Primary Sources What are Primary Sources  Primary.docx

Primary Sources
What are Primary Sources?
during a historical event or by someone who personally
witnessed a historical event.
o First-hand accounts—oral histories, memoirs,
diaries, letters, interviews, etc.
o Media accounts—newspaper or television report
o Political or legal documents—Congressional
Records, Presidential Papers, Court rulings,
Speeches, census or tax records
o Artistic works—Photographs, paintings,
sculptures, films
o Artifacts—clothing, buildings, pottery
-hand accounts, must
have been created at the time of the historical event that
you are researching.

First-hand accounts must be an explanation of the
historical event that you’re researching by someone who
personally witnessed the event.
Where Can I find Primary Sources?
There are many places to find primary sources online, like
websites for archives and museums.
Here are some places where you can find primary sources:
Library of Congress
National Archives and Records
Administration
History Matters
National Security Archive
FBI Archive
Foreign Relations of the United States
Tenement Museum
Herbert Hoover Library
Franklin D. Roosevelt Library
Harry S. Truman Library
Dwight D. Eisenhower Library

John F. Kennedy Library
Lyndon B. Johnson Library
Richard Nixon Library
Gerald Ford Library
http://www.loc.gov/
http://www.archives.gov/research/
http://www.archives.gov/research/
http://historymatters.gmu.edu/browse/manypasts/
http://www2.gwu.edu/~nsarchiv/
http://vault.fbi.gov/
https://history.state.gov/historicaldocuments
http://www.tenement.org/collections.html
http://www.ecommcode2.com/hoover/research/index.html
http://www.fdrlibrary.marist.edu/archives/resources.html
http://www.trumanlibrary.org/library.htm
http://www.eisenhower.archives.gov/research/online_documents
.html
http://www.jfklibrary.org/Research.aspx
http://www.lbjlibrary.org/research
http://www.nixonlibrary.gov/virtuallibrary/index.php
http://www.fordlibrarymuseum.gov/
9/17/17, 10:46 PMCreating an Ethical Workplace
Page 1 of 9https://www.shrm.org/hr-today/news/hr-
magazine/pages/0414-ethical-workplace-culture.aspx
Creating an Ethical
Workplace

Business decisions aren’t always black and white. How can you
trust that your workers will do the right thing?
By Dori Meinert | Apr 1, 2014
J PMorgan Chase paid the federal government $13 billion last
fall—the largest corporate settlementin U.S. history—to settle
charges involving conduct that prosecutors say contributed to
themortgage meltdown. The bank acknowledged that it made
serious misrepresentations to the
public about numerous residential mortgage-backed securities.
In January, the bank agreed to another $2.6 billion in payments
to resolve charges that it failed to
adequately warn its clients about Bernard Madoff's multibillion-
dollar Ponzi scheme.
JPMorgan's troubles are the latest in a series of high-profile
corporate scandals to grab the headlines,
damaging company reputations and employee morale.
Last year, 41 percent of U.S. workers said they observed
unethical or illegal misconduct on the job,
according to the Ethics Resource Center's 2013 National
Business Ethics Survey
(http://www.ethics.org/nbes/).
Not all of those incidents were major, budget-busting acts of
wrongdoing. But ethical lapses tend to
snowball. Once employees see others breaking rules without

repercussions, they may believe it's OK for
them to do so, as well. Or they may get fed up and leave the
company.
In short, a culture where misconduct is tolerated—or, worse,
encouraged—could result in higher turnover,
lower productivity and, ultimately, a diminished reputation and
profitability.
On the other hand, companies that work to build and maintain
ethical workplace cultures are more
financially successful and have more motivated, productive
employees, studies have shown.
http://www.ethics.org/nbes/
T
"If you look at the big picture, the livelihood of the company is
at stake," says Holly Nowak, SPHR, director
of HR for the Western New York division of Alcott HR
(http://www.alcottgroup.com/), an HR outsourcing
company with 50 employees based in Farmingdale, N.Y.
HR professionals are in a unique position to help build an

ethical workplace culture because their
involvement in hiring, training and evaluating employees allows
them to influence their organizations at
many levels.
They are—or should be—both guardians and champions of the
ethical culture in their organizations, says
Steven D. Olson, director of the Center for Ethics and Corporate
Responsibility
(http://ethics.robinson.gsu.edu/) at Georgia State University in
Atlanta.
As guardians, they have a duty to protect their organizations'
employees, customers and clients from
unethical conduct. As champions, they can help their
organizations flourish by promoting ethical values in
daily operations and by building trust, says Olson, author of
Shaping an Ethical Workplace Culture
(/about/foundation/products/Pages/EthicalWorkplaceCulture.asp
x), a SHRM Foundation report.
Changing Expectations
he 2008 financial crisis and recession tested people's faith in
business leaders. Only 15 percent
of Americans trust such leaders to tell the truth, according to
the 2013 Edelman Trust Barometer

