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SOC 4810 Group Project

You will complete a project in a group of approximately five students that focuses upon one global challenge related to the aging or dying experience. As a group, you will research your topic and explore it in more depth through one-on-one interactions and/or volunteer experiences with individuals who are impacted by the selected issue. All groups will present their findings and experiences to the class in a creative and engaging format at the end of the semester. Projects are worth 100 points, and a brief proposal will be due early in the semester.

Successful projects will demonstrate that you have thought critically about the global challenge that you have selected and that you have evaluated varying perspectives on your topic. Just a few possible project ideas include:

1) How do different cultural and religious groups handle challenges related to grief and bereavement? What does it mean to grieve well? (You could interview believers of various faith traditions, clergy, individuals from different cultural backgrounds, grief counselors, etc.)

2) How are changing demographic trends affecting our ability to meet older adults’ long-term care needs? (You could interview nursing home staff, physicians, family caregivers, older adults who receive care, etc.)

3) How will an aging population affect the job market and workplaces across the United States? (You could interview human resources staff, older workers, younger workers, retirees, and business managers.)


Part I: Background Research

1) To gain an academic perspective on our topic, your group will conduct a brief literature review and provide an overview of your findings during your presentation. I would suggest focusing on no more than three or four of the most pertinent aspects of the issue.

2) Make sure that you include some statistics on the extent of the challenge and who is affected by it.

3) Your group should consult at least five academic sources for your research. You may use assigned course readings, government reports, journal articles, etc. Sources must be cited and a bibliography included in any generally accepted format.


Part II: Interviews/Volunteer Work

1) In order to gain varying perspectives on your topic (personal, social, spiritual, etc.), your group must have some contact with people affected by your issue. You should aim to interact with at least three people who have firsthand experience with your topic.

2) Your group may interview individuals or engage in service work that brings you into contact with people affected by the issue. The whole group does not have to participate in each interaction, but everyone in the group must participate in at least one interview or volunteer experience.


Part III: Presentation

1) Your presentation should be 15-20 minutes in length.

2) It should include:

a. A brief overview of the major academic findings related to your topic.

b. An overview of the interview/service components of your project. (With whom did you interact, and what did you learn from them? How is your view of the challenge influenced by these varying perspectives?) Try to include some photos or videos; however, you need to get permission from anyone outside of your group whose image will be used in your presentation.

c. A creative component (an original song, poem, skit, documentary, piece of art, etc.) that demonstrates that you have thought critically about your topic and synthesized all that you have learned from various people and perspectives into a single artistic piece.


Proposal
: Your group’s proposal should include:

1) The names of all group members

2) The main challenge that you will explore for your project and three or four subtopics that you plan to address

3) An initial plan for how you will attempt to interview or interact with individuals affected by your issue

4) What you are considering for the creative element of your project

Here is an example: We plan to explore the causes and consequences of increasing suicide rates in the United States. Through our research, we will find out how many people die by suicide each year and how survivors of suicide are affected emotionally and socially by this loss. All group members will attend a meeting of the Survivors of Suicide support group in Greenville, and three members will each interview one individual who has lost a loved one to suicide. We plan to create a mini-documentary that synthesizes what we have learned from our academic research and our group and individual interactions with those affected by suicide.

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July 1, 2023
    

TEMPLATE WRITING ASSIGNMENT 2

HIST 1302 Common Assignment – Part 2

This template lays out the questions you are asked to complete. You will see that a [insert your answer here] is set below each question. Just delete that and write your own answer in its place. You are not required to use this template, but it is provided here to give you the structure of the assignment and lay out what you will need to answer.

 

Your assignment is to evaluate the immigration debate of the 1920s by examining the arguments for and against immigration in the 1920s, and you will complete it through these steps:


Step 1

Using the sources, you will identify three major ideas for immigration in the 1920s and three main ideas against immigration in the 1920s. For each of these three ideas, you will note in which document or documents that you found this idea. You will also provide either a passage or quotation that you used to identify that idea.

