Categories
History

Module Four Short Response Guidelines and Rubric Overview: The short response ac

Module Four Short Response Guidelines and Rubric
Overview: The short response activities in the webtext throughout this course are designed to show your understanding of key concepts as you engage with
course content.
Prompt: During the fourth week of the course, you will respond to several questions in the webtext as you complete each learning block. At the end of Module Four, you will review your answers to these questions and ensure that you have responded to each question. It is important that you answer each question; otherwise, the words “[no response]” will appear in brackets when you submit the assignment. The questions and their original locations in the webtext are listed in this table in case you want to refer back to the reading as you edit, but you can edit your responses to all the questions directly in Module Four: Communicating Historical Ideas, continued, learning block 4-4 (page 2) in the webtext, before exporting to Word for submission to your instructor in your learning environment.
Module Four: Communicating Historical Ideas, continued, Learning Block 4-2 (pages 2–3):
• Question 1: Consider the examples of different audiences below. For each one, describe how you would adjust your writing for that particular audience
1. Your best friend
2. People reading a newspaper editorial you have written 3. Your professor
4. The audience at a conference where you are presenting
• Question 2: Consider how your audience might influence the information you include in a historical analysis essay about the women’s suffrage movement. What audience would be most interested in reading about the women’s movement? How would you tailor your presentation to that audience? What message would be most appropriate for this audience?
• Question 3: Let’s say the intended audience for your historical analysis essay about the legal battle for women’s suffrage is a group of civil rights lawyers. How would you explain the legal background of the Constitution and the Nineteenth Amendment? How would this approach compare with and contrast to an audience of high school students?
Module Four: Communicating Historical Ideas, continued, Learning Block 4-3 (pages 1–2):
• Question 4: Was President Kennedy’s decision to support the Equal Rights Amendment a necessary cause for the amendment’s passage by Congress?
• Question 5: Was the social tumult of the 1960s a necessary cause of the women’s liberation movement?
• Question 6: Simone de Beauvoir was the intellectual founder of the women’s liberation movement. Tailor this thesis statement into a message suitable
for an audience of high-school history students.
• Question 7: The women’s movement’s focus on issues related to sexual freedom, including reproductive rights, galvanized support among younger
women but alienated many older, more conservative women. Tailor this message for an audience consisting of students in a women’s studies class.
Rubric
Guidelines for Submission: Your response to Question 1 should be 4–6 sentences in length. Your response to Questions 2 and 3 should be 2–3 sentences in
length. Your responses to Questions 4 and 5 should be 1–2 sentences in length. Your responses to Questions 6 and 7 should be 2 sentences in length. Follow the instructions at the bottom of Module Four: Communicating Historical Ideas, continued, learning block 4-4 (page 2) in the webtext, to download your work and submit it to your instructor as a single Microsoft Word document uploaded to your learning environment. Refer to the Submitting Webtext Assignments Guide for assistance on downloading, saving, and submitting this assignment.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Engagement
Written responses completely address all short answer prompts
(100%)
Written responses completely address the majority of short answer prompts
(85%)
Written responses address the minority of short answer prompts
(55%)
No written responses provided to address any short answer prompts
(0%)
30

Relevance
Written responses directly address short answer prompts, drawing from presented course concepts and terminology (100%)
Written responses are topically related to short answer prompts, but responses do not consistently draw from presented course concepts and terminology
(85%)
Written responses do not address topics identified in short answer prompts (0%)
20

Accuracy
Written responses are completely accurate (100%)
Written responses contain minor errors but are mostly accurate
(85%)
Written responses contain major errors
(55%)
No written responses are provided
(0%)
20

Critical Thinking
Written responses demonstrate understanding of course content through inclusion of original ideas and examples (100%)
Written responses demonstrate understanding of course content through reiteration of provided materials, but do not consistently include original ideas and examples
(85%)
Written responses do not reflect original ideas and examples
(0%)
20

Articulation of Response
Written responses are captured in complete sentences without grammatical errors impacting legibility and the clarity of response
(100%)
Written responses are captured in incomplete sentences or include numerous grammatical errors that negatively impact legibility and the clarity of response
(85%)
No written responses are captured in complete sentences (0%)
10
Total 100%