(http://www.edelman.com/insights/intellectual-property/trust-
2013/). Globally, only 28 percent of
the more than 30,000 survey respondents believe that businesses
follow ethical practices. The scandal-
plagued banking and financial services industry garnered the
least trust compared with other industries.
Before 2008, corporate reputations were largely determined by
financial success. Today, businesses build
trust by treating employees well, demonstrating ethical
practices and placing customers ahead of profits,
according to the Edelman survey. The rapid rise of social media
also is pressuring organizations to be more
transparent—or risk exposure of unethical practices.
Meanwhile, researchers have found that ethical workplace
cultures make good business sense. From 1997
to 2013, the annualized stock market returns of the Fortune 100
Best Companies to Work For
(http://www.greatplacetowork.com/best-companies/100-best-
companies-to-work-for)in the U.S. were 11.8
percent compared with 6.4 percent for the Russell 3000 index
and 6 percent for the Standard & Poor's 500
index, according to the Great Place to Work Institute
(http://www.greatplacetowork.com/).
More organizations are recognizing the value of creating ethical

workplace cultures. The percentage of
companies with "strong" or "strong-leaning" ethics cultures
climbed to 66 percent last year, up from 60
http://www.alcottgroup.com/
http://ethics.robinson.gsu.edu/
https://www.shrm.org/about/foundation/products/Pages/Ethical
WorkplaceCulture.aspx
http://www.edelman.com/insights/intellectual-property/trust-
2013/
http://www.greatplacetowork.com/best-companies/100-best-
companies-to-work-for
http://www.greatplacetowork.com/
C
M
percent in 2011, according to the National Business Ethics
Survey of 6,420 employees.
When companies value ethical performance, misconduct is
substantially lower. In 2013, only 20 percent of
workers reported seeing misconduct in companies where ethical
cultures are "strong," compared with 88
percent who witnessed wrongdoing in companies with the
weakest cultures, according to the survey.

What Is an Ethical Culture?
ulture is often seen as abstract and tough to measure. It's more
than all those carefully drafted
corporate values statements and ethics codes—it's the way
things really work. Workplace
culture includes how employees dress, how they work with
customers and how they interact
with their bosses. HR professionals' initial challenge is defining
an ethical workplace culture for business
leaders who may doubt its effectiveness.
"What it means to me is an environment that makes it easy to do
the right thing and makes it difficult to do
the wrong thing," says Michael C. Hyter, senior partner,
leadership and talent consulting, at Korn Ferry
(http://www.kornferry.com/) in Washington, D.C.
In the SHRM Foundation report, Olson describes an ethical
workplace culture as one that gives priority to
employee rights, fair procedures, and equity in pay and
promotion, and that promotes tolerance,
compassion, loyalty and honesty in the treatment of customers
and employees.
When employers respect the law and treat employees in a fair
and consistent manner, employees begin to

trust managers and internalize the company's values as their
own. Once that happens, ethics become
embedded in the workplace culture, he says.
Managers' Influence
anagers play a major role in determining whether employees
embrace a company's values.
If managers and top leaders don't model ethical behavior or
enforce rules in a fair manner,
employees lose trust. Studies also show that people are more
likely to override their own
ethical concerns if their manager doesn't share those concerns.
http://www.kornferry.com/
H
So, recent survey results that show managers are responsible for
60 percent of workplace misconduct are
especially troubling, says Ethics Resource Center
(http://www.ethics.org/)President Patricia J. Harned.
Senior managers are more likely than lower-level managers to

break the rules, the National Business Ethics
Survey found.
When managers are involved in misconduct, "it really has an
impact on people's perceptions of the culture
altogether," says Harned, noting it was the first time the survey
asked who was committing the misconduct.
More than 1 in 5 workers who reported misconduct said they
suffered retaliation as a result, up from 12
percent in 2007. A third of those who declined to report the
misconduct said they feared they would be
punished for doing so.
Employees are quick to pick up on inconsistencies, says
Rebecca Barnes-Hogg, SPHR, founder of YOLO
Insights (http://yoloinsights.com/), an HR consulting company
in Little River, S.C.
She recalls an incident involving a midlevel manager who was
running a side business from work. He
rationalized that it was OK as long as he was getting his job
done. However, when he disciplined a staff
member, the staffer complained to HR about the double
standard: Managers could break rules, but others
couldn't.
"A lot of these things happen because no one speaks up,"

Barnes-Hogg says. "If we had known a year
earlier, we could have avoided a lot of bad morale and
turnover."
At a different company, a high-level executive was caught
viewing pornography on his work computer.
Although he was a valuable asset, the chief executive officer
made the right decision and let him go, she
recalls. An announcement was made at an all-staff meeting.
Without giving details, the CEO let employees
know that he had taken action, she says.
"I think the employees felt 'These are people we can trust,' " she
says.
Can You Teach Ethics?
R professionals help lay out the expectations for employees by
developing written standards
of ethical workplace conduct, providing training to make sure
everyone is aware of the
expectations and equipping managers to reinforce the company's
values through their
actions.
http://www.ethics.org/
http://yoloinsights.com/

