Evaluating Historical Sources WorksheetUse the four sources (two

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.

1. What type of source is this (primary or secondary)?
Why was it written?
writing about?
Why was it written?
writing about?

Citation for Source #4:
Why was it written?
writing about?
1
2
HIS-FPX1100
History Presentation Resource List
Primary and Secondary Historical SourcesPrimary 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.h
tml
Library of Congress. (n.d.). American memory timeline.
http://www.loc.gov/teachers/classr oommaterials/presentationsan
dactivities/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.p
roquest.com%2Fdocview%2F424767573%3Faccountid%3D2796
5
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.
5
American Experience. (n.d.). A Dust Bowl survivor. PBS.
https://www.pbs.org/wgbh/americanexperience/features/survivin
g-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/cl assroom-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. Washingto n (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/rememberin
g/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/robi
nsonbusboycott.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.
65
NPR. (2008, June 5). Obama triumph: A turning point for
America?
https://www.npr.org/templates/story/story.php?storyId=9118112
7 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 Ser vice
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
1
5
4/21/22, 8(25 PMEvaluating Historical Sources Scoring Guide
Page 1 of
1https://courserooma.capella.edu/bbcswebdav/institution/HIS-
FPX/HIS-
FPX1150/220100/Scoring_Guides/a01_scoring_guide.html

Evaluating Historical Sources Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT
DISTINGUISHED
Identify quality
primary and
secondary sources
related to a historical
topic.
Does not
identify quality
primary and
secondary
sources
related to a
historical topic.
Identifies primary and
secondary sources,
but not all the sources
are related to a
particular historical
topic or they are not all
credible.
Identifies quality
primary and
secondary
sources related to
a historical topic.
Identifies quality primary and
secondary sources related to a

historical topic and cites each
source with minimal errors.
Identify key elements
of each source,
including the author,
date, and main idea.
Does not
identify key
elements of
each source,
including the
author, date,
and main idea.
Identifies key elements
of some but not all of
the sources, or
elements are missing
from some of the
sources.
Identifies key
elements of each
source, including
the author, date,
and main idea.
Clearly identifies all key elements
of the sources (who, what, when,
why) using specific examples.
Describe the biases
and perspectives of
the authors of each

source.
Does not
describe the
biases and
perspectives
of the authors
of each
source.
Describes the biases
and perspectives of
the authors of some
but all of the sources.
Describes the
biases and
perspectives of
the authors of
each source.
Describes the biases and
perspectives of the authors of each
source and provides specific
examples.
Describe key facts
presented in each
source.
Does not
describe key
facts
presented in
each source.

Describes key facts
presented in some but
not all sources, or
facts are missing from
some of the sources.
Describes key
facts presented in
each source.
Describes key facts presented in
the sources with specific examples.
Explain why each
source is or is not
credible.
Does not
identify why
each source is
or is not
credible.
Identifies why some
sources are or are not
credible but does not
provide a full
explanation for all of
them.
Explains why
each source is or
is not credible.
Explains why each source is
credible or is not credible using

specific examples.
Write in a well-
organized and
concise manner that
adheres to the rules
of grammar, usage,
and mechanics.
Does not write
in a well-
organized and
concise
manner.
Writing is unclear,
wordy, or
disconnected, with
errors in grammar,
usage, and
mechanics.
Writes in a well-
organized and
concise manner
that adheres to
the rules of
grammar, usage,
and mechanics.
Organizes content so clarity is
enhanced and all ideas flow
logically and smoothly. Writes
concisely, precisely, and directly,
with nearly flawless adherence to
the rules of grammar, usage, and

mechanics.
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 fr om
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.

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