U.S. History Learn from Past
There are 4 different assignments. Below will be attached all the files needed to complete the assignments. Please read the file as it has the instructions listed on how to complete each task.
Assessment 1
Assessment
Instructions
Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.
Overview
For this assessment, imagine you represent your company at a service organization dealing with one of these two issues: facing economic change or engaging civil rights. Your supervisor has asked you to research information related to the history of this issue for your organization to help new employees and volunteers understand it better. Your job is to put together a list of credible sources related to a topic of your choice and then use your problem-solving and agility skills to evaluate them using the
Evaluating Historical Sources Worksheet [DOCX]
.
Preparation
Complete the following:
Step 1: Choose Your Topic
Choose a topic and narrow its focus. Think about who you want to focus on and what event or challenge you want to focus on. For example, your topic could compare the challenges faced by farmers during the Great Depression with the challenges they faced during the 2008 recession.
Economic Change:
1. What if the bottom falls out?
. How can you prepare for and protect yourself from bad times based on lessons learned from the Great Recession of 2008 or the Great Depression?
· What happens when the workplace changes?
. How can people adjust when the workplace changes? What lessons can we learn from America’s Industrial Revolution, the new economy of the 1950s, or the Information Age?
Civil Rights:
1. Women.
. What strategies were used and what lessons can we learn from the struggles women faced in the late 1800s–early 1900s or the 1960s and 1970s for engaging and understanding current and future women’s rights issues?
· African Americans.
. Considering past struggles such as Reconstruction and the Jim Crow era or the civil rights movement of the 1950s and 1960s for African American civil rights, what lessons can we learn about the best strategies for protecting civil rights now and in the future?
· Native Americans.
. How can lessons learned from events or policies such as the Trail of Tears, the Indian Removal Act, or the Dawes Act be used to address the challenges Native Americans face today?
· Immigrant Groups.
. Based on lessons learned from immigration policies in the late 1800s and early 1900s, how can present-day immigration issues be addressed?
Step 2: Identify Resources
Review the
History Presentation Resource List [DOCX]
. Choose two sources from the list that correspond to your topic. Some of the items in the resource list are collections, so you’ll have to dig a little deeper to find a specific source that matches your topic.
Step 3: Research
Conduct your own research to locate two additional sources relevant to your topic. The additional sources should be resources from the Capella library or credible websites. For help finding sources on the Internet and in the Capella library, review the
Finding Primary and Secondary Sources
page on the
General Education Information Research Skills Library Guide
. To ensure you are finding quality sources, refer to the Capella library’s
Think Critically About Source Quality
resource page.
Instructions
Use the
Evaluating Historical Sources Worksheet [DOCX]
to complete the following steps. Be sure to answer each question in the worksheet for each source.
Step 1: Identify quality primary and secondary sources related to a historical topic.
Step 2: Identify key elements of each source, including the author, date, and main idea.
Step 3: Describe the biases and perspectives of the authors of each source.
Step 4: Explain why each source is or is not credible.
Step 5: Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
Additional Requirements
Your paper should meet the following requirements:
· Written communication: Written communication should be free of errors that detract from the overall message.
· Citations: Include a complete citation for each source. Review current
APA Style and Format
guidelines for more information on how to cite your sources.
· Number of references: Your paper should include at least four properly cited sources, two primary and two secondary.
· Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze historical records to determine credibility and validity.
. Identify quality primary and secondary sources related to a historical topic.
. Identify key elements of each source, including the author, date, and main idea.
. Describe the biases and perspectives of the authors of each source.
. Describe key facts presented in each source.
. Explain why each source is or is not credible.
· Competency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences.
. Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
History Presentation Resource List
Primary and Secondary Historical Sources
Primary Sources: Facing Economic Change
History Matters. (n.d.).
“Sir I will thank you with all my heart”: Seven letters from the Great Migration
. Retrieved from http://historymatters.gmu.edu/d/5332/
Roosevelt, F. D. (1933, March 12).
On the bank crisis
[Radio address]. Franklin D. Roosevelt Presidential Library and Museum. Retrieved from http://docs.fdrlibrary.marist.edu/031233.html
Roosevelt, F. D. (1938, April 14).
F.D.R. on economic conditions/12th fireside address
. History Central. Retrieved from https://www.historycentral.com/documents/FDRTwelthfireside.html
Library of Congress. (n.d.).
American memory timeline
. Retrieved from http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/index.html
Kleinfield, N. R. (1983, September 26).
American way of life altered by fuel crisis
. The New York Times. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F424767573%3Faccountid%3D27965
Library of Congress. (n.d.).
American life histories: Manuscripts from the Federal Writers’ Project, 1936 to 1940: Articles and essays
. Retrieved from https://www.loc.gov/collections/federal-writers-project/articles-and-essays/
Facing History and Ourselves. (n.d.).
