Lessons from history presentation

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Create and record a presentation for new employees and volunteers to understand how key historical events in U.S. history are connected to their work and impact society today.

Create and record a presentation for new employees and volunteers to understand how key historical events in U.S. history are connected to their work and impact society today.

Introduction

Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.

As you complete your Lessons From History Presentation assessment, you will combine all four of the essential outcomes you have practiced in this course to create and narrate a presentation about a specific issue based on historical events and sources. Just as if you were leading a work seminar or running for political office, you will need to understand the key principles of your argument as well as your audience, while maximizing the capabilities of the medium you are using. Although this assessment focuses on one medium—a presentation in PowerPoint—innovative thinking gives you the ability to choose other mediums (such as email, an academic paper, a video recording, or a public speech) in the future. No matter whether you are presenting at an industry event, welcoming a group of donors to an appreciation brunch, fighting a traffic ticket in court, speaking at your child’s career day, or petitioning your local town board, these same skills can help you continue to drive your message home in your life and career.

Note: The first three assessments in this course build on each other; therefore, it is recommended that you complete them in the order presented.

Overview

In this assessment, you will build on the work you completed for Assessment 1 and Assessment 2, continuing your focus on the issue you chose to examine. Create and record a presentation for new employees and volunteers to understand better how key historical events in U.S. history are connected to their work and impact society today.

Preparation

Review the Evaluating Historical Sources Worksheet you completed for Assessment 1 and the Historical Analysis Worksheet you completed for Assessment 2. It may be helpful to create an outline for your presentation. Below are some resources to assist with writing an outline and citing your sources:

Review Capella’s 

Writing Process
 page for an overview of the writing process. Following each of these stages will help you write a strong, clear, and organized presentation.

For more on outlining, see the 

Writing Strategies
 information in the Capella Writing Center.

Instructions

Create and record a PowerPoint presentation (8–12 slides total) by incorporating your evidence and arguments from previous assessments. Refer to this assessment’s Resources for PowerPoint and audio and video recording resources.

Step 1: Provide an overview of a chosen issue, including research questions and sub-questions that need to be answered to understand a historical event and its long-term impact.

Include a title slide with the title of your presentation and your name.

Include 1–2 topic slides that provide: 

Your primary research question from Step 1 in your Historical Analysis Worksheet you completed for Assessment 2.

Any additional sub-questions you identified in Step 1 of the Historical Analysis Worksheet you completed for Assessment 2.

An overview of your issue.

Step 2: Explain why each of your sources is or is not credible.

Include 1–2 slides that describe the credibility and validity of your sources (based on the work you did in Assessment 1).

Step 3: Explain the causes and long-term impacts of a historical event.

Include a minimum of three evidence slides that provide evidence and visuals that support your explanations.

Step 4: Use critical thinking to relate past challenges and strategies to a current organizational issue.

Include at least one slide that connects past events to the current state of your issue. Explain how your historical research can be used to better understand your issue today.

Step 5: Communicate clearly with appropriate purpose, organization, tone, and sentence structure.

Prepare notes for your oral presentation and add them to the presenter notes in PowerPoint. You can type or copy and paste your notes into the Notes box below each of your slides.

Record a short (3–5) minute presentation on your topic. Keep in mind that your audience is new employees and volunteers where you work.

Step 6: Cite sources using author and year and provide the reference information required in APA style.

Include a reference slide with your list of sources.

Recording

Once you have created your slide presentation, you need to record yourself presenting it. You have two choices:

You can record and insert your narration into the presentation with slide timings.

You can create a video of you giving your presentation. You are not required to be on camera.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact 

[email protected]
 to request accommodations.

Additional Requirements

Your presentation should meet the following requirements:

Written communication: Written communication should be free of errors that detract from the overall message.

Citations: Include a complete citation for each source. When you refer to evidence within your presentation, be sure to include in-text references to your sources. Review 

Evidence and APA
 for more information on how to cite your sources.

Number of references: Your presentation should include a reference page with at least four sources cited: two primary and two secondary sources, with up to two sources selected from the 

History Presentation Resource List [DOCX]

.

Length: 8–12 slides.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze historical resources to determine credibility and validity. 

Explain why each source is or is not credible.