Arguments for immigration in the 1920s

1. Argument for immigration in the 1920s - Idea 1: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

2. Argument for immigration in the 1920s - Idea 2: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

3. Argument for immigration in the 1920s - Idea 3: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

Arguments against immigration in the 1920s

1. Argument against immigration in the 1920s - Idea 1: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

2. Argument against immigration in the 1920s - Idea 2: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

3. Argument against immigration in the 1920s - Idea 3: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

 


Step 2

Using that information, you will synthesize these ideas into two written responses, one explaining the arguments for immigration in the 1920s and one explaining the arguments against immigration in the 1920s. Each response should be 1-2 paragraphs long (about 200-400 words).

 

Each will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources. You are also welcome to use any other classroom resources that are in Section 1 to help explain the two positions.

 

You are NOT allowed to use any sources for this assignment outside of those given in the assignment here unless specifically allowed to by your professor. The articles here provide everything you need to complete the assignment, and no other sources or resources are allowed in completing the assignment.

 

Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment.

 

Arguments for immigration in the 1920s

 

[Insert your response here that explains the arguments for immigration in the 1920s. Your response should be 1-2 paragraphs long (about 200-400 words). This response will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources. You are also welcome to use any other classroom resources that are in Section 1 of the assignment description to help explain the two positions. Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment.]

 

 

Arguments for immigration in the 1920s

 

[Insert your response here that explains the argument against immigration in the 1920s. Your response should be 1-2 paragraphs long (200-400 words). This response will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources. You are also welcome to use any other classroom resources that are in Section 1 of the assignment description to help explain the two positions. Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment.]

HIST 1302 Common Assignment - Fall 2023 - Part 2 INSTRUCTIONS & SOURCES

HIST 1302 Common Assignment - Part 2

Meets Course Learning Objectives 1, 2, and 3

Due: 11/5/23

 

This assignment is Part 2 of the HIST 1302 Common Assignment. The Common Assignment is designed to build a set of skills that students can take with them in their college career and beyond. As a whole, the Common Assignment will provide students with resources and opportunities to practice the following skills:

· The ability to read and understand primary and secondary historical sources.

· The ability to use sources to understand and expand upon the history presented in the textbook and lectures.

· The ability to create an argument and use sources to examine historical questions.

The HIST 1302 Common Assignment - Part 2 works with all three of these skills. The first section that contains the resources for the assignment, you will find resources on reading and understanding both primary and secondary sources. The History department at Weatherford College has identified the ability to read and understand these sources as a key skill needed in history, and it is one that we have determined a need to work with in our classes.

The second section is the assignment itself. You will be asked to evaluate two primary and two secondary sources and use the sources to evaluate a set of historical arguments. You will apply the skills from the resources below as well as those from the HIST 1301 Common Assignment - Part 1. The feedback you receive from this assignment will help you as you move on with the HIST 1302 Common Assignment, as you will be asked to use the abilities to read and understand sources as well as the ability to use sources to support historical arguments in Part 3.

Section 1

This section of the assignment is designed to evaluate the following skill that we look for in history:

Skill
: Applying Sources to Historical Arguments

The first skill you will use is the ability to effectively read and then demonstrate understanding of a historical source. This skill will be used in later parts of the HIST 1301 Common Assignment so that you can use sources to answer historical questions. 

The following resources will help you develop this skill:

 

·
The SCIM Strategy for Reading Historical Primary Sources
Links to an external site.

·
The SCIM Strategy video explainer
Links to an external site.

·
Reading and Writing About Primary Sources

·
"Reading, Writing, and Researching for History" by Patrick Rael

·
"How to Read a Secondary Source"

·
"How to Read a Primary Source"

·
"'Predatory' Reading"

· Weatherford College Library

4.
Research Process: Reading Scholarly Articles

4.
Primary and Secondary Sources

 

Section 2

This section of the assignment contains the assignment for HIST 1302 Common Assignment - Part 2.

Assignment: 

For this assignment, you will read two primary and two secondary sources on a historical topic and then demonstrate that you understand what they are saying and can use the points made in the sources to support historical arguments. Before starting on the assignment, you should review the resources in Section 1. You are also encouraged to use those resources while you are working on the assignment.