Firsthand accounts of the Great Depression
. Retrieved from https://www.facinghistory.org/mockingbird/firsthand-accounts-great-depression
Wadler, J. (2009, April 2).
And still, they prospered
. The New York Times. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F434065466%3Faccountid%3D27965
American Experience. (n.d.).
A Dust Bowl survivor
. PBS. Retrieved from https://www.pbs.org/wgbh/americanexperience/features/surviving-the-dust-bowl-interview-survivor/
Library of Congress. (n.d.).
Inside an American factory: Films of the Westinghouse Works, 1904
. Retrieved from https://www.loc.gov/collections/films-of-westinghouse-works-1904/about-this-collection/
Library of Congress. (n.d.).
National Child Labor Committee collection
. Retrieved from https://www.loc.gov/collections/national-child-labor-committee/about-this-collection/
Secondary Sources: Facing Economic Change
1. Cwiek, S. (2014).
The middle class took off 100 years ago…thanks to Henry Ford?
NPR. Retrieved from https://www.npr.org/2014/01/27/267145552/the-middle-class-took-off-100-years-ago-thanks-to-henry-ford
2. Gates, Jr., H. L. (2013).
Madam Walker, the first black American woman to be a self-made millionaire
. PBS. Retrieved from https://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/100-amazing-facts/madam-walker-the-first-black-american-woman-to-be-a-self-made-millionaire/
3. Wilkerson, I. (2016).
The road to freedom
. Smithsonian, 47(5), 38–102. Retrieved from http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=117744069&site=ehost-live&scope=site
4. Goldschein, E. (2011, August 29).
10 lessons from people who lived through the depression
. Business Insider. Retrieved from https://www.businessinsider.com/lessons-from-people-who-lived-through-the-depression-2011-8
5. Mauldin, J. (2018).
The 2020s might be the worst decade in U.S. history
. Forbes. Retrieved from https://www.forbes.com/sites/johnmauldin/2018/05/24/the-2020s-might-be-the-worst-decade-in-u-s-history/#4edfb05e48d3
6. Smithsonian National Museum of American History. (n.d.).
Energy crisis
. Retrieved from https://americanhistory.si.edu/american-enterprise-exhibition/consumer-era/energy-crisis
7. Geier, B. (2015, March 12).
What did we learn from the dotcom stock bubble of 2000?
Time. Retrieved from https://time.com/3741681/2000-dotcom-stock-bust/
8. Lumen Learning. (n.d.).
Conclusion: Post-war America
. Boundless US History. Retrieved from https://courses.lumenlearning.com/boundless-ushistory/chapter/conclusion-post-war-america/
Primary Sources: Women’s History
1. Truth, S. (1851).
Ain’t I a woman?
[Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/sojtruth-woman.asp
1. Anthony, S. B. (1873).
Women’s right to vote
[Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1873anthony.asp
1. Addams, J. (1915).
Why women should vote, 1915
[Pamphlet]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1915janeadams-vote.asp
1. The New York Times. (1919, June 5).
The passage of the 19th Amendment, 1919–1920
. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1920womensvote.asp
1. Feminist Majority Foundation. (2014).
National organization for women: Statement of purpose
. Retrieved from http://www.feminist.org/research/chronicles/early1.html
Secondary Sources: Women’s History
1. Michals, D. (Ed.). (2015).
Alice Paul (1885–1977)
. National Women’s History Museum. Retrieved from https://www.womenshistory.org/education-resources/biographies/alice-paul
AmericanExperiencePBS. (2017).
Alice Paul: The great war
[Video]. Retrieved from https://www.youtube.com/watch?v=mgY_8QwZX4s
Primary Sources: Native American History
1. The University of Oklahoma, Western History Collections. (n.d.).
Doris Duke collection
. Retrieved from https://digital.libraries.ou.edu/whc/duke/
1. Yale Law School, Lillian Goldman Law Library, the Avalon Project. (2008).
Treaties between the United States and Native Americans
. Retrieved from https://avalon.law.yale.edu/subject_menus/ntreaty.asp
1. Yale Law School, Lillian Goldman Law Library, the Avalon Project. (2008).
Statutes of the United States concerning Native Americans
. Retrieved from https://avalon.law.yale.edu/subject_menus/namenu.asp
Secondary Sources: Native American History
1. U.S. National Library of Medicine. (1994). “
If you knew the conditions…”: Health care to Native Americans
. Retrieved from https://www.nlm.nih.gov/exhibition/if_you_knew/index.html
1. History.com. (2019).
Native American history timeline
. Retrieved from https://www.history.com/topics/native-american-history/native-american-timeline
1. History.com. (2020).
Trail of Tears
. Retrieved from https://www.history.com/topics/native-american-history/trail-of-tears
1. Gambino, L. (2017, March 10).
Native Americans take Dakota Access pipeline protest to Washington
. The Guardian. Retrieved from https://www.theguardian.com/us-news/2017/mar/10/native-nations-march-washington-dakota-access-pipeline
1. Smith-Schoenwalder, C. (2019, July 2).
The battle for the Grand Canyon
. U.S. News and World Report. Retrieved from https://www.usnews.com/news/national-news/articles/2019-07-02/all-eyes-on-uranium-around-the-grand-canyon
1. Weiser, K. (2019).
Cochise – Strong Apache leader
. Legends of America. Retrieved from https://www.legendsofamerica.com/na-cochise/
Primary Sources: African American History
1. Teaching Tolerance. (n.d.).
Slaves’ petition for freedom to the Massachusetts legislature (1777).
