Please find below in the attachment all the necessary documents to complete the assignment. Assignment should follow the writing instructions exactly as they are written with credited sources, free from plagiarism, and following Strayer University Writing Standards and Rubric.
Assignment1: Different Approaches to Diversity Issues (1865–1925)
History 105:
Due Week 3 and worth 120 points (Dr. Stansbury)
Submission deadline: 9am Eastern time; Monday morning, April 27
In Assignment 1, we ask you to choose one of three topic choices listed below on the subject of diversity then use the Writing Guide located in Blackboard to write a brief paper on the subject. Each topic explores two different approaches to diversity during the 60-year period after the Civil War (1865–1925). The dynamic between the two approaches will have a profound impact on our history then—and now.
As you prepare and brainstorm ideas for your paper, first read and review what our Schultz textbook covers on the subject. Then, consider the other sources listed with each topic below. It is important that you review these sources carefully because your paper should use a minimum of three sources from the list below. Besides this instruction sheet and the Writing Guide, be sure to review the other helps (documents or video) provided by your instructor. For information on the SWS format, see the “Strayer Writing Standards” tab on the course menu, usually at the lower left of your Blackboard course shell. The SOURCES AND TIPS sheet posted will be especially helpful for properly citing your sources in the paper—make use of it.
TOPIC CHOICE ONE: Empowering African Americans—Two Strategies
Here you will focus on the approaches of Booker T. Washington and W. E. B. Du Bois. Other noted names and certainly different organizations will become part of your inquiry. Washington’s famous 1895 “Atlanta Compromise” speech (labeled such later by critics) sets the tone. One might find virtues, problems and successes associated with both strategies. You might see elements of each in strategies of later leaders and related issues even today.
Sources: Schultz, p. 340–2, 400–1, 404–5. See
http://historymatters.gmu.edu/d/39/
; and see
http://historymatters.gmu.edu/d/40
TOPIC CHOICE TWO: Getting Women the Vote—Two Strategies
Here you will focus on the approaches of two organizations and some names associated with each. These are the NAWSA (National American Woman Suffrage Association; later the League of Women Voters) and the NWP (National Women’s Party). You will identify the strategic approach and key players in each as they pursued the common goal of getting women the right to vote. One might find virtues, problems and successes associated with both strategies. You might see elements of each in strategies of later leaders and related issues even today.
Sources: Schultz, p. 364–366. Also see
https://www.womenshistory.org/education-resources/biographies/carrie-chapman-catt
on one of the leaders of the NAWSA; on the NWP’s Alice Paul, see
; and
https://americanhistory.si.edu/blog/2012/05/alice-paul-champion-of-woman-suffrage.html
.
[Topic Choice Three on next page]
p. 2
TOPIC CHOICE THREE: Immigration—Two Opposing Approaches and Views
Here you will focus on two opposing views of immigration and its impact on American culture and life. These are visible in the late 1800s and early 1900s, in a time when immigration was skyrocketing for a long period; but significant restrictions would come into play. One view is represented by lines of a famous poem on the base of the Statue of Liberty. The other view finds its place in laws restricting immigration. One might find virtues, problems and successes associated with one or both strategies. You might see elements of each in strategies of later leaders and related issues even today.
Sources: Schultz, p. 334–5, 348–9, 358–9, 408–9. Look for events and issues like the opening of Ellis Island, the melting pot idea, the Chinese Exclusion Act, and the National Origins Act. Also see the poem on the Statue of Liberty base:
https://www.nps.gov/stli/learn/historyculture/colossus.htm
. And see
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/chinese_exclusion_act.htm
.
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Your assignment must follow these formatting requirements:
· Use the
Strayer Writing Standards (SWS)
. The format is different than other formats like APA. Please take a moment to review the SWS documentation for details.
· Be typed, double spaced between lines, using Times New Roman font, Calibri, Arial, or Courier (size 10, 11, or 12), with one-inch margins on all sides; citations and sources must follow SWS format. You must have a Sources list at the end; each source listed must also be cited in the body of the paper with an in-text citation. Check with your professor for any additional instructions.
· The preferred file software is Microsoft Word (part of MS-Office). Alternatively, a student can use Windows’ WordPad (not NotePad) or OpenOffice. (Please do not submit files in format or Apple’s Pages or Google Docs.)
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date you submit. The cover page and the Sources page are not included in the required assignment length.