Competency 2: Determine the causes and long-term impacts of a historical event. 

Provide an overview of a chosen issue, including research questions and sub-questions that need to be answered to understand a historical event and its long-term impact.

Explain the causes and long-term impacts of a historical event.

Competency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation. 

Use critical thinking to relate past challenges and strategies to a current organizational issue.

Competency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences. 

Communicate clearly with appropriate purpose, organization, tone, and sentence structure.

Cite sources using author and year and provide some reference information required.

3/18/23, 9)10 AMLessons From History Presentation Scoring Guide

Page 1 of 1https://courserooma.capella.edu/bbcswebdav/institution/HIS-FPX/HIS-FPX1150/220100/Scoring_Guides/a03_scoring_guide.html

Lessons From History Presentation Scoring Guide

CRITERIA NON-
PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Provide an overview
of a chosen issue,
including research
questions and sub-
questions that need
to be answered to
understand a
historical event and
its long-term impact.

Does not
provide an
overview of a
chosen issue.

Provides an overview of
a chosen issue but does
not include research
questions and sub-
questions that need to be
answered to understand
a historical event and its
long-term impact.

Provides an overview of
a chosen issue,
including research
questions and sub-
questions that need to
be answered to
understand a historical
event and its long-term
impact.

Provides a concise
overview of a chosen
issue, including clear and
specific research questions
and sub-questions that
need to be answered to
understand a historical
event and its long-term
impact.

Explain why each
source is or is not
credible.

Does not
identify why
each source is
or is not
credible.

Identifies why some
sources are or are not
credible but does not
provide a full explanation
for all of them.

Explains why each
source is or is not
credible.

Explains why each source
is credible or is not credible
using specific examples.

Explain the causes
and long-term
impacts of a
historical event.

Does not
explain the
causes and
long-term
impacts of a
historical
event.

Attempts to explain the
causes and long-term
impacts of a historical
event, but the
explanation is incomplete
or inaccurate.

Explains the causes
and long-term impacts
of a historical event.

Uses evidence to explain
the causes and long-term
impacts of a historical
event, with supporting
examples.

Use critical thinking
to relate past
challenges and
strategies to a
current
organizational issue.

Does not use
critical thinking
to relate past
challenges
and strategies
to a current
organizational
issue.

Uses critical thinking to
relate past challenges
and strategies to a
current organizational
issue, but the analysis is
incomplete.

Uses critical thinking to
relate past challenges
and strategies to a
current organizational
issue.

Uses critical thinking to
relate past challenges and
strategies to a current
organizational issue, using
specific evidence.

Communicate clearly
with appropriate
purpose,
organization, tone,
and sentence
structure.

Does not
communicate
clearly with
appropriate
purpose,
organization,
tone, and
sentence
structure.

Communicates but
writing is unclear as a
result of poor purpose,
organization, tone, or
sentence structure.

Communicates clearly
with appropriate
purpose, organization,
tone, and sentence
structure.

Communicates clearly with
clear purpose,
organization, tone, and
sentence structure.

Cite sources using
author and year and
provide some
reference
information required.

Does not cite
sources and
does not
provide
reference
information.

Cites sources but is
missing either the author
or the year, or includes
minimal reference
information.

Cites sources using
author and year and
provide some reference
information required.

Cites sources using author
and year with correct
punctuation and provides
most of the reference
information required.

Evaluating Historical Sources

Latoya Wilson

Capella University

04/28/2022

Selected topic: Facing Economic Change

Citation for Source 1:

History Matters. (n.d.).
“Sir I will thank you with all my heart”: Seven letters from the Great Migration.
http://historymatters.gmu.edu/d/5332/

What type of source is this- primary source

When was it written?- no date has been shared

Why was it written?- the source was written for the purpose of communicating to the government the reason why people from the African American community were compelled to immigrate from South to cities in the North and west between 1916 and 1921.

What is the main idea or takeaway? – The main ideas for the letters is to inform the government on main economic challenges that required being addressed to make the region habitable.

Was the writer present at the time of the events he or she was writing about? – the source is in form of letters written by people who were present during the time they were writing about thereby being affected by the harsh economic times of the time. Moreover, the letters are written in first person version.