Retrieved from https://www.tolerance.org/classroom-resources/texts/hard-history/slaves-petition-for-freedom-to-the-massachusetts-legislature
2. National Archives, Founders Online. (n.d.).
To Thomas Jefferson from Benjamin Banneker, 19 August 1791
. Retrieved from https://founders.archives.gov/documents/Jefferson/01-22-02-0049
3. Douglass, F. (1852).
The hypocrisy of American slavery, July 4, 1852
[Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/douglass-hypo.asp
4. Washington, B. T. (1895).
Booker T. Washington (1856–1915): Speech at the Atlanta Exposition, 1895
[Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1895washington-atlanta.asp
5. History Matters. (n.d.).
W.E.B. DuBois critiques Booker T. Washington
. Retrieved from http://historymatters.gmu.edu/d/40
6. Smith, S., Ellis, K., & Aslanian, S. (2001).
Remembering Jim Crow
[Documentary]. American Public Media. Retrieved from http://americanradioworks.publicradio.org/features/remembering/index.html
7. National Humanities Center. (n.d.).
The Montgomery bus boycott and the women who started it: The memoir of Jo Ann Gibson Robinson
. Retrieved from http://nationalhumanitiescenter.org/pds/maai3/protest/text5/robinsonbusboycott
8. National Humanities Center. (n.d.).
Walter F. White: I investigate lynchings
. Retrieved from http://nationalhumanitiescenter.org/pds/maai3/segregation/text2/investigatelynchings
9. United States House of Representatives, History, Art & Archives. (n.d.).
The civil rights movement and the second reconstruction, 1945–1968.
Retrieved from https://history.house.gov/Exhibitions-and-Publications/BAIC/Historical-Essays/Keeping-the-Faith/Civil-Rights-Movement/
10. King, Jr., M. L. (1963).
“I have a dream,” address delivered at the March on Washington for Jobs and Freedom
[Speech]. The Martin Luther King, Jr. Research and Education Institute, Stanford University. Retrieved from https://kinginstitute.stanford.edu/king-papers/documents/i-have-dream-address-delivered-march-washington-jobs-and-freedom
11. Malcolm X. (1964, April 3).
The ballot or the bullet
[Speech]. SoJust. Retrieved from http://www.sojust.net/speeches/malcolm_x_ballot.html
Secondary Sources: African-American History
1. Black Lives Matter. (n.d.).
Herstory
. Retrieved from https://blacklivesmatter.com/herstory/
Simon, C. (2018, July 16).
Black lives matter has shown hashtags matter, too
. USA Today. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F2070082770%3Faccountid%3D27965
NPR. (2008, June 5).
Obama triumph: A turning point for America?
Retrieved from https://www.npr.org/templates/story/story.php?storyId=91181127
Primary Sources: Immigrant History
1. Our Documents.gov. (n.d.).
Chinese Exclusion Act (1882)
. Retrieved from https://www.ourdocuments.gov/doc.php?flash=false&doc=47
2. National Archives. (n.d.).
Our documented rights: Thinking about Chinese exclusion
. Retrieved from https://www.archives.gov/education/lessons/chinese-exclusion.html
3. Chinese American Museum. (n.d.).
Life before exclusion
. Retrieved from http://camla.org/chinese-exclusion-act/
4. U.S. Department of State, Office of the Historian. (n.d.).
Chinese immigration and the Chinese Exclusion Acts
. Retrieved from https://history.state.gov/milestones/1866-1898/chinese-immigration
5. U.S. Department of State, Office of the Historian. (n.d ).
The Immigration Act of 1924 (The Johnson-Reed Act)
. Retrieved from https://history.state.gov/milestones/1921-1936/immigration-act
6. Digital History. (n.d.).
Immigration Restriction Act of 1924
. Retrieved from http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1116
7. National Park Service. (n.d.).
The Statue of Liberty: The new colossus
. Retrieved from https://www.nps.gov/stli/learn/historyculture/colossus.htm
8. Horne, M. (2019).
20 Ellis Island immigration photos that capture the hope and diversity of new arrivals
. History.com. Retrieved from https://www.history.com/news/ellis-island-immigration-photos-diversity
9. Burke, M. (2016).
The American dream is alive and well…on the Forbes 400
. Forbes, 198(5), 58–74. Retrieved from http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=118439921&site=ehost-live&scope=site
10. Sesin, C. (2018, December 26).
Through immigrant stories, a portrait of America. NBC News
. Retrieved from https://www.nbcnews.com/news/latino/through-immigrant-stories-portrait-america-n948246
Secondary Sources: Immigrant History
1. Felter, C., Renwick, D., & Cheatham, A. (2020).
Renewing America: The U.S. immigration debate
. Council on Foreign Relations. Retrieved from https://www.cfr.org/backgrounder/us-immigration-debate-0
Robinson, D. (2019).