When interviewing applicants, many HR professionals say they
strive for a good "cultural fit," asking for
examples of how potential hires have juggled competing values
in the past or responded to unethical
behavior in others.
The Six Elements of an Ethics and
Compliance Program
Written standards of ethical workplace conduct.
Training on standards.
Company resources that provide advice on ethics issues.
A process to report potential violations confidentially or
anonymously.
Performance evaluations of ethical conduct.
Systems to discipline violators.
Source: 2013 National Business Ethics Survey
(http://www.ethics.org/nbes/), Ethics Resource
Center.
Although psychological assessments are an option, most focus
on the behaviors that people see, says

Joyce LeMay, SPHR, associate professor of HR at Bethel
University in St. Paul, Minn. In a survey of 210 HR
professionals she conducted in 2013, just 5 percent said they
believed it was possible to hire an ethical
person.
Once individuals are hired, ongoing training is critical to
maintain a heightened level of awareness of
ethical choices employees will face on the job, HR
professionals say. Harned sees positive signs.
For example, the percentage of companies providing ethics
training increased from 74 percent in 2011 to 81
percent in 2013, the National Business Ethics Survey found.
Other key indicators of strong ethical
workplace cultures: Two-thirds of companies include ethical
conduct as a performance measure in
employee evaluations, up from 60 percent in 2011, and almost 3
in 4 companies communicate internally
about disciplinary actions when wrongdoing occurs.
Many companies provide online ethics training, which can be
easier to administer and track, but live
training is more memorable, says Denise Messineo, SPHR,
senior vice president of HR at Dimension Data
(http://www.dimensiondata.com/en-US), a global ITC solutions

and services provider with U.S. headquarters
in New York City.
Every other year, most of Dimension Data's 915 U.S. employees
participate in a half-day ethics program,
discussing how they would respond to various workplace
scenarios.
http://www.ethics.org/nbes/
http://www.dimensiondata.com/en-US
"It just creates a great dialogue and awareness around what
Dimension Data considers ethical behavior,"
Messineo says. "Because different people bring different things
to the table based on their background,
you can see some 'aha' moments as people talk through the
different scenarios."
At Intuitive Research and Technology Corp (http://www.irtc-
hq.com/). in Huntsville, Ala., new employees are
required to attend a session called "Let's Talk Ethics with Hal."
In the session, the company's co-founder
and president, Howard "Hal" Brewer, discusses specific
examples of ethical decisions employees will face

in doing business with the government and other entities and
how important their actions are to the
company.
"He makes it clear that he is the ethics officer," says Juanita
Phillips, SPHR, director of HR at the
engineering and analytical services company, which has 282
employees. "I am in on those meetings, so
they know I am a resource as well.
"His strength is that he means every word of it, and he shows it
in how he lives every day in terms of
running the company," says Phillips, adding that she knows it
makes an impression because she has heard
employees later paraphrasing some of his advice.
Howard Winkler, SPHR, project manager for ethics and
compliance at Southern Co.
(http://www.southerncompany.com/) in Atlanta, says he's
constantly changing his company's training
program to keep its 25,000 employees engaged and attentive to
ethics issues. He runs contests, produces
videos and uses internal social media.
Two years ago, the company invited a convicted felon to speak
to employees about how a good person

can go astray. The former chief financial officer for a major
health care company served five years in federal
prison for fraud.
"It made an enormous impression," Winkler says. "This person
didn't start out his career looking to commit
fraud. The main message was that once you make the first
ethical compromise, you are embarking on a
path that can lead all the way to a prison cell."
Winkler recently replaced the company's mandatory online
ethics training, which required employees to
read the code of ethics and certify that they had done so. "When
it's put online, it usually has all the charm
and engagement of a software licensing agreement," he says.
He worked with his corporate communications department to
hire actors and produce "a really nice
uplifting video that lasts less than 10 minutes as a far more
engaging alternative to simply scrolling through
a lot of words."
This year, Southern Co. is kicking off an online video ethics
training series to ensure that new front-line
managers have the tools they need to step into their new roles,
Winkler says. He also tries to create
opportunities for senior executives to talk to employees about

ethics, which he says helps elevate the issue
in employees' eyes.
http://www.irtc-hq.com/
http://www.southerncompany.com/
T
Beware of Ethical Danger Zones
Sometimes good people can get swept into unethical behavior,
warns Steven D. Olson, director of
the Center for Ethics and Corporate Responsibility at Georgia
State University and author
of Shaping an Ethical Workplace Culture, a SHRM Foundation
report. Watch out for these danger
signs:
Conflicting goals. If forced to cut corners to attain performance
goals or given objectives
that they believe are unattainable, employees may feel pressured
to compromise ethical
standards and lose trust in their managers.
Fear of retaliation. The fear of payback for doing the right thing

is a powerful cause of
inaction in organizations.
Avoidance. When bad things go unpunished or are ignored, that
can lead to even worse
behavior. It sends the message "We don't care."
Rationalization. The "Everybody's doing it" mindset can lead
people into murky ethical
waters.
Lowered thresholds. With each unethical decision, the next one
becomes easier. It's a
slippery slope.
Euphemisms. Using neutral terms to describe questionable
actions (e.g., "creative
accounting") is a subtle form of rationalization.
Evaluation Time
o gauge whether their efforts are successful, many HR
professionals use employee surveys.
At Southern Co., last year 73 percent of employees said
executive managers earn their trust "by
consistently demonstrating high ethical behavior," up from 68
percent in 2009. The company
also tracks employees' fear of retaliation when reporting a