For the HIST 1302 Common Assignment - Part 2, the sources are four documents on the immigration debate of the 1920s.


Historical Context

Before reading these documents, you need to have an understanding of the historical context. Thus, prior to starting on the two documents, you should first review the following:

· Chapter 24 - The New era

· The whole chapter provides context, and the specific section to review to understand the historical context of the documents is the "Nativism and Immigration Restriction" section from pages 481-82.

·  A brief overview of the Immigration Act of 1924 can be found here: 
The Immigration Act of 1924 (The Johnson-Reed Act)
Links to an external site.

· A lighter and humorous discussion of the immigration debate in the 1920s can be found in the Crash Course US History video, 
"The Roaring 20s."
Links to an external site.
 The specific section to watch runs from 9:39-11:13.

· [

The Documents

That historical context will help you read and understand the documents. For the assignment, you are going to be asked to read and demonstrate understanding of two primary and two secondary sources:

1.
Charlotte Perkins Gilman, "Is America Too Hospitable?" 
The Forum, October 1923, pp. 1983-1989
Links to an external site.

2.
John E. Milholland, "Immigration Hysteria in Congress" 
The Forum, January 1921, pp. 68-76
Links to an external site.

3. Ngai, Mae M. “Nationalism, Immigration Control, and the Ethnoracial Remapping of America in the 1920s.” 
OAH Magazine of History, vol. 21, no. 3, 2007, pp. 11–15.. - as this is a JSTOR article, you can access it in two ways. If you are on campus, you can use the direct link: 
https://www.jstor.org/stable/25162123
Links to an external site.
. If you are off campus, you can use the remote access link: 
https://libproxy.wc.edu/login?url=https://www.jstor.org/stable/10.5749/natiindistudj.1.1.0065
Links to an external site.

4. Allerfeldt, Kristofer. “‘And We Got Here First’: Albert Johnson, National Origins and Self-Interest in the Immigration Debate of the 1920s.” 
Journal of Contemporary History, vol. 45, no. 1, 2010, pp. 7–26. - as this is a JSTOR article, you can access it in two ways. If you are on campus, you can use the direct link: 
https://www.jstor.org/stable/40542903
Links to an external site.
. If you are off campus, you can use the remote access link: 
https://libproxy.wc.edu/login?url=https://www.jstor.org/stable/40542903
Links to an external site.

Then, you are going to be asked to complete the following assignment using these documents:

 

The Assignment

[The assignment for HIST 1302 Common Assignment - Part 2 is to use the given documents to provide arguments for a historical argument. In this case, we are using the 4 given documents as well as the resources for historical context from Section 1 to evaluate the immigration debate of the 1920s. You will need to read and understand the primary and secondary sources that you are given here. The resources above, as well as your feedback from HIST 1302 Common Assignment - Part 1 are essential in completing this step. You are not asked here to write out your understanding of the documents as you were in Part 1, but you will need to have a full understanding of the four documents to complete this assignment.

You have been given:

· One primary source document that argues against immigration in the 1920s -- Charlotte Perkins Gilman, "Is America Too Hospitable?" The Forum, October 1923, pp. 1983-1989

· One primary source document that argues for immigration in the 1920s -- John E. Milholland, "Immigration Hysteria in Congress" The Forum, January 1921, pp. 68-76

· Two secondary sources that look at the arguments for and against immigration in the 1920s -- Ngai, Mae M. “Nationalism, Immigration Control, and the Ethnoracial Remapping of America in the 1920s.” and Allerfeldt, Kristofer. “‘And We Got Here First’: Albert Johnson, National Origins and Self-Interest in the Immigration Debate of the 1920s.”

Your assignment is to lay out the arguments for and against immigration restriction in the 1920s, and you will complete it through these steps:

1. Using the sources, you will identify three major arguments for immigration restriction in the 1920s and three main ideas arguments against immigration restriction in the 1920s.

· For the three ideas of each argument, you will provide the following:

1. In which document or documents did you find the idea.

2. Either a passage or quotation that you used to identify that idea.

· With this, you need to both give the passage or quotation and provide the page number(s) where you found the passage or quotation.

