HIUS 221
MUSEUM OR NATIONAL PARK VISIT: PAPER ASSIGNMENT INSTRUCTIONS
OVERVIEW
Reflecting on historical experiences can lead to a change in perspective and provide a deeper
understanding of past events. This assignment will give you the opportunity to share the
experience of the museum/national park tour (or virtual tour) you took based on the Museum or
National Park Visit: Proposal Assignment. In this written overview, you will contemplate the
historical importance of the site you selected and highlight the aspects of the tour that impacted
you most.
INSTRUCTIONS
Write a 700-800-word overview of your historical tour answering each of the following prompts:
1. How is the historical site relevant to American history from 1500-1865?
2. What historical event or events were covered in your tour?
3. What artifacts and/or displayed items were most interesting to you? Why?
4. What stood out about this location? Why?
5. How did the tour help you appreciate history?
Additional Requirements:
A title page is required (follow Turabian formatting guidelines).
Page numbers are required (follow Turabian formatting guidelines).
You must follow the Museum or National Park Visit: Paper Example provided to format your
paper. Your paper should be double-spaced with 1-inch margins, typed using 12 pt. Times New
Roman font, and proofread carefully. Save your paper as a Microsoft Word document and upload
it through the appropriate submission site.
You may use first person for this paper.
No citations are necessary unless direct quotations are included. In such case, follow Turabian
formatting guidelines for footnotes and a bibliography. For help with Turabian formatting, please
refer to the “Writing Style Guide” (the link for this helpful resource is conveniently located in
Blackboard).
Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool.
HIUS 221
Page 1 of 2
MUSEUM OR NATIONAL PARK VISIT: PAPER GRADING RUBRIC
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not
Present
Introduction
14 to 15 points
Paper includes an introduction that
captures attention of the reader with a
clear theme statement.
11 to 13 points
Paper includes an introduction that
presents a theme, but the direction for
the paper may be unclear.
1 to 10 points
Paper does not include an
introduction, or it is unclear where
it ends and the paper begins.
0 points
Not
present.
Body
36 to 40 points
Material is clearly appropriate to the
topic, is presented clearly, and is
contextually accurate.
28 to 35 points
Material is sufficiently appropriate to
the topic and is contextually accurate.
1 to 27 points
Material is unclear or unfocused
on a single topic.
0 points
Not
present.
Conclusion
14 to 15 points
Paper includes a clear conclusion that
effectively sums up the information
in the text.
11 to 13 points
Paper includes a conclusion that
provides a summary of some
information but excludes important
aspects.
1 to 10 points
Paper does not include a
conclusion paragraph.
0 points
Not
present.
Structure 30%
Advanced
Proficient
Developing
Not
Present
Grammar,
Mechanics, &
Style
9 to 10 points
Paragraphs are well-constructed and
original. They are proofread to
prevent grammar, spelling, and
punctuation errors.
7 to 8 points
Paragraphs have some degree of
proper construction and are original.
There are less than 5 grammar,
spelling, and punctuation errors.
1 to 6 points
Paragraphs are poorly constructed
with more than 5 grammar,
spelling, and punctuation errors.
0 points
Not
present.
Title Page
5 points
Title page is correctly formatted
in the Turabian style.
4 points
Title page is provided but there are
a few formatting errors that
prevent it from meeting Turabian
guidelines.
1 to 3 points
Title page provided but contains
formatting errors and/or is missing
required information.
0 points
Not
present.
Format
9 to 10 points
Template for the assignment has been
utilized. Page numbers are included.
Document is written using 12 pt.
Times New Roman.
7 to 8 points
Template for the assignment has been
utilized but there are elements that
have been changed or are missing.
1 to 6 points
Paper is not typed in any
discernible style and contains
multiple fonts. Template for the
assignment has not been utilized.
0 points
Not
present.
HIUS 221
Page 2 of 2
Length
5 points
The actual body content of the
paper (which excludes the cover
page and bibliography page) is at
least 700 words.
4 points
The actual body content of the
paper (which excludes the cover
page and bibliography page) is less
than 700 words.
1 to 3 points
The actual body content of the
paper (which excludes the cover
page and bibliography page) is
exceedingly less than 700 words.
0 points
Not
present.
100 Total Points
HIUS 221
MUSEUM OR NATIONAL PARK VISIT: PAPER ASSIGNMENT EXAMPLE
Please review the sample provided on the following pages for the Museum or National Park
Visit: Paper Assignment.
LIBERTY UNIVERSITY
Name of Museum, National Park, or Virtual Tour
Submitted to Professor _________
in partial fulfillment of the requirements for the completion of
HIUS 221- Section Number
Survey of American History I
by
Student Name
Month Date, Year Submitted
1
Text of paper begins here.
