U.S. History Learn from Past

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  [email protected]  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.pdf

1. National Humanities Center. (n.d.). Walter F. White: I investigate lynchings . Retrieved from http://nationalhumanitiescenter.org/pds/maai3/segregation/text2/investigatelynchings.pdf

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