Historical Sources

Overview

For this assessment, imagine you represent your company at a service organization dealing with one of these two issues:

1. Facing economic change.

2. Engaging civil rights.

Your supervisor has asked you to research information related to the history of your chosen issue for your organization to help new employees and volunteers better understand it. Your job is to put together a list of credible sources related to the issue of your choice and then use problem-solving and innovative thinking to evaluate them using the 
Evaluating Historical Sources Worksheet [DOCX]
. (ADDED AS AN ATTACHMENT)

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 resource 
Primary vs. Secondary Resources
. To ensure you are finding quality sources, refer to the Capella library’s 
Think Critically About Source Quality
 and 
General Education Information Research Skills: Evaluating Sources
 resource pages. The 
General Education Information Research Skills: Guide
 can be helpful in learning the library and other general research skills.

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 assessment 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 
Evidence and APA
 for more information on how to cite your sources.

· Number of references: Your assessment 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.

HIS-FPX1100

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. 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. http://docs.fdrlibrary.marist.edu/031233.html

Roosevelt, F. D. (1938, April 14).
F.D.R. on economic conditions/12th fireside address
. History Central. https://www.historycentral.com/documents/FDRTwelthfireside.html

Library of Congress. (n.d.). American memory timeline. 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. 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. https://www.loc.gov/collections/federal-writers-project/articles-and-essays/

Facing History and Ourselves. (n.d.). Firsthand accounts of the Great Depression. https://www.facinghistory.org/mockingbird/firsthand-accounts-great-depression

Wadler, J. (2009, April 2). And still, they prospered. The New York Times. 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. 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. https://www.loc.gov/collections/films-of-westinghouse-works-1904/about-this-collection/

Library of Congress. (n.d.). National Child Labor Committee collection. 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. 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. 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. 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. 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. 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. 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. https://time.com/3741681/2000-dotcom-stock-bust/

8. Lumen Learning. (n.d.). Conclusion: Post-war America. Boundless US History. 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. 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. https://sourcebooks.fordham.edu/mod/1873anthony.asp

1. Addams, J. (1915).
Why women should vote, 1915
[Pamphlet]. Internet Modern History Sourcebook, Fordham University. 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. https://sourcebooks.fordham.edu/mod/1920womensvote.asp

1. Feminist Majority Foundation. (2014). National organization for women: Statement of purpose. 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. https://www.womenshistory.org/education-resources/biographies/alice-paul

AmericanExperiencePBS. (2017).
Alice Paul: The great war
[Video]. 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. 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. 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. 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. https://www.nlm.nih.gov/exhibition/if_you_knew/index.html

1. History.com. (2019). Native American history timeline. https://www.history.com/topics/native-american-history/native-american-timeline

1. History.com. (2020). Trail of Tears. 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. 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. 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. 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). 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. 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. 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. https://sourcebooks.fordham.edu/mod/1895washington-atlanta.asp

5. History Matters. (n.d.). W.E.B. DuBois critiques Booker T. Washington. http://historymatters.gmu.edu/d/40

6. Smith, S., Ellis, K., & Aslanian, S. (2001).
Remembering Jim Crow
[Documentary]. American Public Media. 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. http://nationalhumanitiescenter.org/pds/maai3/protest/text5/robinsonbusboycott.pdf

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

9. United States House of Representatives, History, Art & Archives. (n.d.). The civil rights movement and the second reconstruction, 1945–1968. 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. 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. http://www.sojust.net/speeches/malcolm_x_ballot.html

Secondary Sources: African-American History

1. Black Lives Matter. (n.d.). Herstory. https://blacklivesmatter.com/herstory/

Simon, C. (2018, July 16). Black lives matter has shown hashtags matter, too. USA Today. 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? https://www.npr.org/templates/story/story.php?storyId=91181127

Primary Sources: Immigrant History

1. Our Documents.gov. (n.d.). Chinese Exclusion Act (1882). https://www.ourdocuments.gov/doc.php?flash=false&doc=47

2. National Archives. (n.d.). Our documented rights: Thinking about Chinese exclusion. https://www.archives.gov/education/lessons/chinese-exclusion.html

3. Chinese American Museum. (n.d.). Life before exclusion. 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. 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). https://history.state.gov/milestones/1921-1936/immigration-act

6. Digital History. (n.d.). Immigration Restriction Act of 1924. 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. 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. 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. 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. 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. 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. https://www.afsa.org/immigration-debate

ProCon.org. (2019). Should the government allow immigrants who are here illegally to become U.S. citizens? https://immigration.procon.org/

NBC News. (n.d.). Immigration & the border. https://www.nbcnews.com/immigration-border-crisis

Constitutional Rights Foundation. (2018). Educating about immigration: History lesson 1: History of immigration through 1850s. http://www.crfimmigrationed.org/lessons-for-teachers/71-immigrant-article-1

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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]. 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.

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