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, January 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]

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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]

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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. [rubric is on p. 3-4 here]

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