Categories
History

Module Four Short Response Guidelines and Rubric Overview: The short response ac

Module Four Short Response Guidelines and Rubric
Overview: The short response activities in the webtext throughout this course are designed to show your understanding of key concepts as you engage with
course content.
Prompt: During the fourth week of the course, you will respond to several questions in the webtext as you complete each learning block. At the end of Module Four, you will review your answers to these questions and ensure that you have responded to each question. It is important that you answer each question; otherwise, the words “[no response]” will appear in brackets when you submit the assignment. The questions and their original locations in the webtext are listed in this table in case you want to refer back to the reading as you edit, but you can edit your responses to all the questions directly in Module Four: Communicating Historical Ideas, continued, learning block 4-4 (page 2) in the webtext, before exporting to Word for submission to your instructor in your learning environment.
Module Four: Communicating Historical Ideas, continued, Learning Block 4-2 (pages 2–3):
• Question 1: Consider the examples of different audiences below. For each one, describe how you would adjust your writing for that particular audience
1. Your best friend
2. People reading a newspaper editorial you have written 3. Your professor
4. The audience at a conference where you are presenting
• Question 2: Consider how your audience might influence the information you include in a historical analysis essay about the women’s suffrage movement. What audience would be most interested in reading about the women’s movement? How would you tailor your presentation to that audience? What message would be most appropriate for this audience?
• Question 3: Let’s say the intended audience for your historical analysis essay about the legal battle for women’s suffrage is a group of civil rights lawyers. How would you explain the legal background of the Constitution and the Nineteenth Amendment? How would this approach compare with and contrast to an audience of high school students?
Module Four: Communicating Historical Ideas, continued, Learning Block 4-3 (pages 1–2):
• Question 4: Was President Kennedy’s decision to support the Equal Rights Amendment a necessary cause for the amendment’s passage by Congress?
• Question 5: Was the social tumult of the 1960s a necessary cause of the women’s liberation movement?
• Question 6: Simone de Beauvoir was the intellectual founder of the women’s liberation movement. Tailor this thesis statement into a message suitable
for an audience of high-school history students.
• Question 7: The women’s movement’s focus on issues related to sexual freedom, including reproductive rights, galvanized support among younger
women but alienated many older, more conservative women. Tailor this message for an audience consisting of students in a women’s studies class.
Rubric
Guidelines for Submission: Your response to Question 1 should be 4–6 sentences in length. Your response to Questions 2 and 3 should be 2–3 sentences in
length. Your responses to Questions 4 and 5 should be 1–2 sentences in length. Your responses to Questions 6 and 7 should be 2 sentences in length. Follow the instructions at the bottom of Module Four: Communicating Historical Ideas, continued, learning block 4-4 (page 2) in the webtext, to download your work and submit it to your instructor as a single Microsoft Word document uploaded to your learning environment. Refer to the Submitting Webtext Assignments Guide for assistance on downloading, saving, and submitting this assignment.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Engagement
Written responses completely address all short answer prompts
(100%)
Written responses completely address the majority of short answer prompts
(85%)
Written responses address the minority of short answer prompts
(55%)
No written responses provided to address any short answer prompts
(0%)
30

Relevance
Written responses directly address short answer prompts, drawing from presented course concepts and terminology (100%)
Written responses are topically related to short answer prompts, but responses do not consistently draw from presented course concepts and terminology
(85%)
Written responses do not address topics identified in short answer prompts (0%)
20

Accuracy
Written responses are completely accurate (100%)
Written responses contain minor errors but are mostly accurate
(85%)
Written responses contain major errors
(55%)
No written responses are provided
(0%)
20

Critical Thinking
Written responses demonstrate understanding of course content through inclusion of original ideas and examples (100%)
Written responses demonstrate understanding of course content through reiteration of provided materials, but do not consistently include original ideas and examples
(85%)
Written responses do not reflect original ideas and examples
(0%)
20

Articulation of Response
Written responses are captured in complete sentences without grammatical errors impacting legibility and the clarity of response
(100%)
Written responses are captured in incomplete sentences or include numerous grammatical errors that negatively impact legibility and the clarity of response
(85%)
No written responses are captured in complete sentences (0%)
10
Total 100%

Categories
History

ANSWER EACH QUESTION ON ONE PAGE. THERE ARE 3 QUESTIONS PLEASE. THEY ARE NOT ES

ANSWER EACH QUESTION ON ONE PAGE. THERE ARE 3 QUESTIONS PLEASE. THEY ARE NOT ESSAY.
AMERICAN HISTORY.
3 PARAGRAPHS FOR EACH QUESTIONS

Categories
History

Focus Questions on Said and González 1. According to Said, what makes US orien

Focus Questions on Said and González
1. According to Said, what makes US orientalism new and distinctive? Identify three things.
2. What are two problems with the Human Terrain System, according to González?

