This document provides instructions for students to respond to at least two classmates' posts from the Week Three Discussion. It instructs students to address any questions or concerns raised by classmates, review claims and evidence for logical fallacies, and comment on whether the claims effectively support the thesis statement. Students are also asked to provide feedback on the research selected and whether enough evidence was presented. The document reminds students to engage with any classmates who respond to their own posts and to utilize the feedback to revise their paper outlines and drafts. It also provides a link to a peer response template for students to follow when writing their responses.

1. Respond to Peers
(due Monday, Day 7)
: In 125 to 200 words each, respond to at least two classmates.
In each response, begin by addressing your classmate’s
questions and concerns. Then, review the list of claims and
supporting evidence for possible fallacies. State whether your
classmate’s claims effectively support the thesis statement and
explain why. Share your thoughts on the research selected to
support the list of claims. Has your classmate provided enough
evidence?
Be sure to follow up with classmates who respond to your post.
Utilize feedback from this discussion as you revise your paper
outline and compose your rough draft.
Please review the
Week Three Discussion 1 Peer Response Template
before writing your response
STATEMENT #1
D1
Jonathan R.
Claim: By coming back to his original foreign policy promises,
“engaging rather than confronting adversaries…” (Shanks,
2016) President Barack H. Obama is using peace instead of
violence to, not only, make the Iran Nuclear deal, but enforce it.
Evidence: The Soufan group, which is built and run by former
operatives of respective agencies like the cia, fbi, British MI6,
is an intel gathering agency that gives top ranking US military
and intel officials confidence in the Iran Nuke deal, through
their findings. (Shanks, 2016)
Evidence: President Obama asked critics of the agreement

2. whether they preferred war instead.
Claim: Just because peace is used as primary factor of enforcing
a treaty, violence, as a threat, can be used to help both parties
maintain peace.
Evidence: Secretary of Defense Ashton Carter has doubted what
a military strike could do, but called for a military strike
strategy in case Iran seeks to advance their Nuclear capabilities
(Shanks, 2016)
Evidence: General Martin Dempsey agreed the deal was better
than a direct strike against Iran, but does not discount the power
and possibilities a direct strike could bring about.
(Shanks, 2016)
Claim: The absence of peace after the Treaty of Versailles
created tensions that led to World war two, but could’ve been
alleviated through the efforts of peace.
Evidence: The terms of the treaty of Versailles set forth by the
British and French pretty much guaranteed WWII happening.
(Gordon, 1998)
Evidence: There was a need of compensation of justice for the
pain WWI had brought (Gordon, 998)
Claim: Looking to disable the opposing party is an aggressors
choice that leads to violence, while a peaceful approach can
disarm the situation before it starts.
Evidence: The Prime minister of France from 1917 on came to
the Paris Peace conference with one objective, to make
Germany pay. (Shepley, 2011)
Evidence: The German people were disappointed with the Peace
Conference because they felt their politicians failed them, and
no matter what they were being punished. This led to discontent
and the anti-Semitism movement began. (Shepley, 2011)
References
Lu, C. (2002). Justice and moral regeneration: Lessons from the
treaty of Versailles. International Studies Review, 4(3), 3–25.
doi:10.2307/3186461
Gordon Martel, “A Comment,” in Manfred F. Boemeke, Gerald

3. D. Feldman, and Elisabeth Glaser, eds., The Treaty of
Versailles: A Reassessment after 75 Years (Cambridge, U.K.:
Cambridge University Press, 1998), p. 624.
Gordon, P. (2016). Joint Comprehensive Plan of Action (Iran
Nuclear deal).
Salem Press Encyclopedia,
Retrieved December 6, 2016, from
http://eds.b.ebscohost.com.proxy-
library.ashford.edu/eds/detail/detail?sid=ac0aa49e-d1c0-4094-
b4c6-
c94121880f75%40sessionmgr107&vid=6&hid=119&bdata=JnNp
dGU9ZWRzLWxpdmU%3d#AN=110642397&db=ers
Shank, G. (2016). Anatomy of a done deal: the fight over the
Iran nuclear accord. Social Justice, 42(1), 1–18, 145.
Shepley, N. (2011). Britain, France and Germany and the treaty
of Versailles: The failure of long term peace (2nd ed.). Luton:
Andrews UK.
STATEMENT#2
W/K 3 Discussion 1 Herman T.
Herman T.
Thesis statement:
:
All s
tudents, should be required to wear school uniforms in public
K-12 schools, based upon my research and logic, supportive
evidence of my argument, as shown by: (1) first amendment
rights of students, (2) the positive and negative aspects, (3)

