Discuss the role of race and ethnicity in 20th century Europe, history homework help

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Question Description

I have attached the grading rubic and my week 3 thesis paper, please use the references on this thesis.

Final Paper



Subject: Race & Ethnicity – Discuss the role of race and ethnicity in 20th century Europe.


  • For this paper, you need to conduct research in peer-reviewed journals or other sources that are considered to have reliable information. In addition to your required course text, you will need at least six professional scholarly sources, three of which must be peer-reviewed journal articles. Please visit the Academic Research section on your course homepage (accessible through the Student Responsibilities and Policies tab on the left navigation toolbar) to review what types of materials are, and are not, acceptable for academic, university level research.



The paper must be eight to ten pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. You must use at least six scholarly sources, at least three of which can be found in the Ashford University Library, to support your claims and subclaims. Cite your sources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center within the Learning Resources tab on the left navigation toolbar.



Writing the Final Paper
The Final Paper:

  • Must be eight to ten double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must begin with an introductory paragraph that has a succinct thesis statement.
  • Must address the topic of the paper with critical thought.
  • Must end with a conclusion that reaffirms your thesis.
  • Must use at least six scholarly resources, including a minimum of three from the Ashford University Library.
  • Must document all sources in APA style, as outlined in the Ashford Writing Center.
  • Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.


Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Unformatted Attachment Preview

