Social Issues Faced During the Great Migration
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Social Issues Faced During the Great Migration
Description / paper instructions
This project must have the following:Thesis Statements/Developing
Abstracts,Annotated Bibliography,Outlines and Rough Draft. All primary
sources to be used are in the instructions. Please read and follow
instructions carefully! I need Annotated bibliography and Outline no
later than 4/13/19. Rough Draft ASAP. ANNOTATED BIBLIOGRAPHY: Students
must formulate an annotated bibliography on the Great Migration of
1900-1970. The annotated bibliography must comprise five primary
sources. Each one-hundred-word annotated, bibliographic entry must
explain the major theme(s) of the source being discussed, describe or
summarize the source in some detail, and assess the source and its
significance in the history of the Great Migration. Again, student
researchers will write five one-hundred-word annotationss. Please
consider selecting sources that will help spark your passion for
writing and research. Essentially you will write a descriptive
analysis of each bibliographic entry. See the Chicago Manual of Style
Online reference guide, 17th ed., as well as my examples of
bibliographies and annotated bibliographies in the Writing and
Research Essentials. Again, the annotated bibliography must include
ten primary and secondary sources. Each annotation must be one-hundred
words at length. Use Website/Digital Resources portal, other primary
documents online, and source materials found in JSTOR and America:
History and Life databases for suggestions. Perhaps one of the best
sites is In Motion: The African-American Migration Experience. It
historicizes the migrations/immigrations of African-descent Americans,
from the First Middle Passage and Second Middle Passage, to the
voluntary migrations of the post-Civil War era, including the Great
Migration of the twentieth century. Students should also consider
contemporary migrations too. The historical coverage must be any
internal migration/immigration scheme following the Civil War. See In
Motion at http://www.inmotionaame.org/home.cfm. Students are expected
to dissect primary-source materials, including memoirs, oral histories
and interviews, military service records, court proceedings,
Congressional reports, manuscript collections, newspapers, census
reports, voting rolls, census manuscripts, probate records, deeds,
property tax statements, poll taxes, and government documents such as
social service client files and vital statistics. Please remember
NGL’s databases on Black history and life—HeritageQuest, African
American Newspapers, 1827-1998, and History Vault: African American
Freedom Struggle & NAACP Papers. These databases store some of the
country’s leading primary sources on the Black experience in this
country: Chicago Defender, NAACP Papers, Mary McLeod Bethune Papers,
Papers of A. Philip Randolph, Kerner Commission Report, National
Association of Colored Women Clubs, Records of the Southern Christian
Leadership Conference, the manuscript census, etc. Go directly to
these databases and sources at
http://shsulibraryguides.org/content.php?pid=152450&sid=1299138.
These sources will not only provide you with detailed accounts about
Black civil rights, labor union activism, and women’s organizing
efforts; but these poignant source materials will help you understand
Black America from the inside out, particularly the personal
observations and ideas of civic leaders, educators, and activists.
When assessing certain primary sources such as newspaper editorials or
columns, magazine or newspaper articles, welfare applications,
photographs, illustrations, historical artifacts, and letters,
students must examine several items within a collection, vertical
file, organizational record group, or collection folder and not a
single newspaper/magazine article, photograph, painting, letter. I
will require students to examine a set of two or three documents at
once, thereby generating the single source required for the
annotation. This way, students will have enough information to write a
complete annotation for an individual source. As well, researchers
should utilize newspapers, cartoons, photographs, etc., from the same
source, i.e., three editorials written by Clifton Richardson, Carter
Wesley, or George McElroy from the Houston Informer, for example, and
should suffice for individuals wanting to discuss newspaper editorials
from Black Houston weeklies. Students again should also utilize
genealogical and historical databases such as HeritageQuest Online,
Family Search, and Ancestry.com. Students should access the database
HeritageQuest Online through the library’s website. Additionally,
please consider pamphlets, finding aids, etc., found in museums,
university libraries, archives, depositories, genealogy centers, etc.,
as exciting places of historical inquiry. Students outside the Houston
area should consult regional libraries in their general vicinity via
online or in person. Some of the earlier mentioned library databases
will aid you as well. Increasingly, libraries have digitized their
records. For example, see the following and pay attention to the
citation: New York Library’s Schomburg Center for Research in Black
Culture, In Motion: The African-American Migration Experience,
accessed January 15, 2016,
http://www.inmotionaame.org/home.cfm;jsessionid=f8302497201452872943216?bhcp=1.