The immigration debate: Closing the distance between legal requirements and humanitarian instincts is a global, rather than national, enterprise
. The Foreign Service Journal. Retrieved from https://www.afsa.org/immigration-debate
ProCon.org. (2019).
Should the government allow immigrants who are here illegally to become U.S. citizens?
Retrieved from https://immigration.procon.org/
NBC News. (n.d.).
Immigration & the border
. Retrieved from https://www.nbcnews.com/immigration-border-crisis
Constitutional Rights Foundation. (2018).
Educating about immigration: History lesson 1: History of immigration through 1850s
. Retrieved from http://www.crfimmigrationed.org/lessons-for-teachers/71-immigrant-article-1
Assessment 3
Assessment
Instructions
Note: The first three assessments in this course build on each other; therefore, it is recommended that you complete them in the order presented.
Overview
In this assessment, you will build on the work you completed for Assessment 1 and Assessment 2, continuing your focus on the issue you chose to examine. Create and record a presentation for new employees and volunteers to understand better how key historical events in U.S. history are connected to their work and impact society today.
Preparation
Review the Evaluating Historical Sources Worksheet you completed for Assessment 1 and the Historical Analysis Worksheet you completed for Assessment 2.
Instructions
Create and record a PowerPoint presentation (8–12 slides total) by incorporating your evidence and arguments from previous assessments. Refer to this assessment’s Resources for PowerPoint and audio and video recording resources.
Step 1: Provide an overview of a chosen issue, including research questions and sub-questions that need to be answered to understand an historical event and its long-term impact.
· Include a title slide with the title of your presentation and your name.
· Include 1–2 topic slides that provide:
. Your primary research question from Step 1 in your Historical Analysis Worksheet you completed for Assessment 2.
. Any additional sub-questions you identified in Step 1 of the Historical Analysis Worksheet you completed for Assessment 2.
. An overview of your issue.
Step 2: Explain why each of your sources is or is not credible.
· Include 1–2 slides that describe the credibility and validity of your sources (based on the work you did in Assessment 1).
Step 3: Explain the causes and long-term impacts of an historical event.
· Include a minimum of three evidence slides that provide evidence and visuals that support your explanations.
Step 4: Use critical thinking to relate past challenges and strategies to a current organizational issue.
· Include at least one slide that connects past events to the current state of your issue. Explain how your historical research can be used to better understand your issue today.
Step 5: Communicate clearly with appropriate purpose, organization, tone, and sentence structure.
· Prepare notes for your oral presentation and add them to the presenter notes in PowerPoint. You can type or copy and paste your notes into the Notes box below each of your slides.
· Record a short (3–5) minute presentation on your topic. Keep in mind that your audience is new employees and volunteers where you work.
Step 6: Cite sources using author and year, and provide some reference information required in APA style.
· Include a reference slide with your list of sources.
Recording
Once you have created your slide presentation, you need to record yourself presenting it. You have two choices:
1. You can record and insert your narration into the presentation with slide timings.
2. You can create a video of you giving your presentation. You are not required to be on camera.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
DisabilityServices@Capella.edu
to request accommodations.
Additional Requirements
Your presentation should meet the following requirements:
· Written communication: Written communication should be free of errors that detract from the overall message.
· Citations: Include a complete citation for each source. When you refer to evidence within your presentation, be sure to include in-text references to your sources. Review current
APA Style and Format
guidelines for more information on how to cite your sources.
· Number of references: Your presentation should include a reference page with at least four sources cited: two primary and two secondary sources, with up to two sources selected from the
History Presentation Resource List [DOCX]
.
· Length: 8–12 slides.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze historical resources to determine credibility and validity.
. Explain why each source is or is not credible.
· Competency 2: Determine the causes and long-term impacts of an historical event.
. Provide an overview of a chosen issue, including research questions and sub-questions that need to be answered to understand an historical event and its long term impact.
. Explain the causes and long-term impacts of an historical event.
· Competency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation.
. Use critical thinking to relate past challenges and strategies to a current organizational issue.
· Competency 4: Address assignment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences.
. Communicate clearly with appropriate purpose, organization, tone, and sentence structure.
. Cite sources using author and year and provide some reference information required.