concern: 69 percent said they had no fear of
retaliation, up from 60 percent in 2009.
"We'd like the scores to be higher, but the constant
improvement is gratifying," Winkler says.
F
In addition, the company measures employees' understanding of
what the company expects of them. Last
year, 93 percent of employees said they understood that, along
with their business results, the success of
their career at the company "depends on my ethical behavior."
And 94 percent agreed that "I am personally
responsible for reporting improper conduct."
FIS (http://www.fisglobal.com/), a global provider of banking
technologies with 37,000 employees
worldwide, has moved away from employee surveys because the
results were too predictable, says
Michael Oates, executive vice president, general counsel and
chief human resources officer at company

headquarters in Jacksonville, Fla.
Instead, the company's top executives conduct employee
meetings and roundtable sessions several times
a year. "We found we can keep a thumb on the pulse better that
way," Oates says.
Many organizations include ethics or related values in
employees' performance reviews. Others monitor
complaints and turnover for signs of a deteriorating culture.
"You start to see a decline in productivity because the
workforce isn't engaged. People don't want to
produce for an organization that they don't feel is ethical and
operating in a compliant manner," says
Nowak of Alcott HR. Another red flag is when employees
suddenly stop raising issues, she adds. More than
likely, they have given up.
Of course, the ultimate distress signal is when the organization
starts losing valuable people.
"When I have seen organizations stall—someone brings
something to their attention, and it's not handled in
a timely manner—what I see is almost an unraveling of the
organization," Nowak says.
Particularly in smaller markets, "you're going to have a hard
time recruiting people to replace the ones who

have left" if the organization has a reputation for treating its
employees unfairly, she says.
Talk About It—A Lot
inally, ethics needs to be brought up regularly so that it stays at
the top of employees' minds.
Ask managers to raise ethics questions in meetings. Encourage
top executives to speak to it, as
well. Managers can't monitor employees' every move, but they
can help them recognize the
right thing to do when company priorities clash.
"When an ethical issue arises, it does not come gift-wrapped
with a note that says, 'This is an ethical issue.
Prepare to make an ethical decision.' It just comes across as
another business problem that needs to be
solved," Winkler says.
http://www.fisglobal.com/
Contact Us (www.shrm.org/about-shrm/Pages/Contact-Us.aspx)
| 800.283.SHRM (7476)
© 2017 SHRM. All Rights Reserved

SHRM provides content as a service to its readers and members.
It does not offer legal advice, and cannot guarantee the accuracy
or suitability of its content for a particular
purpose.
Disclaimer (www.shrm.org/about-shrm/Pages/Terms-of-
Use.aspx#Disclaimer)
"So if we can keep the chatter up and keep ethics on the minds
of our employees, they are more likely to
recognize and identify a business problem as having ethical
ramifications than they otherwise would.
Psychologists call it priming," he says. "That's what an ethical
culture is all about: It's a place where people
are more likely to see issues as having ethical implications."
As guardians of their workplace culture, HR professionals can
not only lead the charge for ethical values
but also inspire and empower employees at all levels to do the
right thing. And they'll create a stronger
organization in doing so.
https://www.shrm.org/about-shrm/Pages/Contact-Us.aspx
tel:800.283.SHRM%20(7476)
https://www.shrm.org/about-shrm/Pages/Terms-of-
Use.aspx#Disclaimer

Secondary Sources
What are Secondary Sources?
after the event took place and by
individuals who did not personally witness them.
secondary sources.
with the terms “academic source” or
“scholarly source.”
secondary sources as asking you for a peer-
reviewed journal article or book.
Where do I find Secondary Sources?
analyses of primary sources, with context
provided by secondary sources.
historians or students to build on the work

of other historians.
your work is the Ashford University
Library.
What separates a Secondary Source from a
Primary Source?
are all created after a historical event
happened.
first-hand accounts, like memoirs or
oral history interviews.
What about textbooks and encyclopedias? Are they Secondary
Sources?
most documentaries and educational
websites are not secondary sources because they are based only
on secondary sources. They are
called tertiary sources.
can help students begin the research

process, they are generally not acceptable for use in university-
level work.
Frequently Asked Questions—Assignments
Table of Contents:
Choosing a topic
WK3 Assignment
Writing a Thesis
Sources
Creating an Annotated Bibliography
Explaining your events
Final Project
Choosing a topic
Q: Why do I have to choose a topic for my final project now?
A: Throughout the course, we discuss events that can be used
in your project. Sources that you
can use for your project are listed in each week. You need to
choose a topic now so that you can

begin gathering information and sources. This process will
make putting your project together
much easier than having to do everything in the final week.
Q: What if I want to change my topic later?
A: You can change your topic later in the course if you want to.
However, completing your
project will be much easier if you choose a topic now and stick
with it.
Q: If I choose immigrants for my topic, can I do my project on
a specific immigrant group?
A: Yes. If you choose immigrants for your topic, you can
choose a specific group (like Irish,
Chinese, German, Latin American, etc.) for your final project
and look at how the experience of
that specific group has changed since 1877.
Q: If I choose immigrants for my topic, do I have to choose a
specific immigrant group, like the
Irish, Chinese, German, or Latin American immigrants?
A: No. Instead of choosing a specific immigrant group, you
can do your project on how the
immigrant experience as a whole has changed since 1877.

