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Assignment 1:  Dealing with Diversity in America from Reconstruction through the 1920s Due Week 3 and worth 120 points

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:  

1. The position you choose —or something close to it—will be the thesis statement in your opening 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.
3. Explain why the opposing view is weak in comparison to yours.
4. 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.

 

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Instruction: Write your own short response, 2 hundred word is required on this question, with a minimum of six citations from all of the assigned sources. Outside sources or lack of sources will earn you an automatic zero. Please use the link below as the only source:

Keeping the Thing Going While Things Are Stirring – www.historyisaweapon.com/defcon1/sojournertruthstirring.html (Links to an external site.)Links to an external site.

Martin Delany’s Advice to Former Slaves – www.historyisaweapon.com/defcon1/delanyadviceformerslaves.html (Links to an external site.)Links to an external site.

The Great Riots of New York – www.historyisaweapon.com/defcon1/greatriotsheadley.html (Links to an external site.)Links to an external site. 

You will be graded on how well you answer the question, use and cite EVERY SINGLE ONE OF the assigned readings in Chicago Style Format (endnotes), and present the information in class. 

Here’s the question:

1. What faults did the Republicans see with Presidential Reconstruction? How did they propose to rectify those deficiencies? Be sure to distinguish moderate Republicans from Radical Republicans in your answer.

 

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Russia & China negotiators often open up with the extreme positions. Swedish people on the contrary have often been prepared towards starting with what they would achieve. Negotiators from East have been quite different. They have been much more focus on whole view at very end apart from making the incremental decisions. Americans may take the contracts quite seriously however that has not been a case with Russians. Japanese on the contrary may consider a contract the insult as its relationship as well as also businesses has been dependent on the social trust.

Hi Elsie – Good start on your “Main Post”. I agree that “Relationship Building” is important, but how would you go about “getting to know one’s contacts in a host country and building mutual trust”? Also, as a stage in the “Negotiation Process”, relationship building is number two right after “Preparation” and right before “Exchanging Task-Related Information”. What does this indicate in the scheme of things? Please share.

Professor O’Bryant

How culture impacts relations in businessDiscuss the stages in the negotiation process and how culturally based value systemsinfluence these stages.The five interrelated phases in the…

 

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INSTRUCTIONS

3pages

imagine that you live in the state of Massachusetts,  select a government agency, department, or committee from this state. Analyze the chosen agency, department, or committee and what its purpose is and its role and how its function is related to governmental leadership. Explain one policy or law with which you agree or disagree with from the government agency, department, or committee and its impact on governmental leadership.  must contain at least two outside references.

Running head: PUBLIC HEALTH DEPARTMENT1Massachusetts Department of public healthThis is a governmental agency of the Commonwealth of Massachusetts. It deals broadlywith issues related to public…

 

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Instructions:

[a] Guidance for your essays is contained in Nick Smith’s, Writing, Rewriting, and Grading Philosophy Papers. [Link posted in Blackboard.] Your essays are to be no less than 4½ pages nor longer than 5½ pages. These page limits do not include your Works Cited page or your cover page. Your papers must adhere to the requirements contained in your text by Lewis Vaughn, Writing Philosophy: A Student’s Guide to Writing Philosophy Essays.

[b] You will require at least one (1) citation or footnote, which must be written in correct MLA style. (See the link at: https://owl.english.purdue.edu/owl/resource/747/01/

[c] Please note: Your cover page should be placed at the back (last page) and facing outward. The instructor does not want to be able to see the name of the essay’s author while  grading the paper.

[d] Do not put your name on the internal pages of your essay. Single-digit page numbers should be placed in the lower right-hand corner.

If you have questions, please contact me as soon as possible.

Essay Prompt [address all five parts]

Wolverine, in Amnesia, Personal Identity, and the Many Lives of Wolverine by Jason Southworth, demonstrates many of the issues and ideas inherent in the concept of personal identity. Use this reading to:

[a] Clearly state the main the thesis of Southworth’s essay. What is Southworth trying to illustrate to the reader? What are his major premises?

[b] Explain the “powers” exemplified by Wolverine. What capabilities does Wolverine have, which ordinary people do not possess? Or rather, what makes Wolverine unique?

[c] Southworth says “moral culpability” depends on how one understands personal identity. Likewise, John Locke tells us the idea of “justice” depends ultimately on how one understand personal identity. What do Southworth and Locke mean by their respective statements?

[d] Explain fully John Locke’s understanding of personal identity. How does Wolverine exemplify Locke’s notions of identity? Is Wolverine, per Southworth’s concept of “moral culpability” and Locke’s concept of “justice,” responsible for his actions prior to his many “reprogrammings?” If so, in what way is he responsible? Does your answer change when you consider Wolverine after he has regained all of his memories?

[e] Fully explicate how Locke’s concepts of personal identity might relate to Jamie Madrox (Multipleman). Is Derek Parfit’s conception of personal identity adequate to explain the identities of Wolverine or Madrox?

 

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