History Presentation Resource List
Primary and Secondary Historical Sources
Primary Sources: Facing Economic Change
History Matters. (n.d.).
“Sir I will thank you with all my heart”: Seven letters from the Great Migration
. Retrieved from http://historymatters.gmu.edu/d/5332/
Roosevelt, F. D. (1933, March 12).
On the bank crisis
[Radio address]. Franklin D. Roosevelt Presidential Library and Museum. Retrieved from http://docs.fdrlibrary.marist.edu/031233.html
Roosevelt, F. D. (1938, April 14).
F.D.R. on economic conditions/12th fireside address
. History Central. Retrieved from https://www.historycentral.com/documents/FDRTwelthfireside.html
Library of Congress. (n.d.).
American memory timeline
. Retrieved from http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/index.html
Kleinfield, N. R. (1983, September 26).
American way of life altered by fuel crisis
. The New York Times. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F424767573%3Faccountid%3D27965
Library of Congress. (n.d.).
American life histories: Manuscripts from the Federal Writers’ Project, 1936 to 1940: Articles and essays
. Retrieved from https://www.loc.gov/collections/federal-writers-project/articles-and-essays/
Facing History and Ourselves. (n.d.).
Firsthand accounts of the Great Depression
. Retrieved from https://www.facinghistory.org/mockingbird/firsthand-accounts-great-depression
Wadler, J. (2009, April 2).
And still, they prospered
. The New York Times. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F434065466%3Faccountid%3D27965
American Experience. (n.d.).
A Dust Bowl survivor
. PBS. Retrieved from https://www.pbs.org/wgbh/americanexperience/features/surviving-the-dust-bowl-interview-survivor/
Library of Congress. (n.d.).
Inside an American factory: Films of the Westinghouse Works, 1904
. Retrieved from https://www.loc.gov/collections/films-of-westinghouse-works-1904/about-this-collection/
Library of Congress. (n.d.).
National Child Labor Committee collection
. Retrieved from https://www.loc.gov/collections/national-child-labor-committee/about-this-collection/
Secondary Sources: Facing Economic Change
1. Cwiek, S. (2014).
The middle class took off 100 years ago…thanks to Henry Ford?
NPR. Retrieved from https://www.npr.org/2014/01/27/267145552/the-middle-class-took-off-100-years-ago-thanks-to-henry-ford
1. Gates, Jr., H. L. (2013).
Madam Walker, the first black American woman to be a self-made millionaire
. PBS. Retrieved from https://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/100-amazing-facts/madam-walker-the-first-black-american-woman-to-be-a-self-made-millionaire/
1. Wilkerson, I. (2016).
The road to freedom
. Smithsonian, 47(5), 38–102. Retrieved from http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=117744069&site=ehost-live&scope=site
1. Goldschein, E. (2011, August 29).
10 lessons from people who lived through the depression
. Business Insider. Retrieved from https://www.businessinsider.com/lessons-from-people-who-lived-through-the-depression-2011-8
1. Mauldin, J. (2018).
The 2020s might be the worst decade in U.S. history
. Forbes. Retrieved from https://www.forbes.com/sites/johnmauldin/2018/05/24/the-2020s-might-be-the-worst-decade-in-u-s-history/#4edfb05e48d3
1. Smithsonian National Museum of American History. (n.d.).
Energy crisis
. Retrieved from https://americanhistory.si.edu/american-enterprise-exhibition/consumer-era/energy-crisis
1. Geier, B. (2015, March 12).
What did we learn from the dotcom stock bubble of 2000?
Time. Retrieved from https://time.com/3741681/2000-dotcom-stock-bust/
1. Lumen Learning. (n.d.).
Conclusion: Post-war America
. Boundless US History. Retrieved from https://courses.lumenlearning.com/boundless-ushistory/chapter/conclusion-post-war-america/
Primary Sources: Women’s History
1. Truth, S. (1851).
Ain’t I a woman?
[Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/sojtruth-woman.asp
1. Anthony, S. B. (1873).
Women’s right to vote
[Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1873anthony.asp
1. Addams, J. (1915).
Why women should vote, 1915
[Pamphlet]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1915janeadams-vote.asp
1. The New York Times. (1919, June 5).
The passage of the 19th Amendment, 1919–1920
. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1920womensvote.asp
1. Feminist Majority Foundation. (2014).
National organization for women: Statement of purpose
. Retrieved from http://www.feminist.org/research/chronicles/early1.html
Secondary Sources: Women’s History
1. Michals, D. (Ed.). (2015).
Alice Paul (1885–1977)
. National Women’s History Museum. Retrieved from https://www.womenshistory.org/education-resources/biographies/alice-paul
AmericanExperiencePBS. (2017).