Does the writer seem neutral? Why/why not? – The writers are neutral as they write from experience that many people at the time could relate with and more so their intention is making the situation better economically. This is not ignoring how they are also communicating the challenges they are facing even in their hosting locations.

What are some of the key facts presented? – That economic challenges affect families to the point of causing relocation and worse still separation. Economic changes for instance economic crisis pushes people to do even the unthinkable in efforts to attain survival.

Explain why this source is credible- The source is credible because it shares first-hand information from the people that suffered the consequences making the source original.

Citation for Source 2:

Facing History and Ourselves. (n.d.).
Firsthand accounts of the Great Depression.
https://www.facinghistory.org/mockingbird/firsthand-accounts-great-depression

1. What type of source is this? – primary

When was it written? – no date shared

Why was it written?- to share first-hand experiences of people that suffered Great Depression effects

What is the main idea or takeaway?- The Great Depression exposed people to harsh economic times leading to high mortality and loss of livelihoods

Was the writer present at the time of the events he or she was writing about? – No the writer was not present and hence seeks information from those who were present.

Does the writer seem neutral? Why/why not? – The writer is neutral since he only shares information that has been shared by willing participants.

What are some of the key facts presented? – That the Great Depression was a fact exposed many people to the ugly side of life. It took the government massive time before any designed solution could start bearing results.

Explain why this source is credible- because the information of first-hand and aligns with others sources sharing information about economic situation during the Great Depression.

Citation for Source 3:

Gates, Jr., H. L. (2013).
Madam Walker, the first black American woman to be a self-made millionaire. PBS.
https://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/100-amazing-facts/madam-walker-the-first-black-american-woman-to-be-a-self-made-millionaire/

1. What type of source is this? – secondary

When was it written? In 2013

Why was it written? – to prove to the people from minority races that it is possible to overcome economic challenges and attain high levels of wealth accumulation

What is the main idea or takeaway? – is that there are always opportunities available for growth and all one needs to do is understanding the market and seizing available opportunities in a focused and intentional manner.

Was the writer present at the time of the events he or she was writing about? – No the writer was not present and only shares a story of one of the African women that managed against all odds to overcome poverty through seizing an opportunity.

Does the writer seem neutral? Why/why not? – Yes the writer is neutral as information of both positives and negatives are shared in equal measures.

What are some of the key facts presented? – it is possible to accumulate wealth though with characteristics like discipline, focus, purpose, and willingness to overcome all challenges

Explain why this source is credible – Yes the source is credible as it shares applicable and practical information

Citation for Source #4:

Mauldin, J. (2018).
The 2020s might be the worst decade in U.S. history.
Forbes.
https://www.forbes.com/sites/johnmauldin/2018/05/24/the-2020s-might-be-the-worst-decade-in-u-s-history/#4edfb05e48d3

1. What type of source is this? – Secondary

When was it written? – 2020

Why was it written? – to share insights on how America has been affected by economic crisis and how the year 2020 is likely to be the world decade in the American history

What is the main idea or takeaway? – economic actions Americans must take to salvage their country from economic hardships

Was the writer present at the time of the events he or she was writing about? – no the writer was not present and only using information from American history to prove an argument or observation noted

Does the writer seem neutral? Why/why not? – No, the writer does not seem neutral more so as he is trying hard to prove a point and ignoring some other factors that are contrary to the main argument

What are some of the key facts presented? – America is going through massive economic challenges as a result of covid-19 effects

Explain why this source is credible – the authenticity of the author is not proven and the information appears biased compromising the validity and credibility of the source.

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HIS-FPX1100

Historical Sources Analysis

Latoya Wilson

Capella University

03/17/2023

Step 1: KNOWLEDGE

Facing economic change is an issue that has affected Americans in the recent times and also in the past. Many of those impacted by these changes, can speak to the challenges they were exposed to when the economy started to change. The challenges, in most cases, have long-term effects that compromise the quality of lifestyle of many. From the selected primary and secondary sources, the main argument or problem that needs to be solved is how to mitigate economic crisis in the case a country is faced by a scenario that can cause the crisis. The main question that should help in addressing the argument is how economic change affects a country. In order to gather a deeper understanding, the questions that should be addressed are the following:

· What is economic crisis and how does it affect the general public?

