HIS 200 SNHU 1965 Immigration and Nationality Act Analytical Essay

User Generated

Zrpuryr

Humanities

HIS 200

Southern New Hampshire University

HIS

Description

I need some assistance with HIS 200 6-4 Historical Analysis Essay Progress Check 2. This is a continuation of what you have been assisting me with so refer to the last two previous assignments. Attached is the rubric. Please try not to exceed the length specified in the rubric.


Unformatted Attachment Preview

HIS 200 Historical Analysis Essay Progress Check 2 Guidelines and Rubric Overview: Throughout Theme: Analyzing History, you have been guided through beginning your Project 2: Historical Analysis Essay assignment, which you will continue to work on in Theme: Thinking About History and formally submit for completion at the end of Week 8 of the course. This progress check assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making and to ensure you are on the right track for your later submission. Prompt: Theme: Analyzing History has introduced you to how historians approach assessing historical evidence to refine their thesis statement and message. By now you should have enough evidence compiled from your research to begin writing your historical analysis essay. You will begin working on the essay piece by piece. In Theme: Analyzing History, learning block 6-4 (page 1), you will work on drafting the body of your essay. Return to your submission for Progress Check 1 and draft three body paragraphs that explore the causes, course, and consequences of your chosen historical event and use evidence from primary and secondary sources to support your thesis. Specifically, in this assignment, you will submit the following elements of your Project 2: Historical Analysis Essay for review by your instructor: In Theme: Analyzing History, learning block 6-4 (page 1), you worked toward the following elements: II. Body: You will use this section of your essay to provide further detail about your historical event while supporting the claim you made in your thesis statement. Make sure to cite your sources. Specifically, you should: A. Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any immediate causes that precipitated the event? B. Illustrate the course of your historical event. In other words, tell the story or narrative of your event. Who were the important participants? What did they do? Why? How do the perspectives of the key participants differ? C. Describe the immediate and long-term consequences of the historical event for American society. In other words, how did the event impact American society? D. Discuss the historical evidence that supports your conclusions about the impact of the event on American society. Support your response with specific examples from your sources. Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 2 Guidelines and Rubric. You will ultimately also need to include a conclusion and reference list and make sure you communicate your essay’s overall message in your final historical analysis essay, but you do not need to do so in this submission. You will be prompted to build upon this progress check submission to prepare your final historical analysis essay for submission in Week 8. Rubric Guidelines for Submission: The Historical Analysis Essay Progress Check 2 must be submitted as a 1- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Follow the formatting of the example included in Theme: Analyzing History, learning block 6-4 (page 1), and include identifying information (name, course code and title, name of university, and date) as well as section headings (draft submission) as appropriate. Critical Elements Body: Causes Body: Course Proficient (100%) Describes the causes of historical event, citing source(s) Illustrates course of historical event, citing source(s) Body: Consequences Describes immediate and longterm consequences of historical event for American society, citing source(s) Body: Evidence Discusses historical evidence that supports conclusions about impact of event on American society, citing source(s) and providing specific examples Submission has no major errors related to citations, grammar, spelling, syntax, or organization Articulation of Response Needs Improvement (75%) Describes the causes of historical event, but with gaps in detail, accuracy, clarity, or citation Illustrates course of historical event, but with gaps in detail, accuracy, clarity, or citation Describes immediate and longterm consequences of historical event for American society, but with gaps in detail, accuracy, clarity, or citation Discusses historical evidence that supports conclusions about impact of event on American society, but with gaps in detail, support, or citation Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Not Evident (0%) Does not describe the causes of historical event Value 20 Does not illustrate course of historical event 20 Does not describe immediate and long-term consequences of historical event for American society 20 Does not discuss historical evidence that supports conclusions about impact of event on American society 20 Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas Total 20 100%
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

Hello buddy, here is the complete assignment. I will be around to help with the edits. Stay safe!

Running head: 1965 IMMIGRATION AND NATIONALITY ACT

1965 Immigration and Nationality Act
Student’s Name
Institution Affiliations

1

1965 IMMIGRATION AND NATIONALITY ACT

2

1965 Immigration and Nationality Act
Prior to 1965, the immigration system and policies were characterized by significant
discrimination. Thus, the past immigration laws in the US were a branch of Jim Crow and
endeavored to preserve racial homogeneity and the quota system (Chin & Villazor, 2015).
Therefore, the initial centuries had always excluded various categories of people, such as the
Asians. They were barred from entering the US by particular exclusion laws such as the Chinese
Exclusion Act of 1882, the Immigration Act of 1917 with its Asiatic Barred Zone, and through
various diplomatic agreements. The discriminatory immigration policies were based on the
perception that some races were pure, that is, the Nordic and Anglo Saxons. As such, the 1924
Johnson-Reed Act added more stringent immigration measures and further created a system
characterized by annual numerical quotas, which increased immigration from Northern Europe.
Interestingly, the Act restricted immi...

Similar Content

Related Tags