HIUS 221
MUSEUM OR NATIONAL PARK VISIT: PROPOSAL GRADING RUBRIC
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Content
13 to 14 points
The submission clearly
identifies the proposed
location the student intends
to visit and the interest or
reason behind the visit. If a
virtual tour is chosen from
the list provided, the link
address is included in the
submission.
10 to 12 points
The submission clearly
identifies the proposed
location the student intends
to visit and the interest or
reason behind the visit. If a
virtual tour is chosen from
the list provided, there is no
included listing of the link
address.
1 to 9 points
The submission mentions a
proposed location or site.
There is no reason or interest
for the visit included. If a
virtual tour is chosen from
the list provided, there is no
included listing of the link
address.
0 points
The proposal has not
been submitted.
Structure 30%
Advanced
Proficient
Developing
Not Present
Content Grammar,
Organization,
Spelling and Style
6 points
The submission includes at
least three sentences and
reflects standards of
grammar, mechanics, and
style with no errors.
Transitional wording is
present.
4 to 5 points
The submission has less
than three sentences and
reflects basic understanding
of grammar, mechanics,
and style with fewer than 3
errors. Significant issues
with structure.
1 to 3 points
The submission contains
more than 3 errors in
grammar, mechanics, style,
and spelling. Organization
and structure detract from
message of writing.
0 points
The proposal has not
been submitted.
Total
20/
HIUS 221
MUSEUM OR NATIONAL PARK VISIT: PROPOSAL ASSIGNMENT INSTRUCTIONS
OVERVIEW
Museums and national parks are a great way to encounter history firsthand. They provide for
unique educational experiences that can bring about a deeper appreciation for the past. In this
assignment you will write a brief proposal requesting instructor permission to visit a historical
museum or national park of your choosing in preparation for the Museum or National Park
Visit: Paper Assignment due in Module 7.
INSTRUCTIONS
In preparation for the Museum or National Park Visit: Paper Assignment, choose a historical
museum or national park for an in-person visit. The historical museum or national park must
pertain to American history from 1500-1865. Next, write 3-4 sentences clearly identifying the
museum/national park and explain your interest in it.
*Proofread your proposal carefully and upload it through the appropriate submission site.
Once you submit your proposal, your instructor will post a grade and provide feedback regarding
your choice. If your proposal does not meet the requirements, you must promptly locate a
suitable alternative.
______________________________________________________________________________
If you are unable to conduct an in-person visit of a historical museum or national park, you may
select a virtual museum tour. The virtual tour should be located on an official website such as a
.gov (government) or .org (organization) website and must pertain to American history from
1500-1865. Next, write 3-4 sentences clearly identifying the museum/national park and explain
your interest in it. You must include a working link to the virtual tour in your proposal.
*Proofread your proposal carefully and upload it through the appropriate submission site.
Once you submit your proposal, your instructor will post a grade and provide feedback regarding
your choice. If your proposal does not meet the requirements, you must promptly locate a
suitable alternative.
Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool.
HIUS 221
AMERICAN HISTORY OPPOSING VIEWPOINTS PROJECT:
RESEARCH PAPER ASSIGNMENT EXAMPLE
Please review the sample provided on the following pages for the American History Opposing
Viewpoints Project: Research Paper Assignment.
LIBERTY UNIVERSITY
Topic Headline
Submitted to Professor _________
in partial fulfillment of the requirements for the completion of
HIUS 221- Section Number
Survey of American History I
by
Student Name
Month Date, Year Submitted
1
Begin typing paper here.
1
1. Charles L. Cohen, “The ‘Liberty or Death’ Speech: A Note on Religion and Revolutionary Rhetoric.”
The William and Mary Quarterly 38, no. 4 (October 1981): 707, https://doi.org/10.2307/1918911.
2
Bibliography
Cohen, Charles L. “The ‘Liberty or Death’ Speech: A Note on Religion and Revolutionary
Rhetoric.” The William and Mary Quarterly 38, no. 4 (October 1981): 702–717.
https://doi.org/10.2307/1918911.
Colonial Williamsburg. “Patrick Henry.” Accessed (or “Last modified” if provided) March 25,
2021. https://www.colonialwilliamsburg.org/explore/nation-builders/patrick-henry/.
Kidd, Thomas S. Patrick Henry: First Among Patriots. New York: Basic Books, 2011. ProQuest
Ebook Central.
HIUS 221
AMERICAN HISTORY OPPOSING VIEWPOINTS PROJECT:
RESEARCH PAPER ASSIGNMENT INSTRUCTIONS
OVERVIEW
Reflecting on the discoveries made through the research you have already conducted; in this
assignment you will complete the final part of the three-part project for the course by writing a
paper focused on your original topic. Using the three scholarly sources you located for the
American History Opposing Viewpoints Project: Annotated Bibliography Assignment, you
will provide an extended overview of your topic. You will also analyze the opposing viewpoints
discovered in your research and make a final determination as to whether your opinions changed
as a result.
