Overview<\/p>\n
For this assessment, imagine you represent your company at a service organization dealing with one of these two issues:<\/p>\n
1. Facing economic change.<\/p>\n
2. Engaging civil rights.<\/p>\n
Your supervisor has asked you to research information related to the history of your chosen issue for your organization to help new employees and volunteers better understand it. Your job is to put together a list of credible sources related to the issue of your choice and then use problem-solving and innovative thinking to evaluate them using the\u00a0Evaluating Historical Sources Worksheet [DOCX]. (ADDED AS AN ATTACHMENT)<\/p>\n
Preparation<\/p>\n
Complete the following:<\/p>\n
Step 1: Choose Your Topic<\/p>\n
Choose a topic and narrow its focus. Think about\u00a0who\u00a0you want to focus on and\u00a0what\u00a0event or challenge you want to focus on. For example, your topic could compare the challenges faced by farmers during the Great Depression with the challenges they faced during the 2008 recession.<\/p>\n
Economic Change:<\/p>\n
What if the bottom falls out?\u00a0<\/p>\n
How can you prepare for and protect yourself from bad times based on lessons learned from the Great Recession of 2008 or the Great Depression?<\/p>\n
What happens when the workplace changes?\u00a0<\/p>\n
How can people adjust when the workplace changes? What lessons can we learn from America\u2019s Industrial Revolution, the new economy of the 1950s, or the Information Age?<\/p>\n
Civil Rights:<\/p>\n
Women.\u00a0<\/p>\n
What strategies were used and what lessons can we learn from the struggles women faced in the late 1800s\u2013early 1900s or the 1960s and 1970s for engaging and understanding current and future women\u2019s rights issues?<\/p>\n
African Americans.\u00a0<\/p>\n
Considering past struggles such as Reconstruction and the Jim Crow era or the civil rights movement of the 1950s and 1960s for African American civil rights, what lessons can we learn about the best strategies for protecting civil rights now and in the future?<\/p>\n
Native Americans.\u00a0<\/p>\n
How can lessons learned from events or policies such as the Trail of Tears, the Indian Removal Act, or the Dawes Act be used to address the challenges Native Americans face today?<\/p>\n
Immigrant Groups.\u00a0<\/p>\n
Based on lessons learned from immigration policies in the late 1800s and early 1900s, how can present-day immigration issues be addressed?<\/p>\n
Step 2: Identify Resources<\/p>\n
Review the\u00a0History Presentation Resource List [DOCX]. Choose two sources from the list that correspond to your topic. Some of the items in the resource list are collections, so you\u2019ll have to dig a little deeper to find a specific source that matches your topic. <\/p>\n
Step 3: Research<\/p>\n
Conduct your own research to locate two additional sources relevant to your topic. The additional sources should be resources from the Capella library or credible websites. For help finding sources on the Internet and in the Capella library, review the resource\u00a0Primary vs. Secondary Resources. To ensure you are finding quality sources, refer to the Capella library’s\u00a0Think Critically About Source Quality\u00a0and\u00a0General Education Information Research Skills: Evaluating Sources\u00a0resource pages. The\u00a0General Education Information Research Skills: Guide\u00a0can be helpful in learning the library and other general research skills.<\/p>\n
Instructions<\/p>\n
Use the\u00a0Evaluating Historical Sources Worksheet [DOCX]\u00a0to complete the following steps. Be sure to answer each question in the worksheet for each source.<\/p>\n
Step 1:\u00a0Identify quality primary and secondary sources related to a historical topic.<\/p>\n
Step 2:\u00a0Identify key elements of each source, including the author, date, and main idea.<\/p>\n
Step 3:\u00a0Describe the biases and perspectives of the authors of each source.<\/p>\n
Step 4:\u00a0Explain why each source is or is not credible.<\/p>\n
Step 5:\u00a0Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.<\/p>\n
Additional Requirements<\/p>\n
Your assessment should meet the following requirements:<\/p>\n
Written communication:\u00a0Written communication should be free of errors that detract from the overall message.<\/p>\n
Citations:\u00a0Include a complete citation for each source. Review\u00a0Evidence and APA\u00a0for more information on how to cite your sources.<\/p>\n
Number of references:\u00a0Your assessment should include at least four properly cited sources, two primary and two secondary.<\/p>\n
Font and font-size:\u00a0Times New Roman, 12-point.<\/p>\n
Competencies Measured<\/p>\n
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:<\/p>\n
Competency 1: Analyze historical records to determine credibility and validity.\u00a0<\/p>\n
Identify quality primary and secondary sources related to a historical topic.<\/p>\n
Identify key elements of each source, including the author, date, and main idea.<\/p>\n
Describe the biases and perspectives of the authors of each source.<\/p>\n
Describe key facts presented in each source.<\/p>\n
Explain why each source is or is not credible.<\/p>\n
Competency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences.\u00a0<\/p>\n
Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.<\/p>\n","protected":false},"excerpt":{"rendered":"
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