· What are possible and practical economic actions that can help maintain and stabilize the economy?

Step 2: COMPREHENSION

Economic social change is a major historical issue that has affected a high number of people. It is a fact that no single person can be shielded from economic hardships whenever inflation is happening. However, from the sources available, it is evident that when a country accepts discrimination, the victims tend to suffer more than the majority race. At the same time, the decisions political leaders tend to make during an economic crisis, whether positive or negative, always extends to general population. Information from the historical books provide important information that helps with the understanding of economic challenges, scenarios, and how to handle them best, even in the current times.

United States has suffered a number of economic crises including The Great Depression and the recent COVID-19 pandemic, where millions of people lost their gainful employment. For instance, during The Great Depression, many people from African American backgrounds were forced to abandon their homes in search of greener pastures. Discrimination played a major role in many people losing their lives from lack of nourishment and other life related stresses, due to the lack access to employment opportunities. Nevertheless, the decisions that the government made to start improving the economy, attracted those that had immigrated back to their homes. The elimination of discrimination also granted all people equal chances to access employment, increasing the number of people contributing to the economy through tax emittance. It is a good thing that from primary and secondary sources available; almost all information necessary is available.

Step 3: APPLICATION

There is a diverse number of sources falling under primary and secondary categories that possess information regarding the social economic change historical issue. The good thing is the information in all the sources bears similarities and this is one thing that makes the sources reliable and considered valid. Despite some sources being older than others, the information is the same and more interestingly shared from different people’s perspective. It is evident the information is shared by people who were going through similar challenges and were present when the government handled the crisis.

Step 4: ANALYZE

The sources from an analyzing perspective have both strong and weak points since the arguments raised by different authors do not weigh the same amount on readers. A major strong piece of evidence is how the African Americans could relocate from southern to northern cities where they felt more appreciated and could access jobs. It is also a string point of the number of people that suffered long-term challenges while at the south from harsh economic times. The presented weak evidence is that Americans are going through hardshis as a result of covid-19 without necessarily clarifying the specific challenges. Leaving the argument general, leaves little impact on the audience. Nevertheless, using this piece of evidence to make an argument on the issue would have a challenge in terms of proving the number of people affected and the specific ways they were affected and or impacted.

Step 5: SYNTHESIS

Economic crisis is the act of having an unstable economy as a result of compromised currency flow leading to reducing purchase ability. Whenever a country is going through an economic crisis, it means that its people do not have the ample amount of money to sustain their lifestyles and the situation triggers an increase in cost of goods and services while people have limited amount of money for their spending. The people are affected because employers tend to downsize the workforce to cut cost of production as efforts to save their enterprises. Additionally, from low financial circulation, people suffer from hunger and basic things, making life harder and sometimes unbearable.

Economic crisis comes with a lot of challenges, but the good thing is that there are possible and practical economic actions that can help to maintain and stabilize the economy. First, the government requires reviewing its budget on public spending so that it can reduce the amount of tax being levied on basic goods and services, thereby maintaining cost of living at manageable levels. Secondly, the government can offer low interest loans to SME’s as they play a major role in increasing the employment rate within a country while paying taxes. Thirdly is by encouraging foreign investors by giving them a conducive business environment so that they can pay taxes, promote import and export, and also hire a high number of locals.

References

Facing History and Ourselves. (n.d.).
Firsthand accounts of the Great Depression.
https://www.facinghistory.org/mockingbird/firsthand-accounts-great-depression

Gates, Jr., H. L. (2013).
Madam Walker, the first black American woman to be a self-made millionaire. PBS.
https://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/100-amazing-facts/madam-walker-the-first-black-american-woman-to-be-a-self-made-millionaire/

History Matters. (n.d.).
“Sir I will thank you with all my heart”: Seven letters from the Great Migration.
http://historymatters.gmu.edu/d/5332/

Mauldin, J. (2018).
The 2020s might be the worst decade in U.S. history.
Forbes.
https://www.forbes.com/sites/johnmauldin/2018/05/24/the-2020s-might-be-the-worst-decade-in-u-s-history/#4edfb05e48d3

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