Compare and contrast the struggles of women and African-Americans to achieve their constitutional rights and equality from the mid-nineteenth century to the present day.

Please make sure you used all 6 contents and no outside sources. I’ll provide two video from the professor. You may use it in the paper. The videos are on canvas. Under history.
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Midterm #2
Instructions: 
To complete midterm #1, you will write a standard long format essay (at least 1000 words, 5-6, pages, 12 point Times New Roman font, double-check) to answer the following prompt:● Compare and contrast the struggles of women and African-Americans to achieve their constitutional rights and equality from the mid-nineteenth century to the present day. 
Your essay will need to take into consideration the following documents:Document #1:  Document #1: Norma McCorvey, formally known as "Jane Roe", with attorney Gloria Allred, right, in front of the U.S. Supreme Court in Washington, D.C (1989)Document #2: "The removal of all forms of the subjection of women is the purpose to which the National Women's Party is dedicated...The laws of various States at present hold her in that class. They deny her a control of her children equal to the father’s; they deny her, if married, the right to her own earnings; they punish her for offenses for which men go unpunished; they exclude her from public office and from public institutions to the support of which her taxes contribute. These laws are not the creation of this age, but the fact that they are still tolerated on our statute books and that in some States their removal is vigorously resisted shows the hold of old traditions-upon us. Since the passage of the Suffrage Amendment the incongruity of these laws, dating back many centuries, has become more than ever marked...An amendment to the Federal Constitution...if adopted, would remove them at one stroke"Document #2: Elsie Hill, member of the National Women’s Party, "Shall Women be Treated Equal Before the Law?" (1922)Document #3:In the last couple of years, a noisy movement has sprung up agitating for “women’s rights.” Suddenly, everywhere we are afflicted with aggressive females on television talk shows yapping about how mistreated American women are, suggesting that marriage has put us in some kind of “slavery,” that housework is menial and degrading, and—perish the thought—that women are discriminated against…It’s time to set the record straight. The claim that American women are downtrodden and unfairly treated is the fraud of the century. The truth is that American women never had it so good. Why should we lower ourselves to “equal rights” when we already have the status of special privilege?This Amendment will absolutely and positively make women subject to the draft….Another bad effect of the Equal Rights Amendment is that it will abolish a woman’s right to child support and alimony…The law now requires a husband to support his wife as best as his financial situation permits, but a wife is not required to support her husband. A husband cannot demand that his wife go to work to help pay for family expenses. He has the duty of financial support under our laws and customs. Why should we abandon these mandatory wife-support and child-support laws so that a wife would have an “equal” obligation to take a job?...Many women are under the mistaken impression that “women’s lib” means more job employment opportunities for women, equal pay for equal work, appointments of women to high positions, admitting more women to medical schools, and other desirable objectives which all women favor. We support these purposes as well as any necessary legislation which would bring them about.But all this is only a sweet syrup which covers the deadly poison masquerading as “women’s liberation.” The women’s libbers are radicals who are waging a total assault on the family, on marriage, and on children.Document #3: Phyllis Schlafly’s “The Fraud of the Equal Rights Amendment” (1972)Document #4 Document #4: Women’s Suffrage Procession (1913)Document #5 Document #5:  A Southern Chain Gang (1903)Document #6 Document #6: Slogan for the March on Washington (1963)Document #7“We have waited for more than 340 years for our constitutional and God given rights. The nations of Asia and Africa are moving with jetlike speed toward gaining political independence, but we still creep at horse and buggy pace toward gaining a cup of coffee at a lunch counter. Perhaps it is easy for those who have never felt the stinging darts of segregation to say, "Wait." But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate filled policemen curse, kick and even kill your black brothers and sisters; when you see the vast majority of your twenty million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent society...Oppressed people cannot remain oppressed forever. The yearning for freedom eventually manifests itself, and that is what has happened to the American Negro...”Document #7: Martin Luther King Jr., Letter from a Birmingham Jail (1963)Document #8: 
Document #8:  Residential Map of Detroit (1939)Relevant Key Terms to Consider:● 14th Amendment ● 15th Amendment● 19th Amendment● Alice Paul● Anti-Suffragists● Betty Friedan● Black Codes● Booker T. Washington● Brown v Board of Education● Casey v. Planned Parenthood● Convict Leasing● Deindustrialization● Detroit Riot 1967● Equal Rights Amendment● Federal Housing Administration● Grandfather Clause● Jim Crow● Literacy Test● Los Angeles Riot 1992● Marcus Garvey● National American Women Suffrage Association● National Organization of Women● Nation Women’s Party● Phyllis Schlafly● Poll Tax● Redlining● Roe v. Wade● Sharecropping● Southern Veto● Sit-in Movements● The Great Migration● Tulsa Riot● Urban Renewal● War on Drugs● White Flight● Women’s March● W.E.B. Dubois● Watts Riot 1965Your grade (200 points) for this assignment will be based on the following criteria:● Thesis: Present a thesis that makes a historically defensible claim and response to all parts of the question. Your thesis must consist of one or more sentences located in the introduction. ● Argument Development: Develop and support a cohesive argument that recognizes and accounts for the historical complexity by explicitly illustrating relationships among historical evidence such as contradictions, corroboration, and/or qualification. ● Use of Documents: Utilize the content of at least six documents to support the stated thesis or a relevant argument. For every document below the minimum six document quota, 30 points will be deducted from your total score. ● Sourcing the documents: Explaining the significance of the author's point of view, author's purpose, historical context, and/or audience for at least six documents. ● Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. ● Evidence Beyond the Documents: Provide examples or additional evidence (key terms/concepts from the reading and class lectures) beyond those found in the documents to support your argument.[Double Check Your Submission] double-check your submission to make sure it meets all of the criteria for the assignment. ● [Proofread] Please proofread your essay utilizes at least six documents to answer the essay prompt in a clear, organized, detailed, and cohesive essay format (short essay response includes a short introduction including a thesis statement, body paragraphs with supporting evidence, and conclusion statement)● [At least 1000 words] Your submission must be at least 1000 words and include specific details, key terms, and contents from class readings and lectures. Any submission with fewer than 1000 words will automatically receive a zero ● [Include citations of at least six documents] When quoting or citing from the document, a simple in writing MLA citation (source #) at the end of the sentence is sufficient. Any essay that does not include a citation of assigned documents and discuss relevant information/content beyond the documents and written in a vague and broad manner will not receive partial credit