Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s Due Week 3 and worth 120 pointsAfter the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.Statement—in which you can take a pro or con position:Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position. After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues: The position you choose —or something close to it—will be the thesis statement in your opening paragraph.To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.Explain why the opposing view is weak in comparison to yours.Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?Length: The paper should be 500-to-750 words in length. Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling. Source list for Assignment 1: Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having libdatab.strayer.edu as part of the URL have a permalink to that source in our university’s online library. SWS Form for the textbook: Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.Choose sources relevant to the topic and position you are taking:Y. Abu-Laban & V. Lamont. 1997. Crossing borders: Interdisciplinary, Immigration and the Melting Pot in the American Cultural Imaginary. http://libdatab.strayer.edu/login?url=https://sear…Black Testimony on the Aftermath of Enslavement. 1866. Report of the Joint Committee on Reconstruction. http://college.cengage.com/history/wadsworth_97811… Chinese Exclusion Act. 1882. http://college.cengage.com/history/wadsworth_97811…Civil War Journeys. n.d. The Lost Cause. http://civil-war-journeys.org/the_lost_cause.htmJ. C. Bancroft Davis. 1896. Plessy vs. Ferguson. http://college.cengage.com/history/wadsworth_97811… Fitzgerald, M. W. January, 2018. Terrorism and Racial Coexistence in Alabama’s Reconstruction. http://libdatab.strayer.edu/login?url=https://sear… G. M. Foster. Feb. 24, 2002. The Lost Cause. http://www.civilwarhome.com/lostcause.html S. S. Harjo. 1996. Now and Then: Native Peoples in the United States. http://libdatab.strayer.edu/login?url=https://sear… J. Meacham. 2017. Our Historical Ambivalence about Immigrants is a Great American Paradox. http://libdatab.strayer.edu/login?url=https://sear… Mississippi Black Code. n.d. http://chnm.gmu.edu/courses/122/recon/code.html W. G. Moody. 1883. Bonanza Farming and Its Impact. http://college.cengage.com/history/wadsworth_97811… Katy Morris. March, 2017. “More reputation than she deserves”. Remembering Suffrage in Wyoming. http://libdatab.strayer.edu/login?url=https://sear…E. F. Parsons. Feb., 2011. Klan Skepticism and Denial in Reconstruction-Era Public Discourse. http://libdatab.strayer.edu/login?url=https://sear…Populist Party Platform. 1896. http://college.cengage.com/history/wadsworth_97811… Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.Upton Sinclair. 1906. Attack on the Meatpackers. http://college.cengage.com/history/wadsworth_97811…J. D. Zahniser. Dec., 2015. “How long must we wait?” Alice Paul Wanted Action on Votes for Women. http://libdatab.strayer.edu/login?url=https://sear…Your assignment must follow these formatting requirements:This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.Be typed, double spaced between lines, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow SWS format. Check with your professor for any additional instructions.Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the Sources page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are:Identify and discuss the different ways that the heritage of slavery, the Civil War, Reconstruction, and segregation have shaped America’s history.Specify ways that women and minorities have responded to challenges and made contributions to American culture.Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.Recognize the major turning points in American history since the Civil War.Use technology and information resources to research issues in contemporary U.S. history.Write clearly and concisely about contemporary U.S. history using proper writing mechanics.Click here to view the grading rubric.
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Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s
For History 105: Dr. Stansbury’s classes (6 pages here)
Due Week 3 and worth 120 points. The formal deadline is Monday at 9am Eastern time, Jan. 21.
But, due to the King holiday, no late penalty will be imposed if submitted by the end of Jan. 22.
[NOTE ON ECREE: The university is adopting a tool, called ecree for doing writing
assignments in many classes. We will be using the ecree program for doing our papers in this
class. More instructions on this tool will be posted. You are welcome to type your paper in MSWord as traditionally done—and then to upload that file to ecree to revise and finish it up. Or,
as we suggest, you may type your paper directly into ecree. When using ecree, you should use
CHROME as your browser. As posted: “Please note that ecree works best in Firefox and Chrome.
Please do not use Internet Explorer or mobile devices when using ecree.”]
BACKGROUND FOR THE PAPER: After the Civil War, the United States had to
recover from war, handle western expansion, and grapple with very new economic forms.