Alice Paul: The great war
[Video]. Retrieved from https://www.youtube.com/watch?v=mgY_8QwZX4s
Primary Sources: Native American History
1. The University of Oklahoma, Western History Collections. (n.d.).
Doris Duke collection
. Retrieved from https://digital.libraries.ou.edu/whc/duke/
1. Yale Law School, Lillian Goldman Law Library, the Avalon Project. (2008).
Treaties between the United States and Native Americans
. Retrieved from https://avalon.law.yale.edu/subject_menus/ntreaty.asp
1. Yale Law School, Lillian Goldman Law Library, the Avalon Project. (2008).
Statutes of the United States concerning Native Americans
. Retrieved from https://avalon.law.yale.edu/subject_menus/namenu.asp
Secondary Sources: Native American History
1. U.S. National Library of Medicine. (1994). “
If you knew the conditions…”: Health care to Native Americans
. Retrieved from https://www.nlm.nih.gov/exhibition/if_you_knew/index.html
1. History.com. (2019).
Native American history timeline
. Retrieved from https://www.history.com/topics/native-american-history/native-american-timeline
1. History.com. (2020).
Trail of Tears
. Retrieved from https://www.history.com/topics/native-american-history/trail-of-tears
1. Gambino, L. (2017, March 10).
Native Americans take Dakota Access pipeline protest to Washington
. The Guardian. Retrieved from https://www.theguardian.com/us-news/2017/mar/10/native-nations-march-washington-dakota-access-pipeline
1. Smith-Schoenwalder, C. (2019, July 2).
The battle for the Grand Canyon
. U.S. News and World Report. Retrieved from https://www.usnews.com/news/national-news/articles/2019-07-02/all-eyes-on-uranium-around-the-grand-canyon
1. Weiser, K. (2019).
Cochise – Strong Apache leader
. Legends of America. Retrieved from https://www.legendsofamerica.com/na-cochise/
Primary Sources: African American History
1. Teaching Tolerance. (n.d.).
Slaves’ petition for freedom to the Massachusetts legislature (1777).
Retrieved from https://www.tolerance.org/classroom-resources/texts/hard-history/slaves-petition-for-freedom-to-the-massachusetts-legislature
1. National Archives, Founders Online. (n.d.).
To Thomas Jefferson from Benjamin Banneker, 19 August 1791
. Retrieved from https://founders.archives.gov/documents/Jefferson/01-22-02-0049
1. Douglass, F. (1852).
The hypocrisy of American slavery, July 4, 1852
[Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/douglass-hypo.asp
1. Washington, B. T. (1895).
Booker T. Washington (1856–1915): Speech at the Atlanta Exposition, 1895
[Speech]. Internet Modern History Sourcebook, Fordham University. Retrieved from https://sourcebooks.fordham.edu/mod/1895washington-atlanta.asp
1. History Matters. (n.d.).
W.E.B. DuBois critiques Booker T. Washington
. Retrieved from http://historymatters.gmu.edu/d/40
1. Smith, S., Ellis, K., & Aslanian, S. (2001).
Remembering Jim Crow
[Documentary]. American Public Media. Retrieved from http://americanradioworks.publicradio.org/features/remembering/index.html
1. National Humanities Center. (n.d.).
The Montgomery bus boycott and the women who started it: The memoir of Jo Ann Gibson Robinson
. Retrieved from http://nationalhumanitiescenter.org/pds/maai3/protest/text5/robinsonbusboycott
1. National Humanities Center. (n.d.).
Walter F. White: I investigate lynchings
. Retrieved from http://nationalhumanitiescenter.org/pds/maai3/segregation/text2/investigatelynchings
1. United States House of Representatives, History, Art & Archives. (n.d.).
The civil rights movement and the second reconstruction, 1945–1968.
Retrieved from https://history.house.gov/Exhibitions-and-Publications/BAIC/Historical-Essays/Keeping-the-Faith/Civil-Rights-Movement/
1. King, Jr., M. L. (1963).
“I have a dream,” address delivered at the March on Washington for Jobs and Freedom
[Speech]. The Martin Luther King, Jr. Research and Education Institute, Stanford University. Retrieved from https://kinginstitute.stanford.edu/king-papers/documents/i-have-dream-address-delivered-march-washington-jobs-and-freedom
1. Malcolm X. (1964, April 3).
The ballot or the bullet
[Speech]. SoJust. Retrieved from http://www.sojust.net/speeches/malcolm_x_ballot.html
Secondary Sources: African-American History
1. Black Lives Matter. (n.d.).
Herstory
. Retrieved from https://blacklivesmatter.com/herstory/
Simon, C. (2018, July 16).
Black lives matter has shown hashtags matter, too
. USA Today. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F2070082770%3Faccountid%3D27965
NPR. (2008, June 5).
Obama triumph: A turning point for America?