2. Using that information, you will be asked to bring these ideas into two written responses, one explaining what the arguments for immigration restriction in the 1920s were and one explaining what the arguments against immigration restriction in the 1920s were.

· Each response should be 1-2 paragraphs long (around 200-400 words).

· Each will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources.

· You are also welcome to use any other classroom resources that are in Section 1 to help explain the two positions. Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment. 

3. You are NOT allowed to use any sources for this assignment outside of those given in the assignment here unless specifically allowed to by your professor. The articles here provide everything you need to complete the assignment, and no other sources or resources are allowed in completing the assignment.

default image
July 1, 2023
    

TEMPLATE WRITING ASSIGNMENT 2

HIST 1302 Common Assignment – Part 2

This template lays out the questions you are asked to complete. You will see that a [insert your answer here] is set below each question. Just delete that and write your own answer in its place. You are not required to use this template, but it is provided here to give you the structure of the assignment and lay out what you will need to answer.

 

Your assignment is to evaluate the immigration debate of the 1920s by examining the arguments for and against immigration in the 1920s, and you will complete it through these steps:


Step 1

Using the sources, you will identify three major ideas for immigration in the 1920s and three main ideas against immigration in the 1920s. For each of these three ideas, you will note in which document or documents that you found this idea. You will also provide either a passage or quotation that you used to identify that idea.

Arguments for immigration in the 1920s

1. Argument for immigration in the 1920s - Idea 1: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

2. Argument for immigration in the 1920s - Idea 2: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

3. Argument for immigration in the 1920s - Idea 3: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

Arguments against immigration in the 1920s

1. Argument against immigration in the 1920s - Idea 1: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

2. Argument against immigration in the 1920s - Idea 2: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

3. Argument against immigration in the 1920s - Idea 3: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

 


Step 2

Using that information, you will synthesize these ideas into two written responses, one explaining the arguments for immigration in the 1920s and one explaining the arguments against immigration in the 1920s. Each response should be 1-2 paragraphs long (about 200-400 words).

 

Each will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources. You are also welcome to use any other classroom resources that are in Section 1 to help explain the two positions.

 

You are NOT allowed to use any sources for this assignment outside of those given in the assignment here unless specifically allowed to by your professor. The articles here provide everything you need to complete the assignment, and no other sources or resources are allowed in completing the assignment.

 

Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment.

 

Arguments for immigration in the 1920s

 

[Insert your response here that explains the arguments for immigration in the 1920s. Your response should be 1-2 paragraphs long (about 200-400 words). This response will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources. You are also welcome to use any other classroom resources that are in Section 1 of the assignment description to help explain the two positions. Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment.]

 

 

Arguments for immigration in the 1920s

 

[Insert your response here that explains the argument against immigration in the 1920s. Your response should be 1-2 paragraphs long (200-400 words). This response will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources. You are also welcome to use any other classroom resources that are in Section 1 of the assignment description to help explain the two positions. Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment.]

HIST 1302 Common Assignment - Fall 2023 - Part 2 INSTRUCTIONS & SOURCES

HIST 1302 Common Assignment - Part 2

Meets Course Learning Objectives 1, 2, and 3

Due: 11/5/23

 

This assignment is Part 2 of the HIST 1302 Common Assignment. The Common Assignment is designed to build a set of skills that students can take with them in their college career and beyond. As a whole, the Common Assignment will provide students with resources and opportunities to practice the following skills:

· The ability to read and understand primary and secondary historical sources.

· The ability to use sources to understand and expand upon the history presented in the textbook and lectures.

· The ability to create an argument and use sources to examine historical questions.

The HIST 1302 Common Assignment - Part 2 works with all three of these skills. The first section that contains the resources for the assignment, you will find resources on reading and understanding both primary and secondary sources. The History department at Weatherford College has identified the ability to read and understand these sources as a key skill needed in history, and it is one that we have determined a need to work with in our classes.

