HIS-FP1100HIS-FP1100Evaluating Historical Sources WorksheetUse

HIS-FP1100
HIS-FP1100Evaluating 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]. Retrieved from
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-FP1100
HIS-FP1100Evaluating 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]. Retrieved from
http://historymatters.gmu.edu/d/40
What type of source is this (primary or secondary)?
Why was it written?
writing about?

Why was it written?
writing about?
Why was it written?
writing about?
Citation for Source #4:

Why was it written?
writing about?
1
2
Assessment 2
Assessment Instructions
Note: The first three assessments in this course build on each
other; therefore, it is essential that you complete them in the
order presented.
Overview
Now that you've evaluated the credibility of your sources
(Assessment 1), you are ready to use your agility and problem-
solving skills to analyze the content of your sources. For this
assessment, you will complete the Historical Analysis
Worksheet [DOCX], using a critical thinking process to
evaluate evidence as you explore the causes and long-term
impacts related to your issue. Analyze how those in the past
have successfully and unsuccessfully tackled the same issues
while also considering how these same issues might now be

addressed by your organization.
Preparation
Review the evidence you compiled and compared for
Assessment 1, Evaluating Historical Sources. Then begin to
formulate your explanation or main arguments about your
chosen issue. Consider the historical context of the issue, its
challenges, and the strategies and approaches people used to
deal with those challenges.
Instructions
For this assignment, use the Historical Analysis
Worksheet [DOCX] to complete the following steps. You will
use this worksheet to further examine the sources you’ve
collected for your topic (facing economic change or engaging
civil rights).
Step 1: Identify questions that need to be answered to
understand an historical event and its long-term impact.
Step 2: Describe information learned from historical sources
that can be used to inform a current understanding of an
historical issue.
Step 3: Explain similarities and differences in sources of
historical information.
Step 4: Analyze the strengths and weaknesses of historical
evidence, including the challenges of using such evidence to
make an argument about an historical issue.
Step 5: Use critical thinking to relate past challenges and
strategies to a current organizational issue.
Step 6: Write in a well-organized and concise manner that
adheres to the rules of grammar, usage, and mechanics.
Additional Requirements
Your submission 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 (in Step 2 of the worksheet), 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 assessment 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].
· 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 2: Determine the causes and long-term impacts of
an historical event.
. Identify questions that need to be answered to understand an
historical event and its long-term impact.
. Explain similarities and differences in sources of historical
information.
· Competency 3: Explain lessons learned from U.S. historical
events and their potential influence on a current problem or
situation.
. Describe information learned from historical sources that can
be used to inform a current understanding of an historical issue.
. Analyze the strengths and weaknesses of historical evidence,
including the challenges of using such evidence to make an
argument about an historical issue.
. Use critical thinking to relate past challenges and strategies to
a current organizational issue.
· 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.

Historical Analysis Worksheet
Use this worksheet to further examine the sources you’ve
collected for your topic (facing economic change or engaging
civil rights). Work through a critical thinking process to assess
what you’ve learned and formulate an explanation or argument
about your topic. Respond to each of the questions highlighted
below, typing your responses in complete sentences. Following
your responses, include a reference list with citations of your
sources.
Step 1 KNOWLEDGE: Identify the argument or the problem
that needs to be solved. Questions should be asked to acquire a
deep understanding about the problem.
What is the question you need to answer in your presentation?
What are some focused questions you can ask to have a deeper
understanding of the topic? Include at least two questions.
Step 2 COMPREHENSION: Understand the situation or issue
and the facts aligned with it using the sources you collected and
the course material. If needed, locate additional sources that
align with your topic.
1. What have you learned about your topic in present-day
America so far?
· What have you learned about your historical issues and the
context in which they occurred that can help you better
understand that same issue today?
What are some facts or evidence you will use to help inform
your presentation to your nonprofit group?
· What evidence is missing? Where might you find it?
Step 3 APPLICATION: Build a linkage between the information
and resources. Using the information above, answer the
following questions:
1. Are there any links or similarities you see in your sources of
information? What are they?
· Are there any discrepancies?