· The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800 maximum is a loose guideline. The body of the paper is to be double-spaced. Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length; add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2. But, the length requirement is evaluated by word count.
The paper must be submitted (uploaded and attached) in the course shell provided online.
The specific course learning outcomes associated with this assignment are:
· Discuss the developments, racial and political policies, and laws from 1865 to the 1920s following the end of slavery.
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Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. [grading rubric is on the next 2 pages below]
p. 3
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. [rubric is on p. 3-4 here]
Points: 120 |
Assignment 1: Different Approaches to Diversity Issues (1865-1925) |
||||
Criteria |
Exemplary 100% A |
Proficient 85% B |
Fair 75% C |
Meets Minimum Expectations 65% D |
Unacceptable 0% F |
1. Introduction: Identify the two different approaches that you will discuss. Describe what you will cover in the paper. Weight: 10% |
Thoroughly and clearly introduced your paper by identifying the two different approaches that you will discuss and describing what you will cover in the paper. |
Satisfactorily introduced your paper by identifying the two different approaches that you will discuss and describing what you will cover in the paper. |
Partially introduced your paper by identifying the two different approaches that you will discuss and describing what you will cover in the paper. |
Insufficiently introduced your paper by identifying the two different approaches that you will discuss and describing what you will cover in the paper |
Poor or no introduction. Did not identify the two different approaches that you will discuss. Did not describe what you will cover in the paper. |
2. History and Issues: Describe the development of the approaches, any key people or events, and any “success.” Weight: 30% |
Thoroughly and coherently described the development of the approaches, any key people or events, and any “success.” |
Satisfactorily described the development of the approaches, any key people or events, and any “success.” |
Partially described the development of the approaches, any key people or events, and any “success.” |
Insufficiently described the development of the approaches, any key people or events, and any “success.” |
Did not submit or incompletely described the development of the approaches, any key people or events, and any “success.” |
3. Comparison: evaluate what you see as the strengths and weaknesses of each view, and the impact of each in that period of history. Weight: 15% |
Thoroughly and clearly evaluated what you see as the strengths and weaknesses of each view, and the impact of each in that period of history. Used persuasive reasoning or clear examples. |
Satisfactorily evaluated what you see as the strengths and weaknesses of each view, and the impact of each in that period of history. |
Partially evaluated what you see as the strengths and weaknesses of each view, and the impact of each in that period of history. |
Insufficiently evaluated what you see as the strengths and weaknesses of each view, and the impact of each in that period of history. |
Did not submit or incompletely evaluated what you see as the strengths and weaknesses of each view, and the impact of each in that period of history. |
4. Conclusion: identify similar issues or approaches that developed later, and any similar issues today. Weight: 15% |
Thoroughly and effectively identified similar issues or approaches that developed later, and any similar issues today. |
Satisfactorily identified similar issues or approaches that developed later, and any similar issues today. |
Partially identified similar issues or approaches that developed later, and any similar issues today. |
Insufficiently identified similar issues or approaches that developed later, and any similar issues today. |
Did not submit or incompletely identified similar issues or approaches that developed later, and any similar issues today. |
5. Used the MINIMUM of three sources, drawing from the list provided. The class text is one of the sources used. Sources are listed at the end and matching in-text citations are used. Weight: 10% |
Meets at least the minimum number of required sources; all sources high quality choices. Sources are listed at the end and also cited in the body of the paper. Solid research is evident. |
Meets minimum number of required sources; most sources come from the list provided. |
Does not meet the required number of sources; some sources poor quality choices or not from the list provided. |
Does not meet the required number of sources; Insufficient on the reference list or in-text citations. |
No sources provided. |
6. Writing and Presentation: Used good grammar. Presentation shows clarity, reason, and critical thinking with proper writing mechanics. SWS format is used for reference entries, in-text citations, paper layout, and organization. Instructions followed. Weight: 20% |
0–2 errors. |
3–4 errors. |
5–6 errors. |
7–8 errors. |
More than 8 errors present. |
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ASSIGNMENT1: THE WRITING GUIDE (Prof. Stansbury; HIS105):
In your five paragraph essay using this Writing Guide, use the Schultz class text and at least two of the other sources provided for the topic you chose. Note, you need to include a list of Sources at the end (next page below); also you must cite each of those sources in the body of your paper with short in-text citations. Be sure to review the instruction sheet for Assignment
1.
Also, see the help sheet called “
Sources and Tips for Assignment 1
”. That help sheet also explains about length and provides other tips.
