Research and discuss a community agency that plays a vital role in the probation or parole system in your state.
What job does this agency do in relation to the probation or parole system?
How does the role of the community agency assist with supervision and rehabilitation of the offender and re-entry into the community?
Based on your research, do you feel the agency is effective in achieving these objectives? Why or why not?
? Analyze the uses of Revolutionary memory and rhetoric in two nineteenth-century social movements (abolition, women’s rights, school integration, education). Using both primary (Stanton, Grimké, Walker, Douglass, Rush, Willard, Smith case documents) and secondary (Moss) sources [if relevant], make an argument about how nineteenth-century Americans engaged in specific causes called upon the memory of the Revolution. Choose movements and documents you have not yet written about. One way to approach this topic is to compare two movements. Did they call upon different aspects of the Revolution? Did they call upon the same aspects but interpret them differently? How so? What does their use of Revolutionary rhetoric teach us about 19th-century reformers? Another approach is to consider the uses of Revolutionary rhetoric in these movements against what we know about the history of the Revolutionary era itself. That is, did 19th-century Americans distort the history of the Revolution? Did they ignore relevant parts of the conflict? How and to what ends? Focus not on whether reformers got it “right” but on how they adapted or adopted the history of the Revolutionary era to their own ends.
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