WK3 Assignment
Q: Is the WK3 assignment asking for a rough draft of my
project?
A: No. The assignment is asking for your thesis, a short
explanation (1-2 paragraphs) of the
events that you plan to discuss in your project, and an annotated
bibliography. Please do not turn
in a rough draft as this puts undue strain on your instructor and
does not satisfy the assignment
requirements. Please be sure to use the worksheet provided.
Q: Do I have to use the worksheet?
A: Yes. You must use the worksheet provided for this
assignment. If you do not use the
worksheet provided for this assignment, you will lose points.
Q: Do I have to include all parts of the assignment—a thesis,
explanation of events, and
annotated bibliography—for this assignment?
A: To get full credit for the assignment, you must include all

required elements of the
assignment.
Q: The final project is not due for a couple more weeks. Why
do we have to turn in our thesis,
explanation of events, and sources now?
A: This assignment is designed to help you organize the
information that you have and it gives
you the opportunity to get feedback from the instructor so that
you can fix any issues before you
turn in your final project.
Q: Do I have to cite my sources in this assignment?
A: Yes. In the explanation of your events and Reference list,
you must properly cite your
sources using APA formatting.
Writing a Thesis
Q: Do I have to write a thesis?
A: Yes. A thesis is required for the WK3 assignment and for
the final project.
Q: What is a thesis?

https://awc.ashford.edu/tocw-sample-annotated-
bibliography.html
https://awc.ashford.edu/cd-apa-references-list.html%20?
A: A thesis is the main point of your project. It sums up the
main point that you’ll be making in
your project.
Q: Why do I need a thesis?
A: As you work on your project, your thesis will keep you on
topic. In your final project, it is
part of the introduction and tells your reader what your main
point is.
Q: How do I write a thesis?
A: In your thesis, you should include your topic (African
Americans, Native Americans, women
or immigrants), the time frame that you’ll be discussing (1877
to the present), and the main
conclusion you came to about the topic. You can find a thesis
generator in the Ashford Writing
Center to help you.
Q: How long should my thesis be?

A: Your thesis should be a maximum of 2 sentences.
Q: Where does my thesis go in my final project?
A: Your thesis goes at the end of your introductory paragraph.
Q: Can I change my thesis?
A: Yes. Your thesis is a work in progress until you submit
your final project. Your thesis
should reflect the information that you include in your final
project. If your conclusions changed
based on the information that you found while working on the
project, then you should change
your thesis.
Sources
Q: How many sources do I need for the Week 3 Assignment and
for the Final Project?
A: For both the Week 3 Assignment and the Final Project, you
need at least 4 scholarly sources.
At least 2 of your sources must be primary sources and at least
2 of your sources must be
secondary sources.

https://awc.ashford.edu/writing-tools-thesis-generator.html
Q: What are primary sources?
A: Primary sources are artifacts or documents that were created
at the time of an historical event
or by someone who personally witnessed the event. Primary
sources can be anything that was
created during an historical event and that tells us something
about the event, like speeches,
letters, photographs, and oral history interviews. Newspaper
and magazine articles can be
primary sources ONLY if they were written at the time of the
event.
Q: Where do I find primary sources?
A: In the Week 3 discussion board 1, there are primary sources
provided for you. You can find
other primary sources online. Good places to look are archive
websites, like the Library of
Congress. You can also look at the History Matters website.
Q: What are secondary sources?

A: Secondary sources are books or journal articles written by
professional historians. Secondary
sources are based on the analysis of primary sources and backed
up with other secondary
sources. Throughout the class, there are secondary sources
provided for you in the required and
recommended sources sections.
Q: Where do I find secondary sources?
A: The best place to find secondary sources is the Ashford
University Library research
databases or ebook databases.
Q: Is my textbook a primary or secondary source?
A: No. Your textbook is neither a primary or secondary
source. It was not written during any of
the events that we discuss in this course so it is not a primary
source. Your textbook is not a
secondary source because it was not based on primary sources.
Instead, it is based only on
secondary sources. Like Encyclopedias, Dictionaries, and non-
academic websites, your textbook
is a useful for background research, but it does not count
towards your four required sources.