Step 4 ANALYZE: Analyze in order to identify the situation or
issue, the strong points, the weak points, and the challenges
faced while solving the problem.
1. What are your strong pieces of evidence?
What are your weak pieces of evidence?
What challenges do you have in using this evidence to make an
argument about your issue?
Step 5 SYNTHESIS: Summarize your argument around the issue
or situation, and be sure to include the main ideas that need to
be communicated to your group. Make sure you are answering
the question you identified in Step 1 of this worksheet.
Summarize your argument:
Assessment 4
Overview
For this assessment, imagine you are a person living through an
important historical event, innovation, or movement during the
19th or 20th century—one that emerged to solve a problem or
that created problems of its own. Write a letter describing that
event, innovation, or movement as if you were someone who
actually experienced it. For example, you could write from the
perspective of someone who was part of the women’s suffrage
movement in the 1910s, a member of the Underground Railroad
in the 1850s, or a soldier in the Vietnam War during the Tet
Offensive in 1968.
Preparation
Explore a particular historical event, innovation, or movement
from the 19th or 20th century that interests you. Refer to the
chapter readings in the Resources for options from which you
may wish to choose.
Instructions
Step 1: Describe an historical event, innovation, or movement

from the perspective of someone who lived in that time.
· Describe an historical event, innovation, or movement that
happened during the 19th or 20th century from the perspective
of someone who lived in that time (either a real person or
fictionalized).
Step 2: Explain the personal impact of an historical event,
innovation, or movement on that person.
· You can also discuss the impact of the historical event,
innovation, or movement on the family and/or community of the
person.
Step 3: Explain the problem associated with an historical event,
innovation, or movement and potential solutions to that
problem.
· For example, if you are writing as a member of the
Underground Railroad in the mid-19th century, you might
discuss your thoughts on addressing the problem of slavery.
Similarly, if you are writing as someone who experienced the
Great Depression, you might examine the factors that caused
this crisis and ways to address such economic problems.
Step 4: Describe the potential impact of an historical event on
the future, based on the perspective of someone who lived
through that event.
· Reflect on how the event might impact the future. For
example, if you are writing as someone experiencing the Cold
War, consider how those living at the height of Cold War
tensions might have viewed the future.
Step 5: Write coherently with correct grammar, usage, and
mechanics.
Your submission should meet the following requirements:
· Citations and formatting: Include a title page formatted
according to APA Style and Format guidelines. Citing sources is
not required for this assessment, but be sure to write in your
own words based on your knowledge of the time period.

· Length: 3–5 pages of text (in addition to the title page).
. Describe an historical event, innovation, or movement from
the perspective of someone who lived in that time.
. Explain the impact of an historical event, innovation, or
movement on a person who lived in that time.
. Describe the potential impact of an historical event on the
future, based on the perspective of someone who lived through
that event.
situation.
. Explain the problem associated with an historical event,
innovation, or movement, including potential solutions to that
problem.
· Competency 4: Communicate in a manner that is scholarly,
professional, and relevant to its purpose and audience.
Assessment 3
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.
Your presentation should meet the following requirements:
· 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.
· Competency 1: Analyze historical resources to determine
credibility and validity.
. Explain why each source is or is not credible.
. 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.
situation.
. Use critical thinking to relate past challenges and strategies to
a current organizational issue.
· Competency 4: Address assignment purpose in a well-
. 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.h
tml
Library of Congress. (n.d.). American memory timeline.
Retrieved from
http://www.loc.gov/teachers/classroommaterials/presentationsan
dactivities/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.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. 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
5
American Experience. (n.d.). A Dust Bowl survivor. PBS.
Retrieved from
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. 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
Project. (2008). Statutes of the United States concerning Native
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.co m/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].
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/rememberin
g/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/robi
nsonbusboycott.pdf
1. National Humanities Center. (n.d.). Walter F. White: I