The second section is the assignment itself. You will be asked to evaluate two primary and two secondary sources and use the sources to evaluate a set of historical arguments. You will apply the skills from the resources below as well as those from the HIST 1301 Common Assignment - Part 1. The feedback you receive from this assignment will help you as you move on with the HIST 1302 Common Assignment, as you will be asked to use the abilities to read and understand sources as well as the ability to use sources to support historical arguments in Part 3.

Section 1

This section of the assignment is designed to evaluate the following skill that we look for in history:

Skill
: Applying Sources to Historical Arguments

The first skill you will use is the ability to effectively read and then demonstrate understanding of a historical source. This skill will be used in later parts of the HIST 1301 Common Assignment so that you can use sources to answer historical questions. 

The following resources will help you develop this skill:

 

·
The SCIM Strategy for Reading Historical Primary Sources
Links to an external site.

·
The SCIM Strategy video explainer
Links to an external site.

·
Reading and Writing About Primary Sources

·
"Reading, Writing, and Researching for History" by Patrick Rael

·
"How to Read a Secondary Source"

·
"How to Read a Primary Source"

·
"'Predatory' Reading"

· Weatherford College Library

4.
Research Process: Reading Scholarly Articles

4.
Primary and Secondary Sources

 

Section 2

This section of the assignment contains the assignment for HIST 1302 Common Assignment - Part 2.

Assignment: 

For this assignment, you will read two primary and two secondary sources on a historical topic and then demonstrate that you understand what they are saying and can use the points made in the sources to support historical arguments. Before starting on the assignment, you should review the resources in Section 1. You are also encouraged to use those resources while you are working on the assignment.

For the HIST 1302 Common Assignment - Part 2, the sources are four documents on the immigration debate of the 1920s.


Historical Context

Before reading these documents, you need to have an understanding of the historical context. Thus, prior to starting on the two documents, you should first review the following:

· Chapter 24 - The New era

· The whole chapter provides context, and the specific section to review to understand the historical context of the documents is the "Nativism and Immigration Restriction" section from pages 481-82.

·  A brief overview of the Immigration Act of 1924 can be found here: 
The Immigration Act of 1924 (The Johnson-Reed Act)
Links to an external site.

· A lighter and humorous discussion of the immigration debate in the 1920s can be found in the Crash Course US History video, 
"The Roaring 20s."
Links to an external site.
 The specific section to watch runs from 9:39-11:13.

· [

The Documents

That historical context will help you read and understand the documents. For the assignment, you are going to be asked to read and demonstrate understanding of two primary and two secondary sources:

1.
Charlotte Perkins Gilman, "Is America Too Hospitable?" 
The Forum, October 1923, pp. 1983-1989
Links to an external site.

2.
John E. Milholland, "Immigration Hysteria in Congress" 
The Forum, January 1921, pp. 68-76
Links to an external site.

3. Ngai, Mae M. “Nationalism, Immigration Control, and the Ethnoracial Remapping of America in the 1920s.” 
OAH Magazine of History, vol. 21, no. 3, 2007, pp. 11–15.. - as this is a JSTOR article, you can access it in two ways. If you are on campus, you can use the direct link: 
https://www.jstor.org/stable/25162123
Links to an external site.
. If you are off campus, you can use the remote access link: 
https://libproxy.wc.edu/login?url=https://www.jstor.org/stable/10.5749/natiindistudj.1.1.0065
Links to an external site.

4. Allerfeldt, Kristofer. “‘And We Got Here First’: Albert Johnson, National Origins and Self-Interest in the Immigration Debate of the 1920s.” 
Journal of Contemporary History, vol. 45, no. 1, 2010, pp. 7–26. - as this is a JSTOR article, you can access it in two ways. If you are on campus, you can use the direct link: 
https://www.jstor.org/stable/40542903
Links to an external site.
. If you are off campus, you can use the remote access link: 
https://libproxy.wc.edu/login?url=https://www.jstor.org/stable/40542903
Links to an external site.

