Docsity
Docsity

Prepare for your exams
Prepare for your exams

Study with the several resources on Docsity


Earn points to download
Earn points to download

Earn points by helping other students or get them with a premium plan


Guidelines and tips
Guidelines and tips

instructions_for_analysis_history_essay_hist_1302, Schemes and Mind Maps of Mathematics

instructions_for_analysis_history_essay_hist_1302

Typology: Schemes and Mind Maps

2021/2022

Uploaded on 01/05/2023

kingtchalla21021
kingtchalla21021 🇺🇸

5 documents

1 / 6

Toggle sidebar

This page cannot be seen from the preview

Don't miss anything!

bg1
Instructions for Analysis History Essay HIST 1302
Analytical Essay Basic Requirements:
Essay's Topic: The Progressive Era Reforms in the United States, and How the Progressive Era
Idealism Impacted America's Vision for the World.
Sources: Students will be provided a list of articles by the professor. Students must read these
articles to have a significant interpretation of what is required for this paper.
Students will rely on material discussed in lectures notes taken during class, and
students will use some of the articles' information to back up arguments made
throughout the essay.
Essay's Formatting: This assignment must be typewritten. This paper must have:
1. A cover page includes the paper's title, student's name, course's name, section number
and name of it, and date.
2. 1- inch margins, Times New Roman, font 12, and double space.
3. 5-8 pages of content (Introduction, body paragraphs, and conclusion.
4. A Works Cited Page, which list all sources used throughout the paper in MLA format.
5. **The professor will provide a sample paper in Blackboard, so students have a clear
visual example of how the assignment should be turned in***
Logical Reasoning: Employ a writing style that demonstrates an understanding of the topic
appropriate to the thesis and successfully explains your claims to others, using
primary and secondary sources to back up your arguments and analysis. Essays
must be written clearly and coherently.
Final Submission: Students will have to upload a Word-document essay on Blackboard.
1. Students will have to submit their essays on Blackboard in the link, "Submit Essay
Here."
a. *Students will have an opportunity to submit a copy of their paper only ONCE, so
students have to make sure that their essay was adequately submitted.
Learning Outcomes: Upon successful completion of this course, students will:
- This assignment seeks to develop student's abilities to conduct research, create a
compelling argument, and support that argument with sound reasoning based on
information found in scholarly sources.
- This assignment is designed to make students write their perceptions, ideas, and new
ways of thinking, using both primary and secondary sources to back up their arguments.
- This assignment is designed to make students think critically. And at the same time,
students need to put their critical thinking ideas in a concrete and coherent written way.
- Create an argument using historical evidence.
- Analyze and interpret primary and secondary sources.
- Analyze the effects of historical, social, political, economic, cultural, and global forces on
this period of United States history.
pf3
pf4
pf5

Partial preview of the text

Download instructions_for_analysis_history_essay_hist_1302 and more Schemes and Mind Maps Mathematics in PDF only on Docsity!

Instructions for Analysis History Essay HIST 1302

Analytical Essay Basic Requirements:

Essay's Topic: The Progressive Era Reforms in the United States, and How the Progressive Era Idealism Impacted America's Vision for the World. Sources: Students will be provided a list of articles by the professor. Students must read these articles to have a significant interpretation of what is required for this paper. Students will rely on material discussed in lectures notes taken during class, and students will use some of the articles' information to back up arguments made throughout the essay. Essay's Formatting: This assignment must be typewritten. This paper must have:

  1. A cover page includes the paper's title, student's name, course's name, section number and name of it, and date.
  2. 1- inch margins, Times New Roman, font 12, and double space.
  3. 5-8 pages of content (Introduction, body paragraphs, and conclusion.
  4. A Works Cited Page, which list all sources used throughout the paper in MLA format.
  5. The professor will provide a sample paper in Blackboard, so students have a clear visual example of how the assignment should be turned in* Logical Reasoning: Employ a writing style that demonstrates an understanding of the topic appropriate to the thesis and successfully explains your claims to others, using primary and secondary sources to back up your arguments and analysis. Essays must be written clearly and coherently.

Final Submission: Students will have to upload a Word-document essay on Blackboard.

  1. Students will have to submit their essays on Blackboard in the link, "Submit Essay Here." a. *Students will have an opportunity to submit a copy of their paper only ONCE, so students have to make sure that their essay was adequately submitted.

Learning Outcomes: Upon successful completion of this course, students will:

  • This assignment seeks to develop student's abilities to conduct research, create a compelling argument, and support that argument with sound reasoning based on information found in scholarly sources.
  • This assignment is designed to make students write their perceptions, ideas, and new ways of thinking, using both primary and secondary sources to back up their arguments.
  • This assignment is designed to make students think critically. And at the same time, students need to put their critical thinking ideas in a concrete and coherent written way.
  • Create an argument using historical evidence.
  • Analyze and interpret primary and secondary sources.
  • Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of United States history.

