29 May HIS 200 Week 1 Short Response Guidelines and RubricOverview: The
HIS 200 Week 1 Short Response Guidelines and RubricOverview: The short response activities in the webtext throughout this course are designed to show your understanding of key concepts as you engage withcourse content.Prompt: During the first week of the course, you will respond to several questions in the webtext as you complete each learning block. At the end of Week 1,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 arelisted 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 Theme: Approachesto History, learning block 1-4 (page 4), before exporting to Word for submission to your instructor in the learning environment.Question 1 In the following scenario, which historical lens is being applied? Why do you think so?The influx of unskilled Irish immigrants into New York City in the 1840s and early 1850s drives down wagesfor other workers at the low end of the salary ladder.Theme: Approaches to History,Learning Block 1-2 (page 3)Question 2 In the following scenario, which historical lens is being applied? Why do you think so?In 1908, Aram Pothier, an immigrant from Quebec, is elected governor of Rhode Island with strong supportfrom the Québécois community.Theme: Approaches to History,Learning Block 1-2 (page 3)Question 3 In the following scenario, which historical lens is being applied? Why do you think so?Irish immigrants and first-generation Irish-Americans come to dominate the hierarchy of the AmericanCatholic Church in the late nineteenth century.Theme: Approaches to History,Learning Block 1-2 (page 3)Question 4 In the following scenario, which historical lens is being applied? Why do you think so?Immigration to the United States comes to be seen as a “rite of passage” for young Québécois women inthe early twentieth century.Theme: Approaches to History,Learning Block 1-2 (page 3)Question 5 If you had to write a paper on the Lincoln assassination, what would you like to know more about? Createthree research questions that would be appropriate for a historical analysis essay, keeping in mind thecharacteristics of a critical research question. The three questions can be related, or they can addressdifferent aspects of the topic.Theme: Approaches to History,Learning Block 1-3 (page 4)Question 6 If you had to write a paper on Title IX, what would you like to know more about? Create three researchquestions that would be appropriate for a historical analysis essay, keeping in mind the characteristics of acritical research question. The three questions can be related, or they can address different aspects of thetopic.Theme: Approaches to History,Learning Block 1-3 (page 4)Question 7 Write a research question that addresses the Irish immigrant experience through the lens of politicalhistory.Theme: Approaches to History,Learning Block 1-4 (page 3)Question 8 Write a research question that addresses the Irish immigrant experience through the lens of economichistory.Theme: Approaches to History,Learning Block 1-4 (page 3)RubricGuidelines for Submission: Each short response should be between 1 and 2 sentences in length. Follow the instructions at the bottom of Theme: Approaches toHistory, learning block 1-4 (page 4), to download your work and submit it to your instructor as a single Microsoft Word document uploaded in the learningenvironment. Refer to the Submitting Webtext Assignments Guide for assistance on downloading, saving, and submitting this assignment.Critical Elements Exemplary Proficient Needs Improvement Not Evident ValueEngagement Written responses completelyaddress all short answerprompts(100%)Written responses completelyaddress the majority of shortanswer prompts(85%)Written responses address theminority of short answerprompts(55%)No written responses providedto address any short answerprompts(0%)30Relevance Written responses directlyaddress short answer prompts,drawing from presented courseconcepts and terminology(100%)Written responses are topicallyrelated to short answerprompts, but responses do notconsistently draw frompresented course concepts andterminology(85%)Written responses do notaddress topics identified inshort answer prompts(0%)20Accuracy Written responses arecompletely accurate(100%)Written responses containminor errors but are mostlyaccurate(85%)Written responses containmajor errors(55%)No written responses areprovided(0%)20Critical Thinking Written responses demonstrateunderstanding of coursecontent through inclusion oforiginal ideas and examples(100%)Written responses demonstrateunderstanding of coursecontent through reiteration ofprovided materials, but do notconsistently include originalideas and examples(85%)Written responses do notreflect original ideas andexamples(0%)20Articulation ofResponseWritten responses are capturedin complete sentences withoutgrammatical errors impactinglegibility and the clarity ofresponse(100%)Written responses are capturedin incomplete sentences orinclude numerous grammaticalerrors that negatively impactlegibility and the clarity ofresponse(85%)No written responses arecaptured in complete sentences(0%)10Total 100%
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