration from

those who lived through the Great Depression.
This was to look back at the crisis 40 years ago (1973 Oil
embargo that led to massive shortages and long gas lines in the
United states.) The aim was to review what happened then and
why and show how lessons were learned and successful
adaptations have been made and market conditions have
changed in the years since to avoid a similar situation.
There are things we can learn from past generations who lived
through hard times.
Over-dependence for key products (like oil) on foreign sources
can make a nation economically vulnerable. But markets will
adjust and policy changes can help to minimize the
vulnerability. And, in the process, new sources can develop--
like new sources of energy, which can lead to different types of
jobs,
Was the writer present at the time of the events he is writing
about?
No
No. he does not claim that and his bio does not indicate that.
He perhaps was a small child then.
Yes
Not neutral, but fair. His reporting of the history in 1973 is
short but seems reliable. His reporting on the changes of policy
and and market conditions since that time seem accurate.
However, it is an interpretive piece that tries to say lessons are
learned and adjustments are made. One could see a piece
debating his interpretation and suggesting dependence on
Mideast Oil has been part of the motive for more conflicts there
in 1991, and in the Iraq invasion of the 2000s, so have lessons
been learned and have changes been adequate.
1929 to 1932 saw a
50 percent drop in national income, and in
1933, almost

25 percent of the work force was
unemployed.
The article shows a 1973 photo of the cars in gas lines. That the
United States was dependent enough on oil from Arab countries
that an embargo had massive consequences on everyday life in
the US for the space of about a year. It points out the odd very
different alignments then--we were then allies with Iran (!), this
embargo led to congress establishing fuel economy standards in
vehicles, etc. The US did more domestic drilling onland and
offshore as a result, but also solar and other energy sources got
more attention.
The source uses both firsthand accounts and data to support the
argument. It does not appear to persuade the reader to act in one
singular way.
The source is credible but in using it, one must recognize that
some of the “lessons” learned can be disputed--there are parts
that are interpretive.
Primary
Source 1
Primary
Source 2
What is the title?
The Uncertain Fate of Independent Bookstores
Flying Dust Dries up Hope for Southwest’s Salvation
Who wrote it?
Sam Kornell for the Santa Barbara Independent Newspaper
Frank McNaughton (United Press) reports from Boise City,
Oklahoma ; for the Pittsburgh Press (Pennsylvania)

February 12, 2009; recent example
April 16, 1935
Examine the change for local bookstores when faced with online
sales competition.
To depict for readers back east (Pittsburgh) the effects of the
“Dust Bowl” in Oklahoma
Technology has changed the way we access books and therefore
changes the business of selling books and working in that field.
Nature itself can sometimes compel dramatic economic collapse
and change. People must adapt, and even survival can be
difficult.
Was the writer present at the time of the events he is writing
about?
He was present for the interview and the issue is current.
He was present to witness the effects and to interview those
who lived in the region.
The writer reports on what his subjects answer and seems
neutral.
The writer seems fair, though one must consider possible ifs.
For example, what if he omits key info that would make the
situation seem better; or what if he exaggerates for effect
knowing readers back east can’t really ‘fact check” him easily
in that day.
-Today, online sales account for 40 percent of the Book Den’s
business.
-In 2007, online book sales were only narrowly beaten out by
sales at chain bookstores. This year, for the first time, more
books are expected to be sold online than in stores.
- About 400 million paper books were sold in the United States
in 2008, and Amazon sold 380,000 Kindles in 2008.
An immense dust storm is described first hand; effects of

previous dust storms observed and described by residents.
Farmers without cattle feed burn thorns to make them edible for
cattle. Interviews local newsman who says (in his county) 83
percent of the farmers and ranchers are on relief and about 150
families have moved from the area. Similar figures are given
for other parts of the state.
The source gives a good overview of how those specific people
working in small bookstores are affected by change in economy
and technology.
The source is credible but perhaps dramatizes some descriptions
or leaves out key information. He is writing for an eastern
audience that can’t directly verify what he says. But, those are
speculations; his report seems reliable. He uses direct
testimony and statistics.
STEP 3: APPLICATION
information?
Most of the sources speak of fairly sudden change. The
bookstore example is more gradual and due to man-made
technological change and the marketplace--this is easier to
adjust to; the dustbowl change is more sudden,dramatic--and
from nature--seems harder to adjust to. The secondary sources
are more summary in form and cover a longer period.
There are no specific records about people who did not change.
Was there ever any virtue or benefit to staying put and waiting
for good times to return or the old type of bookstore to come
back? Or--should we presume that those who did found that did

not pan out as a strategy?
Discrepancies--really these show different types of coping with
change. In any given situation--how do we know which strategy
is best?
STEP 4: ANALYSIS
argument?
The stats in each sources and the first hand descriptions in the
newspaper article on the dustbowl
The interpretive lessons--since these are easy to disagree about;
like the lessons from the oil embargo
issue?
The stories get attention; but the stats are persuasive--need to
combine effectively. The more recent things might seem more
relevant---if I can compare the dustbowl experience issues
today of climate change, business destruction in hurricane or
tornado or fire, etc,it might work well.
STEP 5: SYNTHESIS

Workplaces change for diverse reasons--such as improvements
in technology and marketplace change or severe economic
downturns. But, workplaces also change due to less predictable
issues like the environment and geopolitics. So--change is
diverse--and it must be expected and viewed as a chance to
adapt and succeed. This may require education and training,
geographic mobility, and some more immediate coping
strategies (government relief, more frugality, etc). But--in
most cases, a consistently beneficial quality is the expectation
of change and the embracing of it for new opportunities.
Name:
Date:
Hist1010 Touchstone 2 Template
STEP 1: KNOWLEDGE
sources?

Secondary
Source 1
Secondary
Source 2
What is the title?
Who wrote it?
about?

Primary
Source 1
Primary
Source 2
What is the title?
Who wrote it?

about?
STEP 3: APPLICATION
information?
STEP 4: ANALYSIS
argument?

issue?
STEP 5: SYNTHESIS

Name Kikana HayesDate 16Dec2022Problem with Submission .docx

Name Kikana HayesDate 16Dec2022Problem with Submission .docx

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