Department's Core Objectives:

*****Students will have to reflect these core objectives, especially the ones highlighted in red, in their essays based on a series of questions the professor has included beneath.******

  • Critical Thinking Skills - include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information.
  • Communication Skills - include effective development, interpretation and expression of ideas through written, oral and visual communication.
  • Personal Responsibility - include the ability to connect choices, actions, and consequences to ethical decision-making.  Understanding Ethical Choices – The student is able to thoroughly discuss at least two sides of an ethical choice to be made.  Decision-Making – The student is able to state a position on the issue with more detailed explanation and/or reasons for the position and addresses objections to their position.  Consequences – The student is able to identify consequences and demonstrates a sophisticated understanding of the scope, complexity and/or magnitude of the consequences.
  • Social Responsibility - include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.  Intercultural Competence – includes knowledge of one's own culture and how it has shaped one's world view, knowledge of significant characteristics of other cultures, the ability to compare and contrast different cultures and the ability to adjust one's actions to successfully interact with someone from another culture. Culture includes history, values, politics, economics, communication styles, beliefs and practices.  Knowledge of Civic Responsibility and Engagement with Communities – includes active participation in the public life of a local, regional, national, and/or global community in an informed, committed, and constructive manner, with a focus on the common good. Our committee discussions included measuring knowledge and engagement separately, with the idea that a person can have vast knowledge of civic responsibility with no interest in engagement or be very engaged without any knowledge. The challenge is that we are not able to measure effective engagement – since a student could attend a protest for the sole purpose of meeting girls.

List of Primary and Secondary Sources

The following is a list of primary and secondary sources students will have to read to have a major understanding of the Progressive Era Reforms. Students must read and use these documents to support their arguments. This is not a compare/contrast essay.

  1. Woodrow Wilson's Fourteen Points Speech. https://www.archives.gov/milestone-documents/president-woodrow-wilsons-14-points
  2. Woodrow Wilson's Address to the Senate on the Versailles Peace Treaty. https://www.presidency.ucsb.edu/documents/address-the-senate-the-versailles-peace-treaty

a. Think about political, economic, labor, and social reforms.

  1. There is no doubt that American progressive activism changed American society, but such progressive activism at the national level impacted America's perception of the world in the early 20th^ century. How did Progressive Era reforms at home influence American foreign policy?
  2. How did Progressive Era activism influence President Woodrow Wilson during World War I?
  3. Describe the main reasons Woodrow Wilson entered World War I and how such involvement would change the United States and its vision to the world?
  4. Was Woodrow Wilson's progressive idealism in the aftermath of World War I universal?
  5. Was Woodrow Wilson successful in exporting American progressive idealism to the world?
  6. What were some of the obstacles preventing Wilson from imposing his progressive idealism abroad? And what were some of the challenges Wilson encountered at home because of his progressive vision for the United States to the world in the aftermath of World War I?
  7. In the 21st^ century, some American politicians called themselves progressives. Does their progressive idealism resemble progressive idealism from the early 20th^ century? Are there any differences or contrasting views?
  8. 21 st-century progressives, what are they advocating? What is their main political agenda? Do progressive, and progressivism's activism and reforms change based on society's period? It means that society's generalizations, populations, and demographics changed progressive activism and what they are trying to accomplish?
  9. Even in the 21st^ century, is American society and government still exporting progressive idealism abroad? If so, where, how, and in what forms?
  10. How have progressive reforms in the 21st century impacted you as a person, academically or professionally?

Essay Structure and Grading Criteria:

The essay is worth 20% of students' overall letter grade. (Refer to the syllabus).

  1. The essay should be written in the third person, not first.
  2. The essay should have a cover page.
  3. 5-8 pages of content. a. The introductory paragraph should have 5-8 sentences, NOT lines. The last sentence is the Thesis Statement, and it should be in bold. b. Body paragraphs. Each body paragraph varies in size—usually 8-10 sentences— and should contain a variety of long and short sentences. They should connect to have fluency throughout the essay. The first sentence of the body paragraph is the topic sentence, and it should NEVER be a sentence fragment, a question, or a quote. i. If students are using quotes from the sources listed above, the student should list the author's last name and page/paragraph number in parenthesis at the end of the sentences.

ii. Quotation example 1: The city of Dallas is implementing a new social program called Planting Green Life. The primary purpose of this plan is to "give and plant trees to every residential area to cope with the effects of climate change, combat air pollution, and increase properties' values (Smith 100). iii. Quotation example 2: According to Richard Smith, the city of Dallas will become the first city in the nation to incorporate the Green Deal into its budget, so other cities in the country "can help combat the effects of climate change without engaging in a national political battle for funds (101). iv. Quotation example 3. Smith argues that Green Deal activism should be "done at the local level because each city would have the best opportunity to examine its internal problems due to climate change accurately and precisely instead of having a national benchmark plan, which undermines local communities" (103). v. IMPORTANT : Students are not required to use all articles listed above. c. Conclusion. This is the last paragraph of the essay. In the first sentence of the conclusion, students must rewrite or restate the thesis statement using different words. Do not copy and paste the thesis statement but rewrite it differently. Students must present a wrap-up summary, what was learned by writing the paper, and what the author would like the reader to get from this paper. d. Works Cited Page. This Works Cited Page lists all the student's primary and secondary sources he/she used in this paper. This is the last page of the essay, and it is not counted as part content. i. Sources are cited in MLA format. Refer to the following website: https://owl.purdue.edu/owl/research_and_citation/mla_style/ mla_formatting_and_style_guide/ mla_works_cited_electronic_sources.html ii. IMPORTANT: Students should not cite all sources listed above, only the ones you used to write this paper.

What you SHOULD NOT DO in an Academic Essay:

  1. Do not write an essay using the first person as "I" believe, I consider, or we. Essays are written in the third person.
  2. Do not write a thesis statement as a question, as/using a quotation mark, or a sentence fragment.
  3. Do not write body paragraphs' topic sentences as a question, as/using a quotation mark, or as to sentence fragments.
  4. Do not use contractions (we're). You should write academically (we are).
  5. Do not use written slang.
  6. Do not highlight, bold, or underline title sentences.
  7. Do not use offensive language.