However, its greatest issues would revolve around the legacies of slavery and increasing
diversity in the decades after the Civil War. In the South, former slaves now had freedom and
new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly
forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced
political and social restrictions. Women continued to seek rights. Yet, on the whole, America
became increasingly diverse by the 1920s. Consider developments, policies, and laws in that
period from 1865 to the 1920s. Examine the statement below and drawing from provided
sources, present a paper with specific examples and arguments to demonstrate the validity of
your position.
Topic and Thesis Statement—in which you can take a pro or con position:

Political policies and movements in the period from 1865 to the 1920s
generally promoted diversity and “the melting pot” despite the strong
prejudices of a few. (or you can take the position that they did not). Use
specific examples of policies or movements from different decades to support
your position.
After giving general consideration to your readings so far and any general research,
select one of the positions above as your position—your thesis. (Sometimes after
doing more thorough research, you might choose the reverse position. This happens
with critical thinking and inquiry. Your final paper might end up taking a different
position than you originally envisioned.) Organize your paper as follows with the four
parts below (see TIPS sheet and TEMPLATE also), handling these issues:
1. The position you choose —or something close to it—will be the thesis
statement in your opening paragraph. [usually this is one paragraph with
thesis statement being the last sentence of the paragraph.]
2. To support your position, use three (3) specific examples from different
decades between 1865 and 1930. You may narrowly focus on race or
gender or immigrant status, or you may use examples relevant to all
categories. [This typically takes one paragraphs; and probably will need
to have in-text citations in the body of this paper. Note—examples from
different decades between 1865-1930.]
3. Explain why the opposing view is weak in comparison to yours. [No new
research needed; just one paragraph of critical thinking suggesting why
your thesis/position is stronger than a different view.]
4. Consider your life today: In what way does the history you have shown
shape or impact issues in your workplace or desired profession? [This
will work as the conclusion paragraph. Be succinct—note on how these
diversity issues covered in your paper impacted later laws and
regulations and hiring rules—and yet some of the problem issues keep
resurfacing in different ways.]
After the fourth part concluding the paper, be sure you have the numbered list of
sources at the end.
Length: The paper should be 500-to-750 words in length. [This word-count does not
include any title page or sources list.]
Research and References: You must use a MINIMUM of three sources; the Schultz
textbook must be one of them. Your other two sources should be drawn from the list
provided below. This is guided research, not open-ended Googling.
Source list for Assignment 1: Some sources listed below are “primary” sources from
the time period being studied. Some sources below can be accessed via direct link or
through the primary sources links on Blackboard. Each week has a different list of
primary sources. For others, they are accessible through the permalink to the source in
our online library: Sources below having libdatab.strayer.edu as part of the URL
have a permalink to that source in our university’s online library.
SWS Form for the textbook: Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History
since 1865. 5th ed.
Choose sources relevant to the topic and position you are taking:
Y. Abu-Laban & V. Lamont. 1997. Crossing borders: Interdisciplinary, Immigration
and the Melting Pot in the American Cultural
Imaginary. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.as
px?direct=true&db=a9h&AN=392542&site=eds-live&scope=site
Black Testimony on the Aftermath of Enslavement. 1866. Report of the Joint
Committee
on Reconstruction. http://college.cengage.com/history/wadsworth_9781133309888/un
protected/ps/black_testimony.htm
Chinese Exclusion Act.
1882. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/
chinese_exclusion_act.htm
Civil War Journeys. n.d. The Lost Cause. http://civil-warjourneys.org/the_lost_cause.htm
J. C. Bancroft Davis. 1896. Plessy vs.
Ferguson. http://college.cengage.com/history/wadsworth_9781133309888/unprotecte
d/ps/plessy_ferguson_1896.htm
Fitzgerald, M. W. January, 2018. Terrorism and Racial Coexistence in Alabama’s
Reconstruction. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/log
in.aspx?direct=true&db=edb&AN=127269628&site=eds-live&scope=site
G. M. Foster. Feb. 24, 2002. The Lost
Cause. http://www.civilwarhome.com/lostcause.html
S. S. Harjo. 1996. Now and Then: Native Peoples in the United
States. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?d
irect=true&db=eue&AN=507507152&site=eds-live&scope=site
J. Meacham. 2017. Our Historical Ambivalence about Immigrants is a Great
American
Paradox. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx
?direct=true&db=edb&AN=121093561&site=eds-live&scope=site
Mississippi Black Code. n.d. http://chnm.gmu.edu/courses/122/recon/code.html
W. G. Moody. 1883. Bonanza Farming and Its
Impact. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/
ps/bonanza_farming_impact.htm
Katy Morris. March, 2017. “More reputation than she deserves”. Remembering
Suffrage in
Wyoming. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.asp
x?direct=true&db=a9h&AN=120948598&site=eds-live&scope=site
E. F. Parsons. Feb., 2011. Klan Skepticism and Denial in Reconstruction-Era Public
Discourse. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.asp
x?direct=true&db=a9h&AN=57671212&site=eds-live&scope=site
Populist Party Platform.