Then, you are going to be asked to complete the following assignment using these documents:

 

The Assignment

[The assignment for HIST 1302 Common Assignment - Part 2 is to use the given documents to provide arguments for a historical argument. In this case, we are using the 4 given documents as well as the resources for historical context from Section 1 to evaluate the immigration debate of the 1920s. You will need to read and understand the primary and secondary sources that you are given here. The resources above, as well as your feedback from HIST 1302 Common Assignment - Part 1 are essential in completing this step. You are not asked here to write out your understanding of the documents as you were in Part 1, but you will need to have a full understanding of the four documents to complete this assignment.

You have been given:

· One primary source document that argues against immigration in the 1920s -- Charlotte Perkins Gilman, "Is America Too Hospitable?" The Forum, October 1923, pp. 1983-1989

· One primary source document that argues for immigration in the 1920s -- John E. Milholland, "Immigration Hysteria in Congress" The Forum, January 1921, pp. 68-76

· Two secondary sources that look at the arguments for and against immigration in the 1920s -- Ngai, Mae M. “Nationalism, Immigration Control, and the Ethnoracial Remapping of America in the 1920s.” and Allerfeldt, Kristofer. “‘And We Got Here First’: Albert Johnson, National Origins and Self-Interest in the Immigration Debate of the 1920s.”

Your assignment is to lay out the arguments for and against immigration restriction in the 1920s, and you will complete it through these steps:

1. Using the sources, you will identify three major arguments for immigration restriction in the 1920s and three main ideas arguments against immigration restriction in the 1920s.

· For the three ideas of each argument, you will provide the following:

1. In which document or documents did you find the idea.

2. Either a passage or quotation that you used to identify that idea.

· With this, you need to both give the passage or quotation and provide the page number(s) where you found the passage or quotation.

2. Using that information, you will be asked to bring these ideas into two written responses, one explaining what the arguments for immigration restriction in the 1920s were and one explaining what the arguments against immigration restriction in the 1920s were.

· Each response should be 1-2 paragraphs long (around 200-400 words).

· Each will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources.

· You are also welcome to use any other classroom resources that are in Section 1 to help explain the two positions. Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment. 

3. You are NOT allowed to use any sources for this assignment outside of those given in the assignment here unless specifically allowed to by your professor. The articles here provide everything you need to complete the assignment, and no other sources or resources are allowed in completing the assignment.

default image
July 1, 2023
    

TEMPLATE WRITING ASSIGNMENT 2

HIST 1302 Common Assignment – Part 2

This template lays out the questions you are asked to complete. You will see that a [insert your answer here] is set below each question. Just delete that and write your own answer in its place. You are not required to use this template, but it is provided here to give you the structure of the assignment and lay out what you will need to answer.

 

Your assignment is to evaluate the immigration debate of the 1920s by examining the arguments for and against immigration in the 1920s, and you will complete it through these steps:


Step 1

Using the sources, you will identify three major ideas for immigration in the 1920s and three main ideas against immigration in the 1920s. For each of these three ideas, you will note in which document or documents that you found this idea. You will also provide either a passage or quotation that you used to identify that idea.

Arguments for immigration in the 1920s

1. Argument for immigration in the 1920s - Idea 1: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

2. Argument for immigration in the 1920s - Idea 2: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

3. Argument for immigration in the 1920s - Idea 3: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

Arguments against immigration in the 1920s

1. Argument against immigration in the 1920s - Idea 1: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

2. Argument against immigration in the 1920s - Idea 2: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

3. Argument against immigration in the 1920s - Idea 3: [insert your answer here]

· Which document or documents did you find this idea in?

· [insert your answer here]

· Provide a passage or quotation that you used to identify this idea.

· [insert your answer here]

 

 


Step 2

Using that information, you will synthesize these ideas into two written responses, one explaining the arguments for immigration in the 1920s and one explaining the arguments against immigration in the 1920s. Each response should be 1-2 paragraphs long (about 200-400 words).

 

Each will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources. You are also welcome to use any other classroom resources that are in Section 1 to help explain the two positions.

 

You are NOT allowed to use any sources for this assignment outside of those given in the assignment here unless specifically allowed to by your professor. The articles here provide everything you need to complete the assignment, and no other sources or resources are allowed in completing the assignment.

