Assignment 1Dealing with Diversity in the late 1800s and ea.docx

Assignment 1:
Dealing with Diversity in the late 1800s and early 1900s
[note to student:
This FORMAT SAMPLE PAPER is not a sample student paper
like you will submit.
Rather it illustrates the layout and makes a few suggestions
about the content on each part.
It also illustrates a Sources list at the end; and it illustrates in-
text citations in the body of the paper.
You MUST follow the instructions on the instruction sheet.
You must use the Schultz textbook as a key source.
And—other sources used must come from the list on the
instruction sheet.
]
[You are encouraged to do the extra credit preliminary rough
draft work in ecree (in Week 3 unit) to help on paragraph
development and organization.
Your final paper must be submitted as an uploaded file in the

Week 3 unit at the link “ASSIGNMENT 1:
DEALING WITH DIVERSITY….”
]
PART ONE:
INTRODUCTION WITH THESIS
In terms of content, a format sample like this does not provide
that except for some illustrative suggestions. Because of that,
these paragraphs and this paper runs a little longer than yours
will. This sample mainly shows the form and organization—and
samples of citing. And I provide a few tips here. Keep in mind
the paper mostly focuses on a long period—from 1865 to the
1920s; and you will eventually need specific examples from
three different decades in that period. But, in this first
paragraph, you will have an introduction to your paper and you
will also include your thesis statement. The instruction sheet
offers two thesis statements to choose from. You are expected
to choose one of those. Perhaps you feel that overall the
political policies of the era mainly tried to promote diversity
despite the prejudices of a few. Or, perhaps you feel the
political policies of the era tried mainly to restrict or hinder
diversity. You can be wide-ranging, using examples related to
race in the south and immigration policies for folks from
Europe and/or Asia. Or you can be more narrow in your focus,
with your paper getting mainly into areas of race—or maybe
issues of gender—or focus entirely on immigration from certain
regions. The class text discusses these things;
make use of chapters 16 through 21.
Keep in mind, the overall issue is some aspect of DIVERSITY
and how it develops and is dealt with in this time period (1865
through the 1920s). So, this first paragraph introduces the topic

generally and establishes your focus as to time period and
subject, and it states your thesis—your position. That THESIS
STATEMENT should be the last sentence in this introductory
paragraph.
PART TWO—THREE EXAMPLES:
The second and third paragraphs will cover your three
SPECIFIC examples supporting your thesis. You can be wide
ranging or narrow in your focus. Negative examples of policies
hindering diversity might range from Plessy vs. Ferguson to the
Chinese Exclusion Act to poverty facing new immigrants in big
cities to arrests of women demonstrating for the right to vote.
Positive examples of policies and conduct promoting diversity
might include constitutional amendments of the era or the many
southern black office holders during Reconstruction or the
initial embrace of Chinese immigrants as great workers
(especially for the railroad) or the government’s opening of
Ellis Island to handle the huge influx of numerous new
European immigrants in this period or the western states who
were first in allowing women to vote. You need to choose
examples that fit with and support your thesis. You only need
three specific examples, each supported by an in-text citation to
the source where you found the information. Each example
should come from a different decade between 1865 and the
1920s.
EXAMPLES CONTINUED
--In this “examples” part of the paper you really start
developing the topic and your position and evidence. The
assignment requires you to use the Schultz textbook and at least
two other sources from the list on the instruction sheet (don’t
use other sources not listed). You also will also be citing
sources—and this paragraph illustrates what those in-text
citations might look like. For example, you might be discussing