1896. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/
populist_partyplatform_1896.htm
Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.
Upton Sinclair. 1906. Attack on
the Meatpackers. http://college.cengage.com/history/wadsworth_9781133309888/unp
rotected/ps/attack_meatpackers.htm
J. D. Zahniser. Dec., 2015. “How long must we wait?” Alice Paul Wanted Action on
Votes for
Women. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx
?direct=true&db=a9h&AN=109513499&site=eds-live&scope=site
Your assignment must follow these formatting requirements below. However, when
using the ecree tool, some of the layout issues below can be ignored:



This course requires use of new Strayer Writing Standards (SWS). The format
is different than other Strayer University courses. Please take a moment to
review the SWS documentation for details.
Be typed, double spaced between lines [single-spaced for ecree], using Times
New Roman font (size 12), with one-inch margins on all sides; [font flexibility
and margin flexibility with ecree.] ] citations and references must follow
SWS format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name,
the professor’s name, the course title, and the date. The cover page and [Title
page and name info not needed for ecree. You might make up a title—put it
right at start of first paragraph—as part of first paragraph.] the Sources page
[is] are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:


Identify and discuss the different ways that the heritage of slavery, the Civil
War, Reconstruction, and segregation have shaped America’s history.
Specify ways that women and minorities have responded to challenges and
made contributions to American culture.




Summarize and discuss the ways that formal policies of government have
influenced the direction of historical and social development in the United
States.
Recognize the major turning points in American history since the Civil War.
Use technology and information resources to research issues in contemporary
U.S. history.
Write clearly and concisely about contemporary U.S. history using proper
writing mechanics.
[Grading Rubric on Next Pages]
GRADING RUBRIC for Assignment 1: Grading for this assignment will be based on answer quality,
logic / organization of the paper, and language and writing skills, using the following rubric. When using
the ecree tool, some layout issues like double-spacing can be ignored.
Points: 120
Criteria
1. Clearly
introduce your
paper with your
thesis.
Weight: 10%
Assignment 1: Dealing with Diversity in America from Reconstruction
through the 1920s
Meets
Minimum
Unacceptable Expectations
Fair
Proficient
Exemplary
Below 60% F
60-69% D
70-79% C
80-89% B
90-100% A
Poor or no
Insufficiently Partially
Satisfactorily Thoroughly and
introduction. introduced your introduced your introduced your clearly
No thesis
paper with your paper with your paper with your introduced your
statement used thesis
thesis
thesis
paper with your
from those
statement.
statement.
statement;
thesis statement
provided.
chosen from the chosen from the
list provided. list provided.
Did not submit Insufficiently Partially
Satisfactorily Thoroughly and
or incompletely discussed three discussed three discussed three coherently
discussed three examples from examples from clear examples discussed three
examples from the right time the proper time from the proper clear examples
the correct time frame. The
frame. The
time frame.
from the proper
period. The
examples might examples might Examples are time frame. The
examples
not all have
not be as
based on good discussion is
covered are not clear relevance relevant or as research and are persuasive and
supported by to the thesis or well researched relevant to the with sound
research and
strong support as they should thesis.
reasoning and
reason.
from research be.
good support.
and reason.
2. Discuss three
specific
examples from
different decades
(between 1865
and 1930) to
support your
thesis. Be
persuasive and
coherent with
sound reasoning;
have examples
based on solid
research.
Weight: 30%
3. Explain clearly Did not submit Insufficiently
Partially
Satisfactorily Thoroughly and
and persuasively or incompletely explained why explained why explained why clearly
why the
explained why the opposing the opposing the opposing explained why
opposing view to
yours would be
in error or would
be a weaker
view.
Weight: 20%
the opposing
view to yours
would be in
error or would
be a weaker
view.
view to yours view to yours view to yours
would be in
would be in
would be in
error or would error or would error or would
be the weaker be the weaker be the weaker
view. The
view. The
view.
reasoning or
reasoning or
examples might examples might
be flawed.
be flawed.
4. Discuss
effectively the
ways that the
history you have
covered shapes
or impacts issues
in your
workplace or
desired
profession.
