Topic and Thesis Statement—choose one of the following as your Thesis Statement:  

• THESIS STATEMENT 1:  Political policies in the period from 1865 to the 1920s generally tried to promote diversity and “the melting pot” despite the strong prejudices of a few.
• THESIS STATEMENT 2:  Political policies in the period from 1865 to the 1920s generally tried to hinder or restrict diversity and “the melting pot”, in part because of widespread prejudices. 
• Plan to make that thesis statement the last sentence in your introductory paragraph.  The general subject is DIVERSITY and policy in that period of history.  You may moderate the wording slightly to fit more precisely the position you wish to take.  This is NOT a simple statement of a topic; it is a statement of a position you are taking about that topic.  p.s.—Valid arguments and “A” papers can be made with either thesis.  So, you choose the one you think is the stronger position.
  1. Part One—one paragraph.  INTRODUCTION AND THESIS STATEMENT.  The position you choose will be the thesis statement in your opening paragraph; make it the last sentence of the paragraph.
  2. Part Two—two paragraphs normally.  THREE EXAMPLES.  To support your thesis, use three (3) specific examples from different decades between 1865 and 1930. The examples should be specific and clearly support your thesis.  You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.  In these paragraphs one generally must have in-text citations to support your specific examples and to show where the information was found.  Spread out the examples—different decades.  Make the examples SPECIFIC.  The FORMAT SAMPLE paper can also help on this part.   
  3. Part Three—one paragraph normally. DEALING WITH THE OPPOSING VIEW. Identify the opposing view and explain why the opposing view is weak in comparison to yours. No new research needed; just one paragraph of critical thinking suggesting why your thesis/position is stronger than a different view.  Approach it this way:  You adopted a thesis statement. The opposing view is the thesis statement you did NOT adopt. You might start this paragraph by saying “Some may disagree with my thesis and argue that  ——- .”  THEN—you spend 3 or 4 sentences giving a reasoned argument why your thesis is stronger than the opposing view. 
  4. Part Four—one paragraph:  LEGACY TODAY AND CONCLUSION:  Consider your life and work today in relation to DIVERSITY issues and current “policies” and practices.  Also consider your major. In what way does the history you have shown shape or impact diversity issues in your workplace or desired profession? This will work as the conclusion paragraph.  Be succinct—consider how these diversity issues covered in your paper impacted later laws and regulations and hiring rules—and yet some of the problem issues keep resurfacing in different ways. 

1. Length: The paper should be 500-to-750 words in length. This word-count does not include any title page or sources list.

   Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below on this instruction sheet. This is guided research, not googling. 

   Source list for Assignment 1: Some sources listed below are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library:  Sources below having libdatab.strayer.edu as part of the URL have a permalink to that source in our university’s online library. 

   SWS Form for the textbook: Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed.
   Choose sources relevant to the topic and position you are taking:
   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.com/login.aspx?direct=true&db=a9h&AN=392542&site=eds-live&scope=site
   Black Testimony on the Aftermath of Enslavement. 1866. Report of the Joint Committee on Reconstruction. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/black_testimony.htm
   Chinese Exclusion Act. 1882. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/chinese_exclusion_act.htm
   Civil War Journeys. n.d. The Lost Cause. http://civil-war-journeys.org/the_lost_cause.htm
   J. C. Bancroft Davis. 1896. Plessy vs. Ferguson.http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/plessy_ferguson_1896.htm
   Fitzgerald, M. W. January, 2018. Terrorism and Racial Coexistence in Alabama’s Reconstruction.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=127269628&site=eds-live&scope=site
   G. M. Foster. Feb. 24, 2002. The Lost Cause. http://www.civilwarhome.com/lostcause.html
   S. S. Harjo. 1996. Now and Then: Native Peoples in the United States. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507507152&site=eds-live&scope=site
   J. Meacham. 2017. Our Historical Ambivalence about Immigrants is a Great American Paradox. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=121093561&site=eds-live&scope=site
   Mississippi Black Code. n.d. http://chnm.gmu.edu/courses/122/recon/code.html
   W. G. Moody. 1883. Bonanza Farming and Its Impact. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/bonanza_farming_impact.htm
   Katy Morris. March, 2017. “More reputation than she deserves”. Remembering Suffrage in Wyoming. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=120948598&site=eds-live&scope=site
   E. F. Parsons. Feb., 2011. Klan Skepticism and Denial in Reconstruction-Era Public Discourse. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=57671212&site=eds-live&scope=site
   Populist Party Platform. 1896.http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/populist_partyplatform_1896.htm
   Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed.
   Upton Sinclair. 1906. Attack on the Meatpackers.http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/attack_meatpackers.htm
   J. D. Zahniser. Dec., 2015.  “How long must we wait?” Alice Paul Wanted Action on Votes for Women. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=109513499&site=eds-live&scope=sit

   • The specific course learning outcomes associated with this assignment are:
   • Identify and discuss the different ways that the heritage of slavery, the Civil War, Reconstruction, and segregation have shaped America’s history.
   • Specify ways that women and minorities have responded to challenges and made contributions to American culture.
   • Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
   • Recognize the major turning points in American history since the Civil War.
   • Use technology and information resources to research issues in contemporary U.S. history.
   • Write clearly and concisely about contemporary U.S. history using proper writing mechanics.