Why the US Supreme Court Opinion shifted from 1896 Plessy v Ferguson to 1954 Brown v. Board of Education

Final Project Guidelines and Rubric

Overview
The final project for this course is the creation of your capstone, a research paper (Component 1) and a professional reflection (Component 2).

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As the final stop in your journey toward your Master of Arts in History, you will complete a capstone that integrates the knowledge and skills you have developed
in previous coursework and over the duration of the term by creating a publication-worthy research paper. You will also reflect on your journey through the
history program and how you plan to position yourself professionally.

Evaluation of Capstone
This capstone will be assessed somewhat differently from other courses you have taken online at SNHU. There are two separate components that will be
submitted at different times during the course; however, they both operate together to compose the whole capstone experience and are not assessed separately.
You will be evaluated on both components as a unit to determine whether you have demonstrated proficiency in each outcome. Your instructor will guide you
through this process, keeping a running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. Your work is
expected to meet the highest professional standards.

The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Module One, Module Five, and Module Seven. There are two final submissions, located in Module Nine
(Component 1) and Module Ten (Component 2), respectively.

In this assignment, you will demonstrate your mastery of the following course outcomes:

 Develop sophisticated interpretations of history that are substantiated by cogent syntheses of appropriate primary and secondary sources
 Analyze historical scholarship for its credibility, methodologies, biases, and potential implications with a professional level of objectivity and precision of
thought
 Craft written communications that are effectively tailored to one’s audience, exhibit an economical command of language, and accurately apply
appropriate styles and conventions
 Articulate and act in accordance with an ethical system that incorporates the societal responsibilities entrusted to historians as the caretakers of our
collective narratives and cultural identities
 Defend the essential relevance of the past for making informed decisions in the future by promoting transparency in the interpretation of historical truth
 Employ information systems, quantitative reasoning, and emerging technologies in the innovative preservation, organization, assessment, and
dissemination of historical knowledge