QUESTION: Based on the information presented in the documents, analyze the arguments made in favor and opposed to immigration in the period from the late 1800s to the 1920s. Why were there so few immigration restrictions in place from the late 1800s to 1920? What factors helped lead to severe immigration restrictions being enacted in the 1920s? Was the decision of the U.S. government to severely restrict immigration justified at the time? Why or why not?
· Textbook (OpenStax) – Ch. 9.4 (p. 264-266), Ch. 11.4 (p. 318-320), Ch. 14.2 (p. 405-406), Ch. 17.5 (p. 502-504), Ch. 19.2 (p. 553-555), Ch. 23.5 (p. 687-689), Ch. 24.2 (p. 702-706), Ch. 29.2 (p. 866-867)
· Lecture notes on Immigration.
· Assigned primary source documents in the back of the textbook and online (you must use specific examples from at least four of the six):
1) Document 5 (p. 17-20) – R.G. Ingersoll, Should the Chinese Be Excluded (1893)
2) Document 27 (p. 78-79) – U.S. Department of Labor, The Need for Immigration Restriction (1923)
3) Document 26 (p. 76-77) – Hiram W. Evans, The Klan’s Fight for Americanism (1926)
5) Online Document – U.S. Government, Immigration Act of 1924 Quota List – http://historymatters.gmu.edu/d/5078
6) Online Document – Ellison Durant Smith, “Shut the Door” Speech (1924) – http://historymatters.gmu.edu/d/5080
I. Format (30 points)
1) Papers should be typed. Papers should be no less than 2 full pages long and should be double-spaced. There is no maximum page limit. Students should use 12 pt font and 1-inch margins.
2) A header is required and should include the following information: student’s name, date, class (HIST 202), and instructor’s name (Jones). There should be only one or two spaces at most between the header and the beginning of the paper.
3) Students may include a title for their papers. If they choose to include this, it should be no more than one space underneath the header in the center of the paper. The body of the paper should begin no more than one space underneath the title. Titles are optional.
4) Papers should have an introduction, body, and conclusion. The body of the paper should be divided up into separate paragraphs, one for each main topic or point made. The first sentence of each paragraph should be indented.
5) Papers should have a clear and specific thesis statement that does not just restate the main question being asked. Thesis statements can be more than one sentence long, but should also be concise. The thesis statement needs to be in the introduction of the essay.
6) Sources should be cited within the text of the essay using MLA format when appropriate. This means that students should use parenthetical documentation when directly quoting something or when paraphrasing another author’s idea or argument. Sentences that convey a student’s own thoughts or arguments, or state factual information, do not need to be cited. Citations should include the author’s last name and the page number.
7) A Works Cited page is not required. You should only use the sources assigned in the instructions. No other outside sources are allowed.
II. Spelling/Grammar and Style (20 points)
Papers should have minimal spelling and grammatical errors. Please use spell check while writing your paper. Spell check does not catch every misspelled word, so please also proofread your papers carefully for any spelling errors. Sentence fragments, incomplete sentences, run-on sentences, misuse of words, and inappropriate use of punctuation are all considered serious grammatical errors and will negatively affect your grade. Sentences and paragraphs should be coherent, clear, and well organized. If you feel you need assistance with spelling, grammar, or style, please either turn in a rough draft to me or visit the Writing Center.
III. Content (50 points)
1) The main focus of the paper should be to analyze the arguments in favor and opposed to immigration. The thesis should address whether the government’s immigration restrictions were justified and why or why not.
2) In addition to the background information from the lectures and textbook, students must specifically use examples from at least four of the six assigned primary source documents to back up their arguments.
3) Papers should discuss the specific arguments and points made by each author in the primary sources. Students should also discuss each author’s point of view (biases, background, reasons why they might have held the viewpoint they did).
4) Students should demonstrate in their paper that they have completed the required textbook readings by incorporating relevant background information into their papers. Papers should not just be a summary of the primary source documents.
|Qualities & Criteria||Excellent
|Needs Improvement (50-60 pts)||Unsatisfactory (0-40 pts)|
|Format (Weight: 30/100)
· Follows require-ments of length, font and style
· Sources are cited correctly using MLA format.
|Closely follows all the requirements related to format. May have one or two minor format errors. Source are cited correctly||Follows, for the most part, all the requirements related to format. Some requirements are not followed. Sources are cited, for the most part, correctly.||Poorly follows the requirements related to format. Many requirements ignored or not met. Sources are not cited and/or not cited correctly.||Does not meet requirements related to format.|
|Content (Weight: 50/100)
· The main topic is addressed clearly
· The background information is accurate and used effectively
· Background information and specific examples are based on careful reading of the sources
· Good understanding of sources
· Sources are used effectively in the essay
· Authors’ point of view is discussed effectively
|The essay addresses the main questions being asked and the effectively addresses the paper topic. The background information used necessary and sufficient to discuss these issues. A lot of discussion of authors’ point of view. The required number of primary sources are used effectively in the essay and are cited appropriately.||The essay mostly addresses the main questions being asked and the effectively addresses the paper topic. The background information used is, for the most part, necessary and sufficient to discuss these issues. Some discussion of authors’ point of view. Most of the primary sources are used effectively in the essay and are cited appropriately.||The essay poorly addresses the main questions being asked and/or does not address the paper topic effectively. The background information used is not sufficient to discuss the major issues of the essay. There is no or little use of the primary sources and/or they are not used effectively in the essay. Little to no discussion of authors’ point of view. Sources are not cited.||The essay does not address the main questions being asked and/or does not address the paper topic. Background information is not used to discuss the major issues of the essay. No use of primary sources and no citations provided. No discussion of authors’ point of view.|
|Spelling/ Grammar/ Style (Weight: 20/100)
· Clarity and coherence of sentences and paragraphs
· Correct use of spelling, grammar and use of English
|The essay is well written from start to finish, with no spelling, grammar or use of English errors. The essay is well organized, clear and presents ideas in a coherent way.||The essay is well written for the most part, with few spelling, grammar or use of English errors. The essay is for the most part well organized, clear and presents ideas in a coherent way.||The essay is not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. The essay is badly organized, lacks clarity and/or does not present ideas in a|