Categories
History

(1) Read Chapter 6: The new nation was divided between supporters of a strong c

(1) Read Chapter 6: The new nation was divided
between supporters of a strong central
government and supporters of strong state
governments. Use two of the following to
describe this conflict: Bill of Rights; Kentucky
and Virginia Resolutions; the National Bank;
Election of 1800. (Do not use all four; choose
two
(2)Double-space text and proper capitalization. Please follow rules for capitalizing proper names, i.e. Mississippi River, Stamp Act, U.S. Constitution, America, Native Americans, Bacon’s Rebellion, Second Great Awakening

Categories
History

Required Paper: APA format is required for all writing assignments. Answer all t

Required Paper: APA format is required for all writing assignments. Answer all the questions. All papers must be structured with a proper thesis, introduction, body and conclusion. All writing assignments are to be five full pages, typed with a reference page. A work cited page reflects where you gained your scholarship. 10 sources are required.
Any paper submitted without a reference page will be given a zero. It is important that you show your scholarship at the University level. The reference page does not count as the fifth page. In text citation as well as a proper reference page is required.
Objective: This is your research topic: The United States evolved from a region with a large indigenous population into a sovereign nation with many territories and later states.
What were the primary major Indigenous cultures that flourished in North and South America? Provide examples.
Although Natives are not homogeneous what similarities united the diverse cultures? Further, the transatlantic trade altered the dominate indigenous cultures. How/Why did this occur? Provide examples.
How did the British develop a slave labor system in the West Indies, Carolina and the Chesapeake? What was the relationship between Carolina and Barbados, why does this connection exist? How were these systems in each of the colonies similar and dissimilar? What were the social and political systems designed to keep these methods stationary? Provide examples.
By 1763, how did the English Monarchy move to consolidate its authority over the American colonies? Provide examples. How did the Seven Years’ War escalate the tension?
Good research papers in academia always begin with a question. I have provided you with the question. Thus, the topic. 1. Answer the questions in the proper instructional form. 2. Focus on a manageable way that answers the questions via the requirements. 3. Find creditable sources. Simply because it’s online does not make it correct. Anyone can publish online material. 4. Scholarly sources only.

Categories
History

4-5 pages in lenggth. Must confront the tole of the United States in Vietnam an

4-5 pages in lenggth. Must confront the tole of the United States in Vietnam and use the the Quiet American. Also must focuse on teh conflict in at least one other country withing Southeast Asia outside Vietnam.

Categories
History

send the sources you’re going to use make sure there academic i need to get them

send the sources you’re going to use make sure there academic i need to get them approved by the teacher

Categories
History

Please see order 213762502. This was a rough publish and now need to transform in

Please see order 213762502. This was a rough publish and now need to transform into final. Below is feedback from professor:
Much of this is garbled, I’m afraid, and needs a lot of work. You have a structure to your argument. I think you have the material assembled for an essay, but it is a little hard to follow for reasons I’ve mentioned already. But in addition, you do not make clear your use of evidence in terms of citations.

Categories
History

1. Find a current event news article from nytimes.com, usnews.com, cnn, nbcnews

1. Find a current event news article from nytimes.com, usnews.com, cnn, nbcnews or washingtonpost that was published last week: 11/20/22 – 11/27/22
(preferably world news)
2. Write summary and analysis paragraphs
Requirements:
Title of article
Link to article
Two paragraph typed response: Each paragraph should be at least 5 sentences.
Paragraph 1: Summarize the main points of the article in your own words.
Paragraph 2: Provide your reaction to the article. What are your thoughts on this article? How does this event have an impact on the nation/world? Make a prediction for what you think may happen in the near future.
Format in MLA