Q: Can I use my textbook as a source for my final project?
https://awc.ashford.edu/research-papers-primary-sources.htm
http://historymatters.gmu.edu/all.html
https://awc.ashford.edu/research-papers-secondary-sources.html
A: Yes. It is fine to use your textbooks as source for your final
project BUT it does not count as
one of the four required sources because it is not a primary or
secondary source.
Creating an Annotated Bibliography
Q: What is an annotated bibliography?
A: An annotated bibliography is a list of your sources (in APA
reference format) with an
annotation, or an explanation of the type of source that it is
(book, article, oral history, etc.), what
information the source provides, and how you plan to use it in
your paper. You can find
information about annotated bibliographies in the Ashford
Writing Center.
Q: What is an annotation?
A: An annotation is a note that provides information about the

source. It should contain an
explanation of the type of source that it is (book, article, oral
history, etc.), what information the
source provides, and how you plan to use it in your paper.
Q: How long should annotations be?
A: An annotation should be at least one paragraph that is at
least three sentences long.
Q: What information do I put in my annotations?
A: Your annotation should contain an explanation of the type
of source that it is (book, article,
oral history, etc.), what information the source provides, and
how you plan to use it in your
paper.
Q: How do I put together an annotated bibliography?
A: To put together your annotated bibliography, you should list
all of your sources in APA
reference format. Then, put the annotation after each source.
You can find information about
annotated bibliographies in the Ashford Writing Center.

Q: Do I have to have an annotation for every source?
A: Yes.
bibliography.html
bibliography.html
Q: Can I just write a paragraph or two explaining the
information that I found and how I plan to
use each source in my paper?
A: No. That is a bibliographic essay, not an annotated
bibliography.
Explaining your events
Q: Should I just write a rough draft of my final project for the
week three assignment?
A: No. The week three assignment is asking for your thesis, a
short explanation (1-2 paragraphs)
of the events that you plan to discuss in your project, and an
annotated bibliography. Please do
not turn in a rough draft.
Q: How many events do I need?

A: For the Week 3 Assignment and for your Final Project, you
need at least 4 events. At least
two of those events must be from the period 1877 to 1945 and at
least two events must be from
the period 1945 to the present.
Q: What kind of events should I choose?
A: You should choose events that show how life changed for
your group since 1877.
Q: Does the order of my events matter in my WK3 Assignment
and Final Project?
A: Yes. You should put the events in chronological order so
that they make historical sense.
Q: Do I have to cite my sources in this part of the assignment?
A: Yes. In the explanation of your events, you must properly
cite your sources using APA
formatting.
Final Project
Q: Does my final project need a title page/slide?
A: Yes. Whether you write a paper or create a PowerPoint

presentation, you must include a title
page or slide formatted according to APA style.
Q: Does my final project need a reference list?
https://awc.ashford.edu/cd-in-text-citation-guide.html
https://awc.ashford.edu/PDFHandouts/sample_apa_title_page.pd
f
presentation, you must include a
reference list formatted using APA style.
Q: Do I have to have in-text citations for my final project.
presentation, you must have in-text
citations formatted using APA style.
Q: Can I include images in my project?
A: Yes. However, you must correctly cite the source of the
images that you use. Your citations
should be inserted beneath your images and must be formatted
according to APA style.

Q: How long does my final project have to be?
A: If you write a paper, it must be 4 to 5 pages, plus a title
page and a reference list, all
formatted according to APA style. If you choose to create a
PowerPoint presentation, it must be
12 to 15 slides, plus a title slide and a reference slide, all
formatted according to APA style.
Q: How many sources do I need for the Final Project?
A: For both the Week 3 Assignment and the Final Project, you
need at least 4 scholarly sources.
At least 2 of your sources must be primary sources and at least
2 of your sources must be
secondary sources.
Q: What are primary sources?
A: Primary sources are artifacts or documents that were created
at the time of a historical event
or by someone who personally witnessed the event. Primary
sources can be anything that was
created during a historical event and tells us something about
the event, like speeches, letters,
photographs, and oral history interviews. Newspaper and
magazine articles can be primary

sources ONLY if they were written at the time of the event.
Q: Where do I find primary sources?
https://awc.ashford.edu/cd-apa-references-list.html
https://awc.ashford.edu/cd-apa-reference-models.html
https://awc.ashford.edu/cd-apa-key-elements.html
https://awc.ashford.edu/cd-apa-key-elements.html
https://awc.ashford.edu/research-papers-primary-sources.htm
A: In the Week 3 discussion board 1, there are primary sources
provided for you. You can find
other primary sources online. Good places to look are archive
websites, like the Library of
Congress. You can also look at the History Matters website.
Q: What are secondary sources?
A: Secondary sources are books or journal articles written by
professional historians. Secondary
sources are based on the analysis of primary sources and backed
up with other secondary
sources. Throughout the class, there are secondary sources
provided for you in the required and
recommended sources sections.

