HIS105 Week 3 Assignment 1 Latest 2019 January Question # 00599414 Course Code : HIS105 Subject: History Due on: 03/13/2019 Posted On: 03/13/2019 08:07 AM Tutorials: 0 Rating: 4.8/5

HIS105 American
History after 1865

Week 3
Assignment 1

Dealing with
Diversity in America from Reconstruction through the 1920s

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.

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://search.ebscohost.com/login.aspx?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/unprotected/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-war-journeys.org/the_lost_cause.htm

J. C. Bancroft Davis. 1896. Plessy vs. Ferguson.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/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/login.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?direct=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.aspx?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.aspx?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/unprotected/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:

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.