Retrieved from https://www.npr.org/templates/story/story.php?storyId=91181127
Primary Sources: Immigrant History
1. Our Documents.gov. (n.d.).
Chinese Exclusion Act (1882)
. Retrieved from https://www.ourdocuments.gov/doc.php?flash=false&doc=47
1. National Archives. (n.d.).
Our documented rights: Thinking about Chinese exclusion
. Retrieved from https://www.archives.gov/education/lessons/chinese-exclusion.html
1. Chinese American Museum. (n.d.).
Life before exclusion
. Retrieved from http://camla.org/chinese-exclusion-act/
1. U.S. Department of State, Office of the Historian. (n.d.).
Chinese immigration and the Chinese Exclusion Acts
. Retrieved from https://history.state.gov/milestones/1866-1898/chinese-immigration
1. U.S. Department of State, Office of the Historian. (n.d ).
The Immigration Act of 1924 (The Johnson-Reed Act)
. Retrieved from https://history.state.gov/milestones/1921-1936/immigration-act
1. Digital History. (n.d.).
Immigration Restriction Act of 1924
. Retrieved from http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1116
1. National Park Service. (n.d.).
The Statue of Liberty: The new colossus
. Retrieved from https://www.nps.gov/stli/learn/historyculture/colossus.htm
1. Horne, M. (2019).
20 Ellis Island immigration photos that capture the hope and diversity of new arrivals
. History.com. Retrieved from https://www.history.com/news/ellis-island-immigration-photos-diversity
1. Burke, M. (2016).
The American dream is alive and well…on the Forbes 400
. Forbes, 198(5), 58–74. Retrieved from http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=118439921&site=ehost-live&scope=site
1. Sesin, C. (2018, December 26).
Through immigrant stories, a portrait of America. NBC News
. Retrieved from https://www.nbcnews.com/news/latino/through-immigrant-stories-portrait-america-n948246
Secondary Sources: Immigrant History
1. Felter, C., Renwick, D., & Cheatham, A. (2020).
Renewing America: The U.S. immigration debate
. Council on Foreign Relations. Retrieved from https://www.cfr.org/backgrounder/us-immigration-debate-0
Robinson, D. (2019).
The immigration debate: Closing the distance between legal requirements and humanitarian instincts is a global, rather than national, enterprise
. The Foreign Service Journal. Retrieved from https://www.afsa.org/immigration-debate
ProCon.org. (2019).
Should the government allow immigrants who are here illegally to become U.S. citizens?
Retrieved from https://immigration.procon.org/
NBC News. (n.d.).
Immigration & the border
. Retrieved from https://www.nbcnews.com/immigration-border-crisis
Constitutional Rights Foundation. (2018).
Educating about immigration: History lesson 1: History of immigration through 1850s
. Retrieved from http://www.crfimmigrationed.org/lessons-for-teachers/71-immigrant-article-1
Assessment 4
Assessment
Instructions
Overview
For this assessment, imagine you are a person living through an important historical event, innovation, or movement during the 19th or 20th century—one that emerged to solve a problem or that created problems of its own. Write a letter describing that event, innovation, or movement as if you were someone who actually experienced it. For example, you could write from the perspective of someone who was part of the women’s suffrage movement in the 1910s, a member of the Underground Railroad in the 1850s, or a soldier in the Vietnam War during the Tet Offensive in 1968.
Preparation
Explore a particular historical event, innovation, or movement from the 19th or 20th century that interests you. Refer to the chapter readings in the Resources for options from which you may wish to choose.
Instructions
Step 1: Describe an historical event, innovation, or movement from the perspective of someone who lived in that time.
· Describe an historical event, innovation, or movement that happened during the 19th or 20th century from the perspective of someone who lived in that time (either a real person or fictionalized).
Step 2: Explain the personal impact of an historical event, innovation, or movement on that person.
· You can also discuss the impact of the historical event, innovation, or movement on the family and/or community of the person.
Step 3: Explain the problem associated with an historical event, innovation, or movement and potential solutions to that problem.
· For example, if you are writing as a member of the Underground Railroad in the mid-19th century, you might discuss your thoughts on addressing the problem of slavery. Similarly, if you are writing as someone who experienced the Great Depression, you might examine the factors that caused this crisis and ways to address such economic problems.
Step 4: Describe the potential impact of an historical event on the future, based on the perspective of someone who lived through that event.
· Reflect on how the event might impact the future. For example, if you are writing as someone experiencing the Cold War, consider how those living at the height of Cold War tensions might have viewed the future.
Step 5: Write coherently with correct grammar, usage, and mechanics.
Additional Requirements
Your submission should meet the following requirements:
· Written communication: Written communication should be free of errors that detract from the overall message.
· Citations and formatting: Include a title page formatted according to
APA Style and Format
guidelines. Citing sources is not required for this assessment, but be sure to write in your own words based on your knowledge of the time period.
· Font and font size: Times New Roman, 12 point.
· Length: 3–5 pages of text (in addition to the title page).
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Determine the causes and long-term impacts of an historical event.