Q: Where do I find secondary sources?
A: The best place to find secondary sources is the Ashford
University Library research
databases or ebook databases.
Q: Is my textbook a primary or secondary source?
A: No. Your textbook is neither a primary or secondary
source. It was not written during any of
the events that we discuss in this course so it is not a primary
source. Your textbook is not a
secondary source because it was not based on primary sources.
Instead, it is based only on
secondary sources. Like Encyclopedias, Dictionaries, and non-
academic websites, your textbook
is a useful for background research, but it does not count
towards your four required sources.
Q: Can I use my textbook as a source for my final project?
A: Yes. It is fine to use your textbooks as source for your final
project BUT it does not count as
one of the four required sources because it is not a primary or
secondary source.

http://historymatters.gmu.edu/all.html
https://awc.ashford.edu/research-papers-secondary-sources.html
WK3 Final Project Framework Worksheet
This worksheet will help you prepare for your final project by
organizing the information that you’ll need for your Final
Project (paper or PowerPoint presentation) and walking you
through the process of defining your topic, researching and
analyzing primary and secondary sources, crafting a thesis, and
creating an annotated bibliography. Once you have completed
the worksheet submit it to the online classroom for grading.
After your instructor has graded the worksheet, please be sure
to use it and the feedbackprovided to you by your instructor as
you construct your final project.
1. Statement of Topic:
What topic will you be researching for your final project? You
have the choice of:
· African Americans
· Native Americans
· Women
· Immigrants
You must choose only ONE of the above groups. Which group
have you chosen?
Women

2. Events
You will need to choose at least 4 specific events that you plan
to discuss in your final project. You should choose events that
show how life in the United States changed over time for the
group that you chose. Two events must be from the period
between 1877 and 1945 and two events must be from the period
1945 to the present. On this worksheet and in your final project,
be sure to discuss the events you’ve chosen in the order that
they happened. This will help you put together a project that
makes historical sense.Event 1: 1877 to 1945
Name of the event:
Triangle Shirtwaist Fire
When it took place:
March 25, 1911
Where in the US:
The Triangle Shirtwaist Factory in New York City
Who was involved:
The 500 young immigrant workers, many of whom were women.
146 died and many others were injured. Progressive Era
workplace reform activists and the International Ladies’
Garment Workers’ Union, who had been fighting for safer
working conditions.
What circumstances contributed to the event:
Unsafe working conditions created by the existence of few
workplace safety laws and lax enforcement of building codes.
The workers had been locked into the building to prevent them
from taking breaks or stealing and so when it caught on fire,
they had no way out. Many jumped to their death from the

ninth floor rather than burn. The New York District Attorney
tried the building owners for manslaughter but they were
acquitted.
How this event was historically significant:
This event demonstrated the danger that many industrial
workers faced during the early 1900s and supported the case
made by Progressive reformers for improving working
conditions.
Event 2: 1877 to 1945
Name of the event: Women’s participation in World War II
When it took place:
1941 to 1945
Where in the US:
Throughout the United States and overseas.
Who was involved:
American women throughout the nation contributed to the war
effort during WWII by volunteering for female branches of the
military (WAAC, WASP, etc.) and serving in a number of
positions, like nursing, cryptology, and communications. In
addition, women worked in defense factories producing war
material. They sold war bonds and led drives to collect metal,
rubber, and silk.
What circumstances contributed to this event:
During WWII all parts of American society contributed to the
war effort. How this event is historically significant:
Women had stepped up to take men’s places at home in other
wars, WWII presented unprecedented opportunities for
American women and gave them the chance to show that their

capabilities. Although women were encouraged (and sometimes
forced) to leave their positions when the war ended, the
experiences that they gained during the war opened the door to
women moving into the workplace and into traditionally male
professions in the 1950s and 1960s.Event 3: 1945 to the present
Name of the event: Baby Boom
When it took place:
Immediately after WWII, from 1946 to 1964.
Where in the US:
It happened throughout the United States. However, the Baby
Boom was a major factor in the spread of the suburbs.
Who was involved:
The Baby Boom was immediately affected adults of
childbearing age. However, the major increase in the number of
new families put a strain on American infrastructure, leading to
housing shortages and over-crowded schools, which meant that
many communities all over the
nation expanded, building new homes and schools. However,
this building boom was focused mostly in the suburbs, so the
rural and urban communities often lost population to the
suburbs.
Many Americans put off marrying and having children during
the Great Depression and World War II so when the war ended,
there was a rush to start families. In addition, the post-war
economy created a significant increase in the middle class, so
more Americans could support larger families and more
Americans began to marry at earlier ages to have more children
throughout their lives.
How is this event historically significant:

During the Great Depression and World War II, Americans
often put off getting married and having children but a huge
increase in the number of marriages as well as the number of
children born. The average age of marriage for both men and
women dropped while the average number of children increased.
While this increase was caused in part by Americans waiting for
better times to start families, it was also caused by the improved
economy of the post-war period, which increased the size of the
American middle class significantly, so Americans could
support larger families. The sudden increase in the number of
new families and children put a significant strain on American
infrastructure, resulting in housing shortages and severely over-
crowded schools. Many of these families, at least the white
families, moved to the rapidly expanding suburbs, where they
found bigger houses and yards, plentiful parks, and new
schools. Non-white families were generally excluded from
suburban life by housing covenants, which restricted the owners
from selling to non-white families and so non-white families
were often left with little choice but to remain in urban or rural
areas, with older and smaller housing and fewer amenities and
older schools.
After the war ended, there was An additional historical
significance of the Baby Boom is that it created a huge
generation that affected the economy and politics throughout
their lives.
Products have been designed and marketed specifically to them.
Political movements addressed their concerns to the exclusion
of the concerns of other generations. Social norms changed to
better reflect the views of this generation.Event 4: 1945 to the
present
Name of the Event: FDA approval of the birth control pill
When it took place:
June 23, 1960