 

Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment.

 

Arguments for immigration in the 1920s

 

[Insert your response here that explains the arguments for immigration in the 1920s. Your response should be 1-2 paragraphs long (about 200-400 words). This response will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources. You are also welcome to use any other classroom resources that are in Section 1 of the assignment description to help explain the two positions. Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment.]

 

 

Arguments for immigration in the 1920s

 

[Insert your response here that explains the argument against immigration in the 1920s. Your response should be 1-2 paragraphs long (200-400 words). This response will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources. You are also welcome to use any other classroom resources that are in Section 1 of the assignment description to help explain the two positions. Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment.]

HIST 1302 Common Assignment - Fall 2023 - Part 2 INSTRUCTIONS & SOURCES

HIST 1302 Common Assignment - Part 2

Meets Course Learning Objectives 1, 2, and 3

Due: 11/5/23

 

This assignment is Part 2 of the HIST 1302 Common Assignment. The Common Assignment is designed to build a set of skills that students can take with them in their college career and beyond. As a whole, the Common Assignment will provide students with resources and opportunities to practice the following skills:

· The ability to read and understand primary and secondary historical sources.

· The ability to use sources to understand and expand upon the history presented in the textbook and lectures.

· The ability to create an argument and use sources to examine historical questions.

The HIST 1302 Common Assignment - Part 2 works with all three of these skills. The first section that contains the resources for the assignment, you will find resources on reading and understanding both primary and secondary sources. The History department at Weatherford College has identified the ability to read and understand these sources as a key skill needed in history, and it is one that we have determined a need to work with in our classes.

The second section is the assignment itself. You will be asked to evaluate two primary and two secondary sources and use the sources to evaluate a set of historical arguments. You will apply the skills from the resources below as well as those from the HIST 1301 Common Assignment - Part 1. The feedback you receive from this assignment will help you as you move on with the HIST 1302 Common Assignment, as you will be asked to use the abilities to read and understand sources as well as the ability to use sources to support historical arguments in Part 3.

Section 1

This section of the assignment is designed to evaluate the following skill that we look for in history:

Skill
: Applying Sources to Historical Arguments

The first skill you will use is the ability to effectively read and then demonstrate understanding of a historical source. This skill will be used in later parts of the HIST 1301 Common Assignment so that you can use sources to answer historical questions. 

The following resources will help you develop this skill:

 

·
The SCIM Strategy for Reading Historical Primary Sources
Links to an external site.

·
The SCIM Strategy video explainer
Links to an external site.

·
Reading and Writing About Primary Sources

·
"Reading, Writing, and Researching for History" by Patrick Rael

·
"How to Read a Secondary Source"

·
"How to Read a Primary Source"

·
"'Predatory' Reading"

· Weatherford College Library

4.
Research Process: Reading Scholarly Articles

4.
Primary and Secondary Sources

 

Section 2

This section of the assignment contains the assignment for HIST 1302 Common Assignment - Part 2.

Assignment: 

For this assignment, you will read two primary and two secondary sources on a historical topic and then demonstrate that you understand what they are saying and can use the points made in the sources to support historical arguments. Before starting on the assignment, you should review the resources in Section 1. You are also encouraged to use those resources while you are working on the assignment.

For the HIST 1302 Common Assignment - Part 2, the sources are four documents on the immigration debate of the 1920s.


Historical Context

Before reading these documents, you need to have an understanding of the historical context. Thus, prior to starting on the two documents, you should first review the following:

· Chapter 24 - The New era

· The whole chapter provides context, and the specific section to review to understand the historical context of the documents is the "Nativism and Immigration Restriction" section from pages 481-82.

·  A brief overview of the Immigration Act of 1924 can be found here: 
The Immigration Act of 1924 (The Johnson-Reed Act)
Links to an external site.

· A lighter and humorous discussion of the immigration debate in the 1920s can be found in the Crash Course US History video, 
"The Roaring 20s."
Links to an external site.
 The specific section to watch runs from 9:39-11:13.