Its massive site provides an in-depth historical assessment of the
Black migration experience in the African Diaspora and United States,
from the transatlantic slave trade to the New Great Migrations of
today. Primary documents and secondary sources comprise the bulk of
the site. This digital reference and primary-documents site will serve
as a godsend for students interested in immigration and internal
migration as topics. Another invaluable library archival source is
Documenting the American South at the University of North Carolina at
Chapel Hill Library, accessed January 16, 2017,
http://docsouth.unc.edu/. http://docsouth.unc.edu/ ecassidy@shsu.edu.
Remember that each of the twenty-five annotations must be
one-hundred-words at length. Remember also that plagiarism is illegal
and unacceptable. I do not expect students to write paragraphs
word-for-word verbatim from the sources utilized. Again, this is
unacceptable. Rather, paraphrase the ideas given in the source
materials. Anything else is illegal and cause for an automatic F on
the assignment. Furthermore, give me analysis, detail, and color. In
other words, speak from the soul! Please write your bibliographies in
the appropriate format given in the example(s) on Blackboard. There
are no exceptions to this rule. List sources, for example, under the
appropriate headings, e.g., Court Cases, Government Documents,
Manuscripts, Scholarly Books and Periodicals, Websites and Reference
Works, and Unpublished Sources. In addition, use the appropriate
format when writing your annotations. The written annotations always
follow the bibliographic entries. Only the first line of the
bibliographic entry begins at the left margin while subsequent lines
for the entry are indented. The rest of the work—the annotations—must
begin on a separate line and be double-spaced, preferably, as this is
easier on my impaired eyesight. Again, refer to the materials on
Blackboard, and Chicago Manual of Style Online, 17th ed. (Ch. 14
[footnotes and bibliographies] and 15 [parenthetical notes]), for the
correct writing of bibliographies, bibliographic information, and
parenthetical citations for the annotations that refer to the source
being assessed. Students do not have to use superscripts and footnotes
in their annotations, as the bibliographic entry in lieu of the noted
citation suffices; however, if using direct quotations from the
source, students should use parenthetical notes at the end of the said
sentence but before the period that ends the sentence Please see the
following example: (Pruitt 2013, 33). The previous example shows the
last name of the author and the year of publication of the source.
Following the comma, the page number where the cited info comes from
is listed. If though you are citing a source other than the source
being discussed, you will use a superscript in the annotation and a
footnote at the bottom of the page, where the cited material would be
then listed. Primary sources will be cited differently of course in
parenthetical notes. See Chapter 15 of CMSO, 17th ed., for details.
This is it. Again, refer to the materials on Blackboard, and Chicago
Manual of Style Online, 17th ed. (Ch. 14 and 15), for the correct
writing of bibliographies, bibliographic information, and
parenthetical citations for the annotations that refer to the source
being assessed. Again, access the reference guide CMSO online through
the Newton Gresham website at
http://www.chicagomanualofstyle.org/home.html. This assignment, which
is worth one hundred points, is 20 percent of the final grade and is
due Thursday, March 26, before midnight. Students however will turn in
their preliminary or working bibliography Tuesday, February 12 by
midnight. This working bibliography should include all five sources.