Introduction
In your introduction section, be concise but include the information listed by the two bullets below. Your introduction should be one paragraph in length:
· Identify the two different approaches that you will discuss—including people, organizations, and strategies.
· Describe what you will cover in the paper.
HISTORY AND ISSUES
In two paragraphs, describe briefly the development of each view or strategy, any key people or events, and any “success” either side had in seeing that view come to pass.
COMPARISON
In your comparison paragraph, evaluate what you see as the strengths and weaknesses of each view, and the impact of each in that period of history. Explain which approach you favor and why.
CONCLUSION
In your conclusion paragraph, identify similar issues or approaches that developed later, and any similar issues today.
Sources
1.
2.
3.
Sources
and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi—Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
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ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-text citation (in the body of the paper), and how each on looks on an SWS style list of sources at the end of your paper. Obviously, focus on the part related to the topic you chose. Chapters 16-through-21 of the class text have relevant info for Assignment 1, but focus on the pages listed for the topic you choose. When citing the class text (or any book), the in-text citation should include specific page numbers where the information was found. With an eBook, normally you can click on the screen and the page number will appear on the lower left of the screen.
[continued on next page]
p. 2
TOPIC CHOICE ONE: Empowering African Americans—Two Strategies
From instruction sheet—- Sources: Schultz, p. 340–2, 400–1, 404–5. See
http://historymatters.gmu.edu/d/39/
; and see
http://historymatters.gmu.edu/d/40
But don’t list or cite them this way; see proper form below.
The SWS style in-text citations in the body of your paper would look something like these:
(Schultz, 1, p. #). (Washington, 2). (DuBois, 3).
The SWS style list of sources at the end of your paper would look something like this, though the order may vary:
Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.
2. Booker T. Washington. 1895. Booker T. Washington Delivers the 1895 Atlanta Compromise Speech. (From Harlan, 1974). http://historymatters.gmu.edu/d/39/
3. W. E. B. DuBois. 1903. W. E. B. DuBois Critiques Booker T. Washington. (From DuBois, 1903). http://historymatters.gmu.edu/d/40
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TOPIC CHOICE TWO: Getting Women the Vote—Two Strategies
From Instructions sheet—Sources: Schultz, p. 364–366. Also see
https://www.womenshistory.org/education-resources/biographies/carrie-chapman-catt
on one of the leaders of the NAWSA; on the NWP’s Alice Paul, see
; and
https://americanhistory.si.edu/blog/2012/05/alice-paul-champion-of-woman-suffrage.html
. But don’t list or cite them this way; see proper form below and on top of next page.
The SWS style in-text citations in the body of your paper would look something like these:
(Schultz, 1, p. #). (Michals, 2). (Kean University, 3). (Graddy, 4).
The SWS style list of sources at the end of your paper would look something like this, though the order may vary—the list below continues also on the next page
:
Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.
2. Debra Michals. 2015. Carrie Chapman Catt (1859-1947). National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/carrie-chapman-catt
p. 3
3. Kean University. March 20, 2014. Alice Paul, Women’s Rights Activist. [YouTube]. https://www.youtube.com/watch?v=5GDe4DkZN2A
4. L. K. Graddy. May 8, 2012. Alice Paul: Champion of Woman Suffrage. National Museum of American History. https://americanhistory.si.edu/blog/2012/05/alice-paul-champion-of-woman-suffrage.html
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TOPIC CHOICE THREE: Immigration—Two Opposing Approaches and Views
From Instructions sheet—Sources: Schultz, p. 334–5, 348–9, 358–9, 408–9. Look for events and issues like the opening of Ellis Island, the melting pot idea, the Chinese Exclusion Act, and the National Origins Act. Also see the poem on the Statue of Liberty base:
https://www.nps.gov/stli/learn/historyculture/colossus.htm
. And see
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/chinese_exclusion_act.htm
. But don’t list or cite them this way; see proper form below.
The SWS style in-text citations in the body of your paper would look something like these:
(Schultz, 1, p. #). (Lazarus, 2). (Chinese Exclusion Act, 3).
The SWS style list of sources at the end of your paper would look something like this, though the order may vary:
Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.
2. Emma Lazarus. Nov. 2, 1883. The New Colossus. National Park Service—Statue of Liberty. https://www.nps.gov/stli/learn/historyculture/colossus.htm
3. Chinese Exclusion Act. 1882. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/chinese_exclusion_act.htm
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