· [

The Documents

That historical context will help you read and understand the documents. For the assignment, you are going to be asked to read and demonstrate understanding of two primary and two secondary sources:

1.
Charlotte Perkins Gilman, "Is America Too Hospitable?" 
The Forum, October 1923, pp. 1983-1989
Links to an external site.

2.
John E. Milholland, "Immigration Hysteria in Congress" 
The Forum, January 1921, pp. 68-76
Links to an external site.

3. Ngai, Mae M. “Nationalism, Immigration Control, and the Ethnoracial Remapping of America in the 1920s.” 
OAH Magazine of History, vol. 21, no. 3, 2007, pp. 11–15.. - as this is a JSTOR article, you can access it in two ways. If you are on campus, you can use the direct link: 
https://www.jstor.org/stable/25162123
Links to an external site.
. If you are off campus, you can use the remote access link: 
https://libproxy.wc.edu/login?url=https://www.jstor.org/stable/10.5749/natiindistudj.1.1.0065
Links to an external site.

4. Allerfeldt, Kristofer. “‘And We Got Here First’: Albert Johnson, National Origins and Self-Interest in the Immigration Debate of the 1920s.” 
Journal of Contemporary History, vol. 45, no. 1, 2010, pp. 7–26. - as this is a JSTOR article, you can access it in two ways. If you are on campus, you can use the direct link: 
https://www.jstor.org/stable/40542903
Links to an external site.
. If you are off campus, you can use the remote access link: 
https://libproxy.wc.edu/login?url=https://www.jstor.org/stable/40542903
Links to an external site.

Then, you are going to be asked to complete the following assignment using these documents:

 

The Assignment

[The assignment for HIST 1302 Common Assignment - Part 2 is to use the given documents to provide arguments for a historical argument. In this case, we are using the 4 given documents as well as the resources for historical context from Section 1 to evaluate the immigration debate of the 1920s. You will need to read and understand the primary and secondary sources that you are given here. The resources above, as well as your feedback from HIST 1302 Common Assignment - Part 1 are essential in completing this step. You are not asked here to write out your understanding of the documents as you were in Part 1, but you will need to have a full understanding of the four documents to complete this assignment.

You have been given:

· One primary source document that argues against immigration in the 1920s -- Charlotte Perkins Gilman, "Is America Too Hospitable?" The Forum, October 1923, pp. 1983-1989

· One primary source document that argues for immigration in the 1920s -- John E. Milholland, "Immigration Hysteria in Congress" The Forum, January 1921, pp. 68-76

· Two secondary sources that look at the arguments for and against immigration in the 1920s -- Ngai, Mae M. “Nationalism, Immigration Control, and the Ethnoracial Remapping of America in the 1920s.” and Allerfeldt, Kristofer. “‘And We Got Here First’: Albert Johnson, National Origins and Self-Interest in the Immigration Debate of the 1920s.”

Your assignment is to lay out the arguments for and against immigration restriction in the 1920s, and you will complete it through these steps:

1. Using the sources, you will identify three major arguments for immigration restriction in the 1920s and three main ideas arguments against immigration restriction in the 1920s.

· For the three ideas of each argument, you will provide the following:

1. In which document or documents did you find the idea.

2. Either a passage or quotation that you used to identify that idea.

· With this, you need to both give the passage or quotation and provide the page number(s) where you found the passage or quotation.

2. Using that information, you will be asked to bring these ideas into two written responses, one explaining what the arguments for immigration restriction in the 1920s were and one explaining what the arguments against immigration restriction in the 1920s were.

· Each response should be 1-2 paragraphs long (around 200-400 words).

· Each will need to make direct reference to the sources given in this assignment and will need to use direct evidence in the form of quotations or direct paraphrasing from the sources.

· You are also welcome to use any other classroom resources that are in Section 1 to help explain the two positions. Any direct references or paraphrasing need to be given an in-text citation, although a Works Cited is not required for this assignment. 

3. You are NOT allowed to use any sources for this assignment outside of those given in the assignment here unless specifically allowed to by your professor. The articles here provide everything you need to complete the assignment, and no other sources or resources are allowed in completing the assignment.

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