This will give me an idea as to the direction of your research. If
students are having problems, this will give me plenty of time to
provide advice to redirect their research. Finally, it is important to
select sources students will use in the final research paper. RESEARCH
PAPER: General Instructions Students are responsible for writing a
short (five-page, one-thousand-word, double-spaced, word-processed)
research paper on any aspect of the Great Migration of the last
century. I actually see these as preliminary research papers or
proposals for research projects. Relying on eight sources, including
the five select sources used in the bibliography, and three additional
secondary sources in your bibliography, including five primary sources
and three secondary sources, including The African American Odyssey,
The Other Great Migration, or The Warmth of Other Suns, students must
write on an important development in the history of the Great
Migration. Paper topics should concentrate on the migration phenomenon
of the last century. Again, students must use at least five primary
documents and three secondary sources, totaling eight sources. This
must be a primary-source-based research proposal. Anything else is
unacceptable. Students do have another option. Students can either
write a primary-source-based research paper or an alternative
exercise. Students may substitute the primary-source-based paper with
a five-page historiographical paper. Students must read three books,
including The Warmth of Other Suns or The Other Great Migration
(Students can only use one of these course texts for this assignment),
and evaluate each work. Students must use at least one scholarly
article or book chapter that discusses the historiography of the Great
Migration. Historiographical essays, scholarly review essays, and
major works will be of use to students completing this exciting
assignment. Students must also provide biographical accounts of the
authors. The biographical accounts should not simply list degrees,
places taught at during their career, etc., but, rather, should help
the student probe the relationship between personality, environment,
and profession. In other words, how does the historian’s upbringing,
environmental discourse, and education explain their historical
insight or writings? Please read one of the Interpretations of
American History historiographical essays so it can serve as a
template. As well, please review my unpublished essay on the
historiography of the Great Migration. Go to the secondary sources
portal to pull up this work. Feel free to access the secondary and
primary sources, along with reference information, by way of the
internet through the Newton Gresham Library’s online links to Book
Review Digest, American History and Life, JSTOR, New York Times,
Dallas Morning News, and other useful databases. Students are eligible
to earn two hundred points on this assignment, which totals 40 percent
of the final grade. Again, students should produce well-written,
grammatically correct essays. Essays must begin with introductory
paragraphs explaining the thesis or intent of the final paper. I want
to encourage students to write several full paragraphs on relevant
points discussed in the paper. You should utilize the annotations from
your annotated bibliography to fill in the textual summary and
analysis of the paper, therefore the longer the annotations in the
assignment, the better. Student papers should include critical
analysis and detail. I also want to see transitional sentences within
paragraphs and when ending and beginning new paragraphs. Please avoid
passive voice phrases whenever possible. Additionally, always write in
an appropriate verb voice. Writing the Research Paper Organization of
Paper When papers suffer from disorganization, they essentially lack
focus. The writer often does not provide a thesis statement early in
the paper and therefore loses the reader. The author of a disorganized
paper also tends to repeat herself/himself in their work. This
systematic chaos regrettably follows the writer for the duration of
the paper. To avoid this mishap, please structure or restructure the
final paper with the intent to produce a solid work. Let me make some
recommendations for producing a well-organized research paper. First,
understand the general structure of the paper. Papers have three main
components: the introduction, body, and conclusion. Again, the
structure of the paper sets the trajectory of the work. A disorganized
paper is unclear to the reader and writer. An organized paper on the
other hand provides the reader with clarity. Readers early on know the
intent of the writer. As well, please use an outline when writing the
final paper. It works as an important roadmap for the reader. The
outline or roadmap therefore allows the writer to formulate the best
possible framework for writing the paper, beginning with the
introduction. In the introduction the reader spells out the specific
purpose of the paper. The thesis statement tells the reader exactly
what the paper attempts to accomplish. A strong introduction not only
includes a strong thesis statement, but also states the thematic
approach of the paper. The introduction, in other words, spells out
the direction of the paper, its purpose, and the major themes being
highlighted. The introduction should also discuss the sources being
used in the paper. Again, the introduction lays out the trajectory of
the paper. The writer of a good introduction can easily transition
into the body of the paper. The body, the next important section of
the paper, executes the tasks set out in the introduction. For
example, if I write a paper on the Great Migration to Houston and
state in the thesis that the paper specifically examines the Great
Migration to Houston between 1900 and 1950 as well as discusses
community building, the self-help approach to structural inequity, the
body of the paper must directly address these historical developments.
