Write a letter from the perspective of a person who lived through an important historical event, innovation, or movement during the 19th or 20th century. Describe that event, innovation, or movement as if you were someone who actually experienced it, and discuss the potential impact of historical events on the future.
Introduction
Old pictures are a joy to look at, aren’t they? A trip down memory lane just isn’t complete without a glance at those moments of smiling faces, silly candid shots, and priceless memories captured at weddings, births, and holidays. When we examine the past of our own lives, we do so with all of the knowledge and experience we have now. In other words, we’re looking at the past from a future perspective.
When it comes to the study of history, considering historical events only from our own, contemporary perspective can be dangerous, as doing so can lead us to make erroneous assumptions and decisions about the world. By thinking critically about the past and adopting the perspective of those who experienced it, you will be practicing your problem-solving and agility skills, which will help you make better decisions in this course and your future. In this fourth assessment, you will put yourself in the shoes of a real or fictional historical figure as you imagine what it might have been like to experience a historical event or movement.
Overview
For this assessment, imagine you are a person living through an important historical event, innovation, or movement during the 19th or 20th century—one that emerged to solve a problem or that created problems of its own. Write a letter describing that event, innovation, or movement as if you were someone who actually experienced it. For example, you could write from the perspective of someone who was part of the women’s suffrage movement in the 1910s, a member of the Underground Railroad in the 1850s, or a soldier in the Vietnam War during the Tet Offensive in 1968.
Preparation
Explore a particular historical event, innovation, or movement from the 19th or 20th century that interests you. Refer to the chapter readings in the Resources for options from which you may wish to choose.
Instructions
Step 1: Describe a historical event, innovation, or movement from the perspective of someone who lived in that time.
Describe a historical event, innovation, or movement that happened during the 19th or 20th century from the perspective of someone who lived in that time (either a real person or fictionalized).
Step 2: Explain the personal impact of a historical event, innovation, or movement on that person.
You can also discuss the impact of the historical event, innovation, or movement on the family and/or community of the person.
Step 3: Explain the problem associated with a historical event, innovation, or movement and potential solutions to that problem.
For example, if you are writing as a member of the Underground Railroad in the mid-19th century, you might discuss your thoughts on addressing the problem of slavery. Similarly, if you are writing as someone who experienced the Great Depression, you might examine the factors that caused this crisis and ways to address such economic problems.
Step 4: Describe the potential impact of a historical event on the future, based on the perspective of someone who lived through that event.
Reflect on how the event might impact the future. For example, if you are writing as someone experiencing the Cold War, consider how those living at the height of Cold War tensions might have viewed the future.
Step 5: Write coherently with correct grammar, usage, and mechanics.
Additional Requirements
Your submission should meet the following requirements:
Written communication: Written communication should be free of errors that detract from the overall message.
Citations and formatting: Include a title page formatted according to current APA style and format guidelines. Review Evidence and APA for more information. Citing sources is not required for this assessment, but be sure to write in your own words based on your knowledge of the time period.
Font and font-size: Times New Roman, 12-point.
Length: 3–5 pages of text (in addition to the title page).
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Determine the causes and long-term impacts of a historical event.
Describe a historical event, innovation, or movement from the perspective of someone who lived in that time.
Explain the impact of a historical event, innovation, or movement on a person who lived in that time.
Describe the potential impact of a historical event on the future, based on the perspective of someone who lived through that event.
Competency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation.
Explain the problem associated with a historical event, innovation, or movement, including potential solutions to that problem.
Competency 4: Communicate in a manner that is scholarly, professional, and relevant to its purpose and audience.
Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
Resources
For this assessment, you will explore a historical event, innovation, or movement from the 19th or 20th century from the perspective of someone who lived through it. The following chapters provide many options from which to choose. Read more about the event you chose as your topic. View to learn more about women in the workforce during World War II and Emmett Till’s murder as a catalyst for the Civil Rights Movement.
Montoya, M., Belmonte, L. A., Guarneri, C. J., Hackel, S., Hartigan-O’Connor, E., & Kurashige, L. (2018). Global Americans: A history of the United States. Cengage Learning. Available in the courseroom via the VitalSource Bookshelf link.
Chapter 9, “Markets and Democracy, 1790–1840,” pages 248–277.
Chapter 12, “Expansion, Slavery, and the Coming of the Civil War, 1848–1861,” pages 340–369.
Chapter 13, “The American Civil War, 1861–1865,” pages 370–401.
Chapter 14, “Reunion and Retreat: Reconstruction, 1865–1877,” pages 402–431.
Chapter 15, “Incorporation of the U.S. West, 1862–1917,” pages 432–461.
Chapter 16, “The Making of Industrial America, 1877–1917,” pages 462–491.
Chapter 17, “Politics of Reforms, 1877–1917,” pages 502–519.
Chapter 19, “Managing Modernity, 1919–1929,” pages 554–585.
Chapter 20, “Great Depression, New Deal, and Impending War, 1929–1939,” pages 586–617.
Chapter 21, “The World at War, 1939–1945,” pages 618–649.
Chapter 22, “The Cold War, 1945–1965,” pages 650–679.
Chapter 23, “Prosperity and the Cold War Economy, 1945–1965,” pages 680–709.
Chapter 24, “Civil Rights and Human Rights, 1945–1965,” pages 710–739.
Chapter 25, “The Vietnam War Era, 1965–1975,” pages 740–771.
Chapter 26, “The Global Conservative Shift, 1975–1988,” pages 772–803.
Chapter 27, “Closer Together, Further Apart, 1988–2000,” pages 803–837.
PBS. (2018, April 18). The women who helped win a war. https://www.pbs.org/video/the-women-who-helped-win-a-war-reimxn/
This video discusses women’s contributions to society during World War II.
PBS. (2020, August 27). Chapter 1: The murder of Emmett Till. https://www.pbs.org/video/chapter-1-murder-emmett-till/
This video discusses Emmett Till, whose murder served as a catalyst for the Civil Rights Movement.