investigate lynchings. Retrieved from
http://nationalhumanitiescenter.or g/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
65
NPR. (2008, June 5). Obama triumph: A turning point for
America? Retrieved from
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).
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
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/immi gration-
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
Assessment 1
other; therefore, it is essential that you complete them in the
order presented.
Overview
For this assessment, imagine you represent your company at a
service organization dealing with one of these two issues:
facing economic change or engaging civil rights. Your
supervisor has asked you to research information related to the
history of this issue for your organization to help new
employees and volunteers understand it better. Your job is to
put together a list of credible sources related to a topic of your
choice and then use your problem-solving and agility skills to
evaluate them using the Evaluating Historical Sources
Worksheet [DOCX].
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 Finding Primary and Secondary Sources page on
the General Education Information Research Skills Library
Guide. To ensure you are finding quality sources, refer to the
Capella library's Think Critically About Source
Quality resource page.
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.
Your paper should meet the following requirements:
· Citations: Include a complete citation for each source. Review
current APA Style and Format guidelines for more information
on how to cite your sources.

· Number of references: Your paper should include at least four
properly cited sources, two primary and two secondary.
· 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-
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.h
tml
Library of Congress. (n.d.). American memory timeline.
Retrieved from
http://www.loc.gov/teachers/classroommaterials/presentatio nsan
dactivities/presentations/timeline/index.html
Kleinfield, N. R. (1983, September 26). American way of life
altered by fuel crisis. The New York Times. Retrieved from
5
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
5
American Experience. (n.d.). A Dust Bowl survivor. PBS.
Retrieved from
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. 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
2. 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/
3. Wilkerson, I. (2016). The road to freedom. Smithsonian,
47(5), 38–102. Retrieved from
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. Retrieved
from 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. Retrieved from
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. Retrieved from
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. Retrieved from
https://time.com/3741681/2000-dotcom-stock-bust/
8. 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].
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/
Project. (2008). Treaties between the United States and Native
https://avalon.law.yale.edu/subject_menus/ntreaty.asp
Project. (2008). Statutes of the United States concerning Native
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
2. 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
3. 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
4. Washington, B. T. (1895). Booker T. Washington (1856–
1915): Speech at the Atlanta Exposition, 1895 [Speech].
Retrieved from
https://sourcebooks.fordham.edu/mod/1895washington-
atlanta.asp
5. History Matters. (n.d.). W.E.B. DuBois critiques Booker T.
Washington. Retrieved from http://historymatters.gmu.edu/d/40
6. Smith, S., Ellis, K., & Aslanian, S. (2001). Remembering Jim
Crow [Documentary]. American Public Media. Retrieved from
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. Retrieved from
http://nationalhumanitiescenter.org/pds/maai3/protest/text5/robi
nsonbusboycott.pdf
8. National Humanities Center. (n.d.). Walter F. White: I
investigate lynchings. Retrieved from
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. Retrieved from
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. Retrieved from
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. 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
65
NPR. (2008, June 5). Obama triumph: A turning point for
America? Retrieved from
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).
Retrieved from
https://www.ourdocuments.gov/doc.php?flash=false&doc=47
2. National Archives. (n.d.). Our documented rights: Thinking
about Chinese exclusion. Retrieved from
https://www.archives.gov/education/lessons/chinese-
exclusion.html
3. Chinese American Museum. (n.d.). Life before exclusion.
Retrieved from 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. Retrieved
from 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). Retrieved
from https://history.state.gov/milestones/1921-
1936/immigration-act
6. Digital History. (n.d.). Immigration Restriction Act of 1924.
Retrieved from
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. Retrieved from
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.
Retrieved from 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. Retrieved from
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. 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.or g/
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

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