. Describe an historical event, innovation, or movement from the perspective of someone who lived in that time.
. Explain the impact of an historical event, innovation, or movement on a person who lived in that time.
. Describe the potential impact of an historical event on the future, based on the perspective of someone who lived through that event.
· Competency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation.
. Explain the problem associated with an historical event, innovation, or movement, including potential solutions to that problem.
· Competency 4: Communicate in a manner that is scholarly, professional, and relevant to its purpose and audience.
. Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
Assessment 2
Assessment
Instructions
Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.
Overview
Now that you’ve evaluated the credibility of your sources (Assessment 1), you are ready to use your agility and problem-solving skills to analyze the content of your sources. For this assessment, you will complete the
Historical Analysis Worksheet [DOCX]
, using a critical thinking process to evaluate evidence as you explore the causes and long-term impacts related to your issue. Analyze how those in the past have successfully and unsuccessfully tackled the same issues while also considering how these same issues might now be addressed by your organization.
Preparation
Review the evidence you compiled and compared for Assessment 1, Evaluating Historical Sources. Then begin to formulate your explanation or main arguments about your chosen issue. Consider the historical context of the issue, its challenges, and the strategies and approaches people used to deal with those challenges.
Instructions
For this assignment, use the
Historical Analysis Worksheet [DOCX]
to complete the following steps. You will use this worksheet to further examine the sources you’ve collected for your topic (facing economic change or engaging civil rights).
Step 1: Identify questions that need to be answered to understand an historical event and its long-term impact.
Step 2: Describe information learned from historical sources that can be used to inform a current understanding of an historical issue.
Step 3: Explain similarities and differences in sources of historical information.
Step 4: Analyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about an historical issue.
Step 5: Use critical thinking to relate past challenges and strategies to a current organizational issue.
Step 6: Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
Additional Requirements
Your submission should meet the following requirements:
· Written communication: Written communication should be free of errors that detract from the overall message.
· Citations: Include a complete citation for each source. When you refer to evidence (in Step 2 of the worksheet), be sure to include in-text references to your sources. Review current
APA Style and Format
guidelines for more information on how to cite your sources.
· Number of references: Your assessment should include a reference page with at least four sources cited: two primary and two secondary sources, with up to two sources selected from the
History Presentation Resource List [DOCX]
.
· Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Determine the causes and long-term impacts of an historical event.
. Identify questions that need to be answered to understand an historical event and its long-term impact.
. Explain similarities and differences in sources of historical information.
· Competency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation.
. Describe information learned from historical sources that can be used to inform a current understanding of an historical issue.
. Analyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about an historical issue.
. Use critical thinking to relate past challenges and strategies to a current organizational issue.
· Competency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences.
. Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
Historical Analysis Worksheet
Use this worksheet to further examine the sources you’ve collected for your topic (facing economic change or engaging civil rights). Work through a critical thinking process to assess what you’ve learned and formulate an explanation or argument about your topic. Respond to each of the questions highlighted below, typing your responses in complete sentences. Following your responses, include a reference list with citations of your sources.
Step 1 KNOWLEDGE: Identify the argument or the problem that needs to be solved. Questions should be asked to acquire a deep understanding about the problem.
What is the question you need to answer in your presentation?
What are some focused questions you can ask to have a deeper understanding of the topic? Include at least two questions.
Step 2 COMPREHENSION: Understand the situation or issue and the facts aligned with it using the sources you collected and the course material. If needed, locate additional sources that align with your topic.
1. What have you learned about your topic in present-day America so far?
· What have you learned about your historical issues and the context in which they occurred that can help you better understand that same issue today?
What are some facts or evidence you will use to help inform your presentation to your nonprofit group?
· What evidence is missing? Where might you find it?
Step 3 APPLICATION: Build a linkage between the information and resources. Using the information above, answer the following questions:
1. Are there any links or similarities you see in your sources of information? What are they?
· Are there any discrepancies?
Step 4 ANALYZE: Analyze in order to identify the situation or issue, the strong points, the weak points, and the challenges faced while solving the problem.
1. What are your strong pieces of evidence?
What are your weak pieces of evidence?
What challenges do you have in using this evidence to make an argument about your issue?
Step 5 SYNTHESIS: Summarize your argument around the issue or situation, and be sure to include the main ideas that need to be communicated to your group. Make sure you are answering the question you identified in Step 1 of this worksheet.
Summarize your argument:
HIS-FP
1
100
HIS-FP1100
Evaluating Historical Sources Worksheet
Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences.
Sample formatted citation:
DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40
Citation for Source 1:
What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source
2
:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source 3:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source #4:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
1
2
HIS-FP
1
100
HIS-FP1100
Evaluating Historical Sources Worksheet
Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences.
Sample formatted citation:
DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40
Citation for Source 1:
What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source
2
:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source 3:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source #4:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
1
2