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 the questions below. Remember to respond to each question with an answer

Answer the questions below. Remember to respond to each question with an answer that js at least 3 to 5 paragraphs long.
<
1. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century?
<
2. In what ways were mobilization and the effort, in World War I, a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism?
<
3. Many historians feel that Harry Truman as much as Joe McCarthy gave force to the postwar “Red Scare.” Explain why you agree or disagree.
<
4. Describe the Supreme Court’s decision in Roe v. Wade; then criticize the decision that was made.
<

Categories
History

Answer the questions below. Remember to respond to each question with an answer

Answer the questions below. Remember to respond to each question with an answer that js at least 3 to 5 paragraphs long.
<
1. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century?
<
2. In what ways were mobilization and the effort, in World War I, a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism?
<
3. Many historians feel that Harry Truman as much as Joe McCarthy gave force to the postwar “Red Scare.” Explain why you agree or disagree.
<
4. Describe the Supreme Court’s decision in Roe v. Wade; then criticize the decision that was made.
<

Categories
History

Discuss the civil rights contributions of Medger W. Evers. How might you e

Discuss the civil rights contributions of Medger W. Evers.
<
How might you explain the social justice impact using information from the NASW Code of Ethics and the Council on Social Work Education competencies that promote social justice?

Categories
History

Discuss the civil rights contributions of Medger W. Evers. How might you e

Discuss the civil rights contributions of Medger W. Evers.
<
How might you explain the social justice impact using information from the NASW Code of Ethics and the Council on Social Work Education competencies that promote social justice?

Categories
History

Answer the following: Explain how, having lost the popular vote in 20

Answer the following:
<
<
Explain how, having lost the popular vote in 2000, Bush nevertheless became president.
<

Categories
History

Answer the following: Explain how, having lost the popular vote in 20

Answer the following:
<
<
Explain how, having lost the popular vote in 2000, Bush nevertheless became president.
<

Categories
History

Alexis de Tocqueville visited the United States. Discuss his impression of his v

Alexis de Tocqueville visited the United States. Discuss his impression of his visit? What were his thoughts on tyranny of the majority and does it reflect American democracy today. Give examples to support your answer.
<

Categories
History

Alexis de Tocqueville visited the United States. Discuss his impression of his v

Alexis de Tocqueville visited the United States. Discuss his impression of his visit? What were his thoughts on tyranny of the majority and does it reflect American democracy today. Give examples to support your answer.
<

Categories
History

Answer each question as completely as possible. Be sure to proofread your work c

Answer each question as completely as possible. Be sure to proofread your work carefully for correct spelling, grammar, and usage.
<

<

Creative thinking and your own wording are important aspects of an effective answer. Do not merely copy sentences or paragraphs from the readings. However, you should use ideas from the readings if they support your answer. When you do, be sure to acknowledge the source of the quotation or paraphrase.
<

<

The Constitution lists the powers of and limits on the federal government, but the Bill of Rights lists the guaranteed freedoms of the people. List four rights, each from a different amendment, and explain each. Are the rights you have chosen absolute? What is the Lemon test? Explain.
<

<

Consider the Brandenburg v. Ohio case (1969). What is the current test limiting free speech, what is symbolic speech, and is any speech protected?
<

<

The due process clause has wide application. Explain procedural due process and its relationship to the exclusionary rule, unreasonable searches and seizure, the plain view exception, good faith exceptions, and other rights of the accused.
<

<

Is there a right to privacy specifically listed in the Constitution? Explain. Discuss the importance of the Griswold v. Connecticut case (1965). How did the court define a right that didn’t exist prior to the case? Which amendment was interpreted to include this right? How did this right expand in subsequent years?
<

Explain the difference between civil liberties and equal rights (civil rights). What do “classes within society” have to do with equal rights? Discuss changes over time in the interpretation of the equal-protection clause of the Fourteenth Amendment.
<

With regard to equal protection of various classes of people, the Court applies the rational basis test or the strict-scrutiny test. Explain rational basis and strict-scrutiny as well as what it means to say that race and national origin are suspect classifications.
<

<

Explain de jure discrimination and de facto discrimination. How did affirmative action programs attempt to end both? Summarize Bakke v. California (1978). What impact did it have on affirmative action programs?
<

<

The Voting Rights Act of 1965 and the Civil Rights Act of 1964 are milestones in the continuing struggle to promote equality within American society. Describe both pieces of legislation and their significance.