4. students wearing a uniform creates a safer school environment,
improved attendance, and also raises academic achievement
A.
Claim:
Positive affects on students and their families
Evidence:
Parents liked that they did not have to buy expensive clothes,
but now replaced with purchasing a school uniform (Ginburg, C
and Jill, Lynn-nore (2015).
Evidence:
“So it has an emphasis on what students are putting in their
minds to create the person whom they want to become (The
Washington Post, (1997).
Evidence:
A student should not be judged by peers upon what they wear
on their backs but what it processed in their minds (The
Washington Post, (1997).
B.
Claim:
: School uniforms create a safer school environment.
Evidence:
A strong point for the supports of uniforms is it cuts down in
distractions in class and at school (In Scholastic News, 2013).
Evidence:
“Most part how our young people by peer pressure and outward
image are making students sell drugs to buy the right clothes to
fit in with their peers” (The Washington Post, 1997)
C.

5. Claim:
Students behavior and achievement has improved since
required school uniforms in public K-12 schools.
Evidence:
TWIN FALLS, Idaho (AP) ” South-central Idaho
school
officials are praising the benefits of implementing
school
uniforms
despite facing student opposition. Twin Falls alternative
school
Bridge Academy principal Jim Brown tells the Times-News
(http://bit.ly/1vDHD3V) that disciplinary issues have reduced
since requiring students to wear a
uniform
(AP Regional Report, 2014).
Evidence:
The results do not suggest any significant association between
school
uniform
policies and achievement. Although the results do not definitely

6. support or reject either side of the
uniform
argument, they do strongly intimate that
uniforms
are not the solution to all of American education's
ills(Educational Policy, v34n6, p847-874, 28pp., 2014)
D.
Claim:
Public K-12 School’s required dress code policy.
Evidence:
This article explores the reasons used for the banning of
symbolic clothing in
schools
and recommends four principles that may assist educators and
policy analysts in developing more consistent guidelines. It is
hoped that the principles put forward will underpin future
policy discussions in defining the acceptable parameters of
symbolic clothing. [Gereluk, Dianne, 2007).
Evidence:
The evolution of
dress
code

7. cases dealing with hair length, obscenity, and gang clothing will
demonstrate the different ways the courts have addressed these
issues and how those decisions are likely to affect the legality
of the current movement towards mandatory
uniforms
in the public
schools
(Gereluk,Dianne, 2007).
E.
Claim:
Wearing uniforms created
a student atmosphere of more pride, respect, and discipline for
their teacher’s, school, and learning.
Evidence:
Positive impacts of student learning, religion, and in overall
pride of students, and common thread to assist in overall
positive morale of the whole student body (Ginburg, C, Jill,
Lynn-nore, 2015).
Evidence:
That is, a growth mindset predicted increased perceived
academic competence, which, in turn, predicted reduced shame
and increased
pride (
University of Southampton, 2015).. The findings have far-
reaching implications for educators (University of Southampton,
2015). This research also makes a novel connection between
growth mindset, perceived academic competence and self-
conscious emotions, within a

8. school
setting (University of Southampton, 2015).
The fallacies I located in my work are...
that I need more stronger evidence to support my argument.
Also, need documented research information in my research. My
point of view on I agree that K-12 students should wear school
uniforms, also has another side and they also have research to
support their viewpoint, one example would be the first
amendment and the freedom of expression.
My claims logically support my thesis statement by...
following the claims and evidence in my thesis statement and
showing how it all supports my argument.
I would like some help with...
how can someone know if they are unintentionally having
plagerism in their paper? An example would be using a word or
group of words that someone else used previously in a paper on
the same topic. Also, can you please let us know more reference
and citing sources examples.
(Associated Press Regional Report Idaho 2014).
References
Associated Press, Regional Report, Idaho, 2014.

9. Gepeluk, Dianna Journal of Philosophy of Education, Nov
(2007), vol41 Issue 4, p643-657,15p.
Ginburg, C, Jill, Lynn-nore, 2015
Kevin Hunter Goligher
.
Kingston Whig - Standard
Uniforms have
benefits: [Final Edition],
Kingston, Ont] 18 Feb 1999: 6.
Mitchell, Harold
and
Knechtle, John,
Journal of Negro Education
, Vol 72(4), Fall 2003. Special Issue: Commercialism in the
Lives of Children and Youth of Color: Education and Other
Socialization Contexts. pp. 487-494.
Phyc INFO Database Record (c) 2016 APA, all rights reserved.
University of Southampton,2015.
The Washington Post, 1997.
Yeung, Ryan Education Policy, v23n6p- 847-874, 28pp.,Feb
2014.