HIS306.W5A1.06.2014 Description: Total Possible Score: 20.00 Thesis Development Total: 2.00 Distinguished - Thesis is exceptionally well designed and focus is considerably more developed than the general topic. Thesis concerns one specific idea and expertly argues a position. Firm and succinct thesis statement is included at end of introductory paragraph or section regarding thesis development. Proficient - Thesis is well designed and focus is more developed than the general topic. Thesis concerns one specific idea and clearly argues a position. Distinct thesis statement is included at end of introductory paragraph or section regarding thesis development. Basic - Thesis is adequately designed. Focus is more developed than the general topic, but is vague or unclear. Thesis concerns one specific idea, but either neglects to argue a position or no distinct thesis statement is included at end of introductory paragraph or section regarding thesis development. Below Expectations - Thesis development is attempted, but thesis is either too vague or confusing. Topic is chosen, but thesis either concerns more than one major idea, neglects to argue a position on the topic, does not narrow focus beyond the general topic, or no distinct thesis statement is included at end of introductory paragraph or section regarding thesis development. Non-Performance - The thesis is either nonexistent or lacks the components described in the assignment instructions. Topic Examples Total: 6.00 Distinguished - Topic examples utilized to support the thesis are comprehensive and rich in detail, contributing greatly to the thesis. Proficient - Topic examples utilized to support the thesis are reasonable and contribute to the thesis. Examples could be more fully developed to support the thesis in greater detail. Basic - Topic examples utilized to support the thesis are adequate, but of mixed results. Some contribute to the thesis, while others are unrelated. Examples are sometimes vague and need clarification. Below Expectations - Topic examples utilized to support the thesis are used sparingly and may be unrelated to the thesis. Examples are often vague and need clarification. Non-Performance - The topic examples utilized to support the thesis are either nonexistent or lack the components described in the assignment instructions. Quality of Sources Total: 3.00 Distinguished - The totality of the academic source materials utilized is of the highest quality, university-level standards. Proficient - The totality of the academic source materials utilized meets university-level standards. A minority of academic sources may be of limited value to the thesis. Basic - A majority of the academic source materials utilized meet university-level standards. A minority of sources utilized are either commercial websites of dubious academic merit, or may be unrelated to the thesis. Below Expectations - A minimal number of academic sources utilized are of university-level standards. The majority of sources utilized are either commercial websites of dubious academic merit or may be unrelated to the thesis. Non-Performance - The academic source materials are either nonexistent or the quality of the source materials lacks the components described in the assignment instructions. Critical Analysis and Original Thought Total: 5.00 Distinguished - Critical analysis and original thought is of exceptional quality. Paper contains rich and detailed analytical arguments and original thoughts that are extrapolated from the source materials. Sources are expertly utilized to accompany and/or support analytical suppositions. Proficient - Critical analysis and original thought is of high quality. Paper contains analytical arguments and original thoughts that are extrapolated from the source materials. Sources are utilized to accompany and/or support analytical suppositions. Basic - Critical analysis and original thought is adequate. Paper contains some analytical arguments or original thoughts that are extrapolated from the source materials. Sources are occasionally utilized to accompany and/or support analytical suppositions. Below Expectations - Critical analysis and original thought is limited. Paper contains some analytical arguments or original thoughts, but they are unrelated to the source materials and may be irrelevant to the assignment. Sources are not utilized to accompany and/or support analytical suppositions. Non-Performance - Critical analysis and original thought is either nonexistent or lacks the components described in the assignment instructions. Critical Thinking: Conclusions and Related Outcomes Total: 1.25 Distinguished - Conclusions and related outcomes are logical and clearly reflect an informed evaluation and the ability to place evidence and perspectives discussed in priority order. Proficient - Conclusions and related outcomes are logical and reflect an informed evaluation and the ability to place evidence and perspectives discussed in priority order. Basic - Conclusions and related outcomes are identified and minimally reflect an informed evaluation and the ability to place evidence and perspectives discussed in priority order. Below Expectations - Conclusions and related outcomes are not logical or reflective of an informed evaluation and the ability to place evidence and perspectives discussed in priority order. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Written Communication: Control of Syntax and Mechanics Total: 1.25 Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand. Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand. Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader. Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Written Communication: Evidence and Sources Total: 0.50 Distinguished - Demonstrates consistent use of reliable, appropriate sources and/or evidence to support ideas that are situated within the discipline and genre of the writing. Proficient - Demonstrates mostly consistent use of reliable sources that are appropriate to the discipline and genre of the writing. Sources offer some support to the ideas in the writing. Basic - Demonstrates somewhat inconsistent use of sources that are mostly reliable to the discipline and genre of the writing. Sources offer little support to the ideas in the writing. Below Expectations - Inconsistently utilizes sources and/or evidence that may be unrelated and offer little support to the ideas in the writing. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Written Communication: Page Requirement Total: 0.50 Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages. Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Written Communication: Resource Requirement Total: 0.50 Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment. Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment. Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly. Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Powered by Running head: RACE AND ETHNICITY IN THE 1900s Race and Ethnicity in the 1900s Linwood D. Mason III HIS/306 Instructor Matthew Laubacher April 16, 2017 1 RACE AND ETHNICITY IN THE 1900s 2 Race and Ethnicity in the 1900s Introduction In the 20th Century, minority groups in Europe suffered racist and ethnically inclined injustices based on the perceived of racial inferiority and xenophobia. The ideas and conclusions of this article are therefore reliable scholarly information that can be used to further the thesis. Paragraph #1 There is detailed information about the suffering in both Eastern and Western Europe before and after the Second World War because the Turks, unlike Jews, are partly considered to be Europeans, their alleged plan to deport and massacre of Armenians, therefore, show how slight differences in ethnicities led to the suffering of minority groups in the 1990’s. Paragraph #2 Additionally, there are several journals that were published within the last ten years and hence reflects the view on Germany’s propaganda about the Jews. The source contributes to the thesis of the paper since it exposes the false information that Germany used to justify the Holocaust. It adds to the thesis that race and ethnic differences were used to justify monstrous acts of the Nazi regime on Jews inhibits social interaction. Paragraph #3 Finally, the most important reason There is detailed information about the suffering in both Eastern and Western Europe before and after the Second World War. The government of Germany caused suffering of even its citizens by trying to conserve the perceived German superiority. RACE AND ETHNICITY IN THE 1900s 3 Conclusion Indeed, while there is information that invalidates claims of the massacre and deportation of almost a whole nation from their ancestral home. There is detailed information about the suffering in both Eastern and Western Europe before and after the Second World War. RACE AND ETHNICITY IN THE 1900s 4 References Bryce. (1916). The treatment of Armenians in the Ottoman Empire, 1915-16. Retrieved from http://net.lib.byu.edu/~rdh7/wwi/1915/bryce/ (Primary source document illustrates the fate of Armenians during the genocide and sheds light on the dynamics of the genocide, in general. Offers insights from a British perspective immediately following the massacre.) Dadrian, V. N. (1991). The Documentation of the World War I Armenian Massacres in the Proceedings of the Turkish Military Tribunal. International Journal of Middle East Studies, 23 (4), 549-576. Retrieved from JSTOR. (Journal article analyzes the contentious issue of whether or not the genocide was a systematic policy of extermination put in motion by the Ottoman government.) Dadrian, V. N. (2002). The Armenian Question and the Wartime Fate of the Armenians as Documented by the Officials of the Ottoman Empire’s World War I Allies: Germany and Austria-Hungary. International Journal of Middle East Studies, 34 (1), 59-85. Retrieved from JSTOR. (Journal article utilizes source materials from the European allies of the Ottoman Empire during WWI to argue that the Armenian genocide was a policy of racial extermination initiated by the government.) Fischer, B.B. (2008). The Katyn controversy: Stalin’s killing field. Retrieved from https://www.cia.gov/library/center-for-the-study-of-intelligence/csipublications/csistudies/studies/winter99-00/art6.html (Short summary of one of the earliest atrocities of the War speaks to both nationalism and fascism.) RACE AND ETHNICITY IN THE 1900s 5 Graebe, H.F. (1942). Account of Holocaust mass shooting. Retrieved from http://www.fordham.edu/Halsall/mod/1942graebe.asp (Eyewitness account describes the methods used by the Nazis in the early stages of the Holocaust and speaks to the personal experiences of those involved.) Stein, S.D. (2005). Web genocide documentation centre. Retrieved from http://www.ess.uwe.ac.uk/genocide/ (Excellent resource on genocide providing primary source documents, book reviews, and biographies. Also includes separate sections on the Holocaust and World War II.) ...

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