Consideration of how Italian immigrants and native-born Americans viewed immigration restriction debates in the 1920s

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His of the USA

University of South Carolina - Columbia


You must consider how immigrant experiences of global migration and acculturation shaped their views. This paper also asks to evaluate how international events shaped the debate over immigration restriction in the 1920s.

This paper will be evaluated based on the following:

  • Strong thesis that answers the question and addresses the views of both native-born Americans and immigrants.
  • Paragraphs with topic sentence, evidence, conclusion.
  • Paragraphs that make an argument and are analytical.
  • Understanding of the historical context and particularly how international events shaped the debate over immigration restriction in the 1920s.
  • Introduction and conclusion.
  • At least two primary sources related to native-born perspective and two primary sources to immigrant perspective, and analysis of those sources. 4 total primary sources. Also include secondary sources.
  • minimum of 2000 words
  • See Rubric on thesis-driven essay in history.

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RUBRIC – THESIS-DRIVEN ESSAY IN HISTORY 10 Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear. 9 Promising, but may be slightly unclear, or lacking insight or originality. 8 Unclear (contains vague terms), appears unoriginal, or offers relatively little that is new; provides little around which to structure the paper. 7 Difficult to identify and may blend restatement of obvious point. STRUCTURE Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences. Generally unclear, often wanders or jumps around. Few or weak transitions, and there are many paragraphs without topic sentences. Unclear, often because thesis is weak or nonexistent. Transitions confusing and unclear. Few topic sentences. USE OF EVIDENCE Primary and secondary source information incorporated to buttress every point. Examples support thesis and fit within paragraph. Excellent integration of quoted material into sentences. Factual information is incorporated. All ideas flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections which illuminate thesis Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences. Examples used to support most points. Some evidence does not support point or may appear where inappropriate. Quotations are integrated well into sentences. Some factual information is incorporated. Argument is clear and usually flows logically and makes sense. Some evidence that counter-arguments acknowledged, though perhaps not addressed. Occasional insightful connections to evidence are made. Examples support some points. Quotations may be poorly integrated into sentences. There may not be a clear point. Moderate amount of factual information is incorporated. Very few or weak examples and factual information. General failure to support statements, or evidence seems to support no particular point.8.5 No attempt has been made to incorporate factual information or interpret primary and secondary sources. Logic may often fail, or the argument may often be unclear. May not address counter-arguments or make any connections with the thesis. May also contain logical contradictions. Too incoherent to determine. Sentence structure and grammar strong despite occasional lapses; punctuation and citation style often used correctly. Some spelling errors and at least one run-on sentence, sentence fragment, or comma splice. Minor problems in sentence structure and grammar. Multiple errors in punctuation, citation style, and spelling. May have several (two to five) run-on sentences, sentence fragments, and comma splices. Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic, and there is no effort to grasp possible alternative views. Very little or very weak attempt to relate evidence to argument. Huge problems in sentence structure and grammar. Frequent major errors in citation style, punctuation, and spelling. May have many (more than five) run-on sentences, sentence fragments, and comma splices. THESIS LOGIC AND ARGUMENTATION MECHANICS Language is clearly organized. Correct word usage, punctuation, sentence structure, and grammar; correct citation of sources; minimal to no spelling errors; absolutely no run-on sentences or comma splices. 6>0 Has no identifiable thesis or an utterly incompetent thesis. Shows obviously minimal lack of effort or comprehension of the assignment. No evidence structure or organization. Very difficult to understand owing to major problems in mechanics.
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