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The first aspect of the project was to define primary sources for the students. Primary source materials provide “immediate, first-hand accounts of a topic, from people who had a direct connection with it.” That includes news reports generated during the era you are investigating; interviews with people who provide eyewitness accounts, pop culture artifacts like musical performances (live or recorded), works of fiction like TV shows, films, or novels. (https://umb.libguides.com/PrimarySources/secondary)
Next, the instructor identified the digital primary sources from the Library of Congress that the students were to analyze:
Course materials that provided historical context (besides lectures) included:
Approximately half an hour was spent in one class period discussing documents on Booker T. Washington and approximately half an hour in another class period on Ida B. Wells. The course was delivered “live-online” in Zoom, and the instructor posted links to the sources in the Zoom chat and in the D2L course management system. Two assignments followed.
Write a discussion post of at least 300 words on D2L that analyzes how the documents from Booker T. Washington and Ida B. Wells-Barnett reveal about the "Nadir" era of U.S. southern history. The most successful posts will contain the following information:
Did one of your classmates offer a particularly compelling analysis? Let them know what you learned from their post. Do you disagree with someone's analysis? Respectfully offer your different interpretation. Respond to at least two classmates' posts in approximately 50 words.
Choose an interview from the Library of Congress Civil Rights History Project (144 videos available). The interview must relate to the civil rights movement in the U.S. South. The interview subject may identify as a member of any race or gender. Write a post of at least 300 words on D2L that contains the following information:
Did one of your classmates offer a particularly compelling analysis? Let them know what you learned from their post. Do you disagree with someone's analysis? Respectfully offer your different interpretation. Respond to at least two classmates' posts in approximately 50 words each.
|Weak Contribution (15)||Moderate Contribution (17)||Strong Contribution (20)|
|Promptness and Initiative||Does not initialize a post and/or does not respond to other postings; does not participate.||Initializes a post, but responds to one post only; participates at the end of the posting period.||Initializes a post and responds to at least two posts; stays active in discussions throughout the posting period.|
|Contribution to the Learning Environment||Does not make an effort to participate in the learning community as it develops; seems indifferent.||Makes meaningful reflection on the group’s efforts but gives marginal effort to become involved with the group.||Makes an effort to motivate the group discussion; presents creative approaches to topic and respectfully engages with other students.|
|Relevance||Posts are off topic; does not relate to the content or are irrelevant.||Posts are related to discussion content but do not prompt further consideration or exploration of topic.||Posts are related to discussion content and advance the conversation.|
|Evidence||Evidence is insufficient to support arguments; sources are not used or lack references.||Evidence is appropriate to the arguments but from limited sources, or sources that lack credibility; sources are identified.||Evidence is compelling with a clear link to arguments and conclusions; sources are properly cited.|
|Mechanics||Errors in spelling and grammar evidenced in several posts; posts appear “hasty.”||Few grammatical or spelling errors are noted in posts.||Consistently uses grammatically correct posts with rare misspellings.|
Total Score: _______ (out of 100)
E: 59% or lower
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