Where in the US:
FDA approval of the birth control pill affected women
throughout the United States.
Who was involved:
The development and approval of the birth control pill was
culmination of fifty years of work by Margaret Sanger to get
reliable birth control and reproductive information in the hands
of American women. She was aided in this effort by Katharine
McCormick, who provides much of the funding for research and
by Dr. Gregory Pincus, the biologist who actually developed the
pill.
Before the availability of the birth control pill, women had no
reliable way of preventing pregnancy that they controlled;
previous reliable methods (like condoms) relied on men to
implement them, which left women unable to control the size
their families or the birth of their children. Especially before
World War II, many women died as a result of childbirth, either
due to complications of pregnancy or due to having too many
children too closely spaced. In addition, women struggled to
care for large numbers of children so closely spaced together
and for poor women, each additional child meant less food and
attention for all of them. In addition, the inability to control
family size and spacing limited educational and professional
opportunities for women.
How this event was historically significant:
Although medical knowledge and technological improvements
had improved obstetrical and gynecological care for women,
which lowered the mortality rate associated with childbirth by
the 1960s, the availability of the birth control pill gave women
(and families) the ability to plan their families more effectively.
This allowed women greater access to education and

professional opportunities.
3. Sources
You will need to locate two primary sources and two secondary
sources related to your topic. Use the primary source analysis
tool for help with analyzing primary sources.
Primary Sources
APA Citation for Primary Source 1:
Provide the APA citation for your source. Here are some
examples of APA citations.
Domsky- Abrams, M. Reminiscences of the Triangle Fire
[Personal interview] in Stein, L. (1977). Out of the sweatshop:
The struggle for industrial democracy. New York:
Quadrangle/New York Times Book. Available
http://trianglefire.ilr.cornell.edu/primary/survivorInterviews/Ma
ryDomskyAbrams.html _
Annotation for Primary Source 1:
Provide an annotation explaining what the source is, where it
came from, what this source can tell us about your topic, what
questions it raises, and how this source will help you prove your
thesis. Be sure to clearly identify which specific event this
source relates to. Here are someexamples of annotations.
This is the transcript of an interview with one of the survivors
of the Triangle Shirtwaist Factory Fire. In the interview, Mary
Domsky-Abrams discusses her memories of the fire and the
aftermath, including the trial of the building owners. This
source will be used in the section of the paper on the Triangle
Shirtwaist Fire.

APA Citation for Primary Source 2:
Dorsett, L. N. (1999) Oral History Interview. Women Veterans
Historical Collection. University of North Carolina Greensboro.
Available at
http://libcdm1.uncg.edu/cdm/ref/collection/WVHP/id/4197
Annotation for Primary Source 2:
Provide an annotation explaining what the source is, where it
came from, what this source can tell us about your topic, what
questions it raises, and how this source will help you prove your
thesis. Be sure to clearly identify which specific event this
source relates to. Here are someexamples of annotations.
This is an oral history interview with Loreen Nash Dorsett, who
served in the WAVES during World War II. In the interview,
she discusses her experiences during the war and life after the
war. This source will be used to discuss the section on
women’s participation in World War II.
Secondary Sources
APA Citation for Secondary Source 1:
Goldin, C. (1991). The role of World War II in the rise of
women's employment. American Economic Review, 81(4), 741-

756. Retrieved from JSTOR.
Annotation for Secondary Source 1:
Provide an annotation explaining what the author's thesis is,
how they prove their thesis, and how this source will help you
prove your thesis. Be sure to clearly identify which specific
event this source relates to. Here are some examples of
annotations.
This article discusses how women’s participation in World War
II contributed to the increase if in the numbers of women
working after the war. It looks at how the rates of employment
for different women changed after the war. Of particular note
was the rate of married women with children who held jobs
after the war. This source will support the section of my paper
about the women’s participation in World War II.
APA Citation for Secondary Source 2:
May, E. (2008). War and peace: Fanning the home fires. In
Homeward bound: American families in the cold war era (pp.
58-88). Retrieved from the ebrary database.
Annotation for Secondary Source 2:
Provide an annotation explaining what the author's thesis is,
how they prove their thesis, and how this source will help you
prove your thesis. Be sure to clearly identify which specific
event this source relates to. Here are some examples of
annotations.
This scholarly book looks at American women in late 1940s and

1950s. The author looks at trends in marriage and childrearing
as well as the increasing number of women in the
workforce during these years. This source will be used to
discuss the effects of women’s participation in World War II as
well as the section of the project on the Baby Boom.
4. Thesis Statement
Once you have analyzed your sources, consult the AWC’s
“Thesis Statement” and use the writing center's Thesis
Generator to craft a thesis on your topic, based on your findings
from your sources.
Please remember that there are primary listed in the Week3
Discussion Board 1. You are free to use one or more of those
primary sources or you may find your own. You are also
welcome to use the secondary sources throughout the course
listed as “recommended sources.”Thesis:
Since 1877, American women have progressively gained rights
and freedom by pushing boundaries to prove their abilities.

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