court cases that supported segregation (Schultz, 1, p. 338-9).
As a long book, you need page or section numbers with the
Schultz book. The number 1 tells us it is the first source
identified in the paper and it is the first listed on the Sources
list at the end. Or, you might be discussing Chinese railroad
workers (1, p. 348) and the specific example of the later
restrictive legislation of the Chinese Exclusion Act (2). Notice
again how the number 1 shows that the Schultz book was the
first source used in this paper and that it is the first listed at the
end; but the 2 is for the second source listed at the end; see
there. On this same topic, you might find some great material in
a scholarly article from the university’s online library—on the
list of sources you should draw from. A good example would be
an article by Abu-Laban and Lamont (3), who present many
examples from this period as they reflect on “the metaphor of
the melting pot” as it “refers to processes of immigration,
relations of ethnic diversity, and notions of national identity
and purpose”. As the number 3 suggests, it listed the third
source listed at the end. You will notice that the number given
on these citations relates to the order of when they come up in
the paper—and so also the numbered order on the Sources list at
the end. Again, use only sources on the list provided on the
instruction sheet. Since those sources are in SWS form and also
have a convenient link with them, one can easily copy/paste the
ones you use for your sources list at the end. And, with the link,
each source is very easy to access.
PART THREE: DEALING WITH THE OPPOSING VIEW
This third section of the paper involves some critical thinking
on your part; it should only be one paragraph of 5-to-8
sentences. A reasonable person might disagree with you and
select the other thesis (the one you did not choose). For
example, perhaps you argued that political policies mainly tried
to promote diversity---you might have examples such as

constitutional amendments in the period, the opening of Ellis
Island, etc. In this paragraph start by saying something like this:
“Someone may disagree with my view and argue that policies
tended to restrict diversity.” After identifying that opposing
thesis, then spend a few sentences giving a reasoned argument
why your thesis is stronger. (Caution—don’t be dismissive of
those who disagree with you.) Now—having considered this
illustration, you can also reverse the roles depending on what
thesis you selected. Normally, this part is not so much doing
more research or providing more examples. Instead it is about
identifying that other thesis statement (the opposing view), and
then providing your own logical rationale for favoring your own
position instead. It is just critical thinking on your part.
PART 4:
LEGACY and IMPACT TODAY
(CONCLUSION)
This fourth section of the paper is just one paragraph and does
not normally involve researching more information. (And—
don’t forget the Sources list on the next page below). This Part
4 does involve some reflection about the issues covered in your
paper and ways those issues perhaps are still around today
(maybe in a different form). You might have examples in your
personal life. You are to include here your
thoughts about your workplace experiences or the profession
you are going into, and how these issues are relevant in that
modern context. Think of your major and the types of places
you might work—or do work. If you see diversity—why?
Affirmative action programs trying to overcome the old
barriers? New opportunities or policies by the company or the
government? If you don’t see diversity, what are some reasons
for that? Education barriers? Biases in hiring as a legacy of the
old policies? Less diversity in that geographic area (which also

has roots)? Immigration issues? You might think of other ways
to connect the modern situation to the history you have written
about. Again, this fourth part is normally a paragraph—lengthy
treatment not needed here.
This fourth part should serve as the conclusion of the paper
. Be sure the body of your paper ends in some way that wraps
up succinctly.
Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
2. Chinese Exclusion Act. 1882.
http://college.cengage.com/history/wadsworth_9781133309888/
unprotected/ps/chinese_exclusion_act.htm
3. Y. Abu-Laban & V. Lamont. 1997. Crossing borders:
Interdisciplinary, Immigration and the Melting Pot in the
American Cultural Imaginary.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.co
m/login.aspx?direct=true&db=a9h&AN=392542&site=eds-
live&scope=site
[Tips—number the sources list. For each entry, simply copy the
form of that source as listed on the INSTRUCTIONS sheet.
Be sure to use ONLY the Schultz textbook and two or more
other sources on that list…no googling elsewhere. Keep it
simple—the sources are provided for you.
Each source listed must ALSO be cited with a short in-text
citation in the body of your paper. The third paragraph in this
sample illustrates what those in-text citations might look like. ]

Assignment 1Dealing with Diversity in the late 1800s and ea.docx

Assignment 1Dealing with Diversity in the late 1800s and ea.docx

More Related Content

Similar to Assignment 1Dealing with Diversity in the late 1800s and ea.docx (20)

More from deanmtaylor1545 (20)

Recently uploaded (20)

Assignment 1Dealing with Diversity in the late 1800s and ea.docx