My paper argues also that the Great Migration to southern cities has
been egregiously ignored for a century. While the paper deconstructs
internal migration and community agency, respectively, to and in
Houston, it examines these two historical constructs in four
historical periods. Writing about these periods chronologically and
sequentially, the paper challenges the historiography of the Great
Migration and places Houston within the national paradigm of Black
urban studies. The body builds on the arguments laid out in the
introduction. Therefore in this instance, the paper discusses internal
migration within the context of the Great Migration, points to the
self-help tool community agency as a weapon of survival, and does so
in a chronological and sequential manner, examining the following
periods: 1) 1900 and 1914, 2) the World War I years, 3) the 1920s, and
4) the Great Depression era through World War II. The paper also
discusses the specific ways Blacks used community agency to their
advantage. Using the sources discussed in the introduction, the writer
provides the reader with the details and makes compelling arguments in
the body, using the skillsets of good writing, analysis, organization,
and methodological construction (knowing how to use the selected
sources). The writer assesses and validates the arguments being made
in the paper. The writer uses the sources to validate her arguments,
but also relies upon the arguments of other scholars. The author
sometimes even uses the writings and conclusions of scholars that
disagree with the theory or theories established in the research
investigation. Writing analysis is therefore important. Again, the
author has already laid out the direction of the paper in the
introduction. The author merely validates the introduction and thesis
statement. The sources again help the author write the paper. The
author also tells a narrative and does so in a clear, understandable
manner. Therefore, a detailed outline, strong thesis statement, and
good writing will certainly help the read complete the paper. Good
writing also means that students will write appropriate transitional
sentences that link paragraphs and sentences within paragraphs. As
well, students will use key sentences to formulate the main arguments
of paragraphs, for the remaining sentences will only elaborate on the
direction o the key sentence. The key sentence, sometimes called the
topic sentence, will also refer the reader back to the thesis. The key
sentence therefore connects sentences within paragraphs and reminds
the reader of the relevancy of the thesis statement. The key sentence
provides order within paragraphs and, again, the transitional
sentences link together all the various components of the paper’s
body. The final section of the paper, the conclusion, summarizes
everything and suggests ideas for future research on the topic under
discussion. In my paper on the Great Migration to Houston, the
conclusion summarizes the points made throughout the paper about
internal migration and community agency. Again, I briefly recall the
major arguments made in the paper. Then after summarizing the work, I
discuss new directions of inquiry for individuals interested in the
Great Migration. I discuss the importance of new scholarly interest in
Black migration and culture within the South. I discuss the importance
of works that examine the Modern Civil Rights Movement and the Great
Migration and argue that the Great Migration and long civil rights in
Texas remains an important area still in its infancy. Once more, the
conclusion summarizes the paper and makes recommendations for
additional scholarly inquiry. Citations Please remember that you are
writing a research paper and therefore required to rely on
superscripted endnotes/footnotes and a selected bibliography. While an
important component of the final paper, your citations should not be
religiously lengthy. Remember also that citations are required
throughout the paper. I want students to do the following: 1) using
superscripts, cite their sources being used by placing the superscript
at the end of each paragraph, 2) place superscripts right after direct
quotations, 3) use superscripts immediately after sections that
precede direct quotations; and 4) use the reference tab on the Word
toolbar to generate the footnote and note that the notes always form
automatically and numerically [Please do not rearrange the formatting
of the notes by using note 1 for one type of source or note 2 for a
second type of source, etc. [The notes form automatically as they
appear in the paper; as well, the notes should list the source or
sources being referred to in the specific superscript]. Again, please
know that I expect students to cite throughout the paper. Do not only
provide superscripts and footnotes for direct quotations. When using
direct quotations from the source materials, always use a superscript
immediately following the direct quotations in the body of the paper
and then cite the source of the quoted item in a footnote/endnote. You
must document all direct quotes from the sources highlighted. As well,
students, again, must provide superscripts at the end of each
paragraph and right after sections of paragraphs that precede direct
quotations. The professor considers undocumented work plagiarism.
Again, if you are citing books, book reviews, or articles, please
include all information pertaining to the source in the footnote or
endnote. Again, students must use at least eight sources in their
papers (three to five sources for historiographical essays [three
books or five scholarly articles]).