Weight: 20%
Did not submit
or incompletely
discussed how
the history you
have covered
shapes or
impacts issues
in your
workplace or
desired
profession.
No references
provided.
Insufficiently
discussed how
the history you
have covered
shapes or
impacts issues
in your
workplace or
desired
profession.
Partially
discussed how
the history you
have covered
shapes or
impacts issues
in your
workplace or
desired
profession
Does not meet
the required
number of
references;
Insufficient on
the reference
list or in-text
citations. .
Does not meet Meets
the required
minimum
number of
number of
references;
required
some references references;
poor quality
most references
choices or not come from the
from the list
list provided.
provided.
7–8 errors.
5–6 errors.
5. Used the
MINIMUM of
three references,
drawing from the
list provided. The
class text is one
of the sources
used. References
are listed at the
end and
matching in-text
citations are
used.
Weight: 10%
6. Writing and More than 8
Presentation:
errors present.
Used good
grammar.
Presentation
shows clarity,
reason, and
critical thinking
with proper
writing
mechanics. SWS
format is used for
reference entries,
Satisfactorily
discussed how
the history you
have covered
shapes or
impacts issues
in your
workplace or
desired
profession.
3–4 errors.
the opposing
view to yours
would be in
error or would
be the weaker
view. Used
persuasive
reasoning or
clear examples.
Thoroughly and
effectively
discussed how
the history you
have covered
shapes or
impacts issues
in your
workplace or
desired
profession.
Meets at least
the minimum
number of
required
references; all
references high
quality choices.
Sources are
listed at the end
and also cited in
the body of the
paper. Solid
research is
evident.
0–2 errors.
in-text citations,
paper layout, and
organization.
Instructions
followed.
Weight: 10%
———————–
(Assmt 1; Week 3 paper): Using ecree
Doing the paper and submitting it
(two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter
ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to
see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry
about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also
video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first
the comments are red (unfavorable). The more you do, usually the more green (favorable) comments
start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new
paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE
paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the
box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the
word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put
each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading
“Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source
entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of
those last paragraph boxes—just be sure to have a concluding paragraph (your Part 4) followed by
paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will
be lenient on how you organize that last part, as long as you have that last paragraph and a clear
Sources list.
———————————–UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it
organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload,
take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part
organization of the assignment.
———————-7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
————————————————-
NOTES AND COMMENTS ON ECREE
1. Watch the video about how to use ecree and the options.
2. Then click into ecree (in the week 3 unit’s Assignment 1 link) and navigate around. Practice a bit—
keep practicing until comfortable (you can always click “delete” at the bottom to start over if you wish).
To practice, find the long rectangular boxes at the bottom of the screen. Start typing into them and
watch the feedback notes develop on the right side as you type. Note that things automatically save.
(You can delete after you play around some). The automatic saving means you don’t need to worry
about losing your rough draft and can always come back to right where you started. Also, while it is best
to type right into ecree, you can copy paste things from a document as you type into the ecree squares.
3. You get more comfortable with ecree as you work with it. The comfort level will come.
4. SOME GREAT FEATURES–The ecree program is very good at helping with paragraph development,
sentence structure, and paper organization. And it provides some great immediate feedback on these
things. It also helps some on spelling and just a little on grammar. With ecree, you will not need to
double space or have a title page.
5. What ecree does NOT do: It cannot really judge content as per the paper and topic; it cannot detect
sources—it will not help you on where a citation is needed or on the form of your in-text citations or
your sources list. It only helps a little on grammar and spelling. So, don’t expect those things. Example-You could have a well, developed paragraph, but if your content is off topic, lacking in-text citations or
poor on the sources list—your grade will end up being lower (no matter what ecree says). Like most
writing tools one might use (Grammarly, tutor.com, etc), ecree is a good tool, but it is not a guarantee of
an A paper. It is only a tool that can really help move you the right direction in writing papers. Our
students who have used it have become real fans of it.
6. After doing and considering numbers 1-thru-5 above, determine whether you will compose directly
into ecree or whether you will compose on a traditional MS-Word file that you upload. If you type on a
Word file and upload it, you can still think of that as a rough draft that you finish polishing in ecree.
—————————————-
[THIS IS A FORMAT SAMPLE for doing Assignment 1 using our ecree platform. The usual
SWS form calls for double spacing and a title page (so did APA)—but when we use ecree (as in
this HIS105 class), we won’t use double-spacing or a title page. It will be imp …
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