The problem of the twentieth century is the problem of the color-line

The problem of the twentieth century is the problem of the color-line

 

Race in Turn of the Century America

In 1903, African American intellectual W.E.B. Du Bois wrote “the problem of the twentieth century is the problem of the color-line.” While Du Bois was mainly reflecting upon the lack of equality of African Americans, by 1900, most Americans had developed a racial worldview that privileged White Americans over members of all other ethnic groups, including immigrants and later, over native peoples in American colonies. In a two-to three-page paper, analyze BOTH of the following:Analyze the following:
a. The specific state and national policies that further entrenched “the problem of the color-line” with regard to African Americans and immigrants through the First World War.
b. The role race – OR – racial ideas – played in the acceptance of immigrants within U.S. Culture and as a justification for U.S. imperialism into the 1920s.
The paper must be two to three pages in length (exclusive of title and reference pages) and include an introduction with a distinct thesis statement that serves as the main idea of the paper. It also must include a minimum of two non-textbook academic sources, one of these sources must be a primary source, either one that is linked in the course, or are available from the following internet sites*:
a. https://www.mtholyoke.edu/acad/intrel/to1914.htm
b. http://www.fordham.edu/Halsall/mod/modsbook28.asp
c. http://www.fordham.edu/Halsall/mod/modsbook34.asp#American Imperialism

Analysis of Policies
Distinguished – The policies that led to the strengthening of “the color line” are thoroughly explained and analyzed.
Proficient – The policies that led to the strengthening of “the color line” are clearly explained, but some detail or analysis is lacking.
Basic – The policies that led to a strengthening of “the color line” are discussed but discussion includes little analysis or explanation.
Below Expectations – The policies that led to the strengthening of “the color line” are briefly discussed, but little independent thought is used. Ideas are dependent upon their sources.
Non-Performance – The paper does not analyze the policies that led to the strengthening of “the color line”.

Analysis of the role that Race played in Immigration and Imperialism
Distinguished – Thoroughly analyzes the role that race played in immigration and imperialism, as well as compares these topics with domestic policies regarding race. Clearly explains how these ideas of race reinforced one another.
Proficient – Provides a limited analysis of the role that race played within immigration and imperialism. There is little comparative analysis with regard to these topics and other domestic policies regarding race. Somewhat explains how these ideas of race reinforced one another.
Basic – Provides a discussion of the role that race played in immigration and imperialism, but includes little in the way of analysis or explanation. There may be little comparative analysis with regard to domestic policy. The explanation of how these ideas of race reinforced one another may be vague.
Below Expectations – Briefly discusses the role that race played in immigration and imperialism, but discussion provides little independent thought. Ideas are dependent upon its sources. The explanation of how these ideas of race reinforced one another may be unclear or missing.
Non-Performance – The paper does not discuss the role that race played in immigration and imperialism.

Uses sources effectively, including one primary and one secondary source
Distinguished – Student uses at least one primary and at least one secondary source. Both types of sources are utilized effectively.
Proficient – Student uses at least one primary and one secondary source, but may not do so effectively.
Basic – Student uses the requisite number of sources, but either does so ineffectively or lacks one type of source.
Below Expectations – Student has used a primary or a secondary source, but not both.
Non-Performance – Student has not used a primary or secondary source.

Written Communication: Control of Syntax and Mechanics
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.

Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
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