INSTRUCTIONS
Write an 800-word (3-page) paper using the three scholarly sources you located during Module
4. These should include at least one scholarly book, at least one peer-reviewed journal article,
and at least one scholarly website. Any instructor feedback from the American History
Opposing Viewpoints Project: Annotated Bibliography Assignment concerning your sources
must be incorporated to ensure that all three sources meet scholarly standards.
The paper should provide a comprehensive overview of what you learned from your research and
highlight any opposing viewpoints found in your sources. You should also discuss your own
arguments and explain whether your opinions have changed as a result of your research. If so,
how has your thought process changed? If not, offer reasons why you remain steadfast in your
convictions about the topic.
*Please Note: The summary and conclusion you wrote for the American History Opposing
Viewpoints Project: Summary Assignment should “not” be included in this submission.
Additional Requirements:
A title page formatted in the Turabian style is required.
Page numbers formatted in the Turabian style are required.
Footnotes formatted in the Turabian style are required within the text to cite your sources.
An alphabetized bibliography formatted in the Turabian style is required.
The title page and bibliography page do not count toward the 3-page minimum for this
paper.
For help with Turabian formatting, please refer to the “Writing Style Guide” (the link for
this helpful resource is conveniently located in Blackboard).
You must follow the American History Opposing Viewpoints Project: Research Paper
Example provided to format your paper. Your paper should be double-spaced with 1-inch
margins, typed using 12 pt. Times New Roman font, and proofread carefully. Save your paper as
a Microsoft Word document and upload it through the appropriate submission site.
Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool.
HIUS 221
Page 1 of 2
AMERICAN HISTORY OPPOSING VIEWPOINTS PROJECT: RESEARCH PAPER GRADING RUBRIC
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Introduction
9 to 10 points
Paper includes an
introduction that captures
attention of the reader with a
clear thesis statement.
7 to 8 points
Paper includes an introduction
that presents the topic with an
attempt at a thesis statement,
but the direction for the paper
may be unclear.
1 to 6 points
Paper does not include an
introduction, or it is unclear
where it ends and the paper
begins.
0 points
Not present.
Body
45 to 50 points
Material is appropriate to the
topic, is presented clearly,
and is contextually accurate.
Paper demonstrates research
of sources and a synthesis of
information. Opposing
viewpoints discovered in the
research and personal
assessments are included.
35 to 44 points
Material is appropriate to the
topic and is contextually
accurate. There is some
synthesis of information, but a
heavy reliance on one source.
Opposing viewpoints and
personal assessments are
mentioned, but in somewhat
limited form.
1 to 34 points
Material is unclear or unfocused
on a single topic. Historical
inaccuracies are apparent in the
paper or there is little evidence
of research. One source is used
throughout the text of the paper.
Opposing viewpoints and
personal assessments are not
satisfactorily presented.
0 points
Not present.
Conclusion
9 to 10 points
Paper includes a clear
conclusion that effectively
sums up the information in
the text.
7 to 8 points
Paper includes a conclusion
that provides a summary of
some information but
excludes important aspects.
1 to 6 points
Paper does not include a
conclusion paragraph.
0 points
Not present.
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar,
Mechanics, & Style
6 points
Paragraphs are well-
constructed and original.
They are proofread to
prevent grammar, spelling,
and punctuation errors.
4 to 5 points
Paragraphs have some degree
of proper construction and are
original. There are less than 5
grammar, spelling, and
punctuation errors.
1 to 3 points
Paragraphs are poorly
constructed with more than 5
grammar, spelling, and
punctuation errors.
0 points
Not present.
Sources
6 points
At least 3 appropriate
sources are included in the
4 to 5 points
2 appropriate sources are
included in the bibliography,
1 to 3 points
One appropriate source is used
in the bibliography
0 points
Not present.
HIUS 221
Page 2 of 2
bibliography, including 1
book and 1 scholarly article
either book or article is not
included
Title Page
4 points
Title page is correctly
formatted in the Turabian
style.
3 points
Title page is provided but
there are a few formatting
errors that prevent it from
meeting Turabian
guidelines.
1 to 2 points
Title page is provided but
contains significant
formatting errors and/or is
missing required
information.
0 points
Not present.
Format
9 to 10 points
Template for the assignment
has been utilized and
document is written using 12
pt. Times New Roman. Page
numbers are included. All
citations are written using
proper Turabian style.
7 to 8 points
Template for the assignment
has been utilized but there are
elements that have been
changed or are missing. There
is an attempt to provide
citations in current Turabian
format, but several errors are
evident.
1 to 6 points
Paper is not typed in any
discernible style and contains
multiple fonts. Template for the
assignment has not been
utilized. There is no attempt to
include citations in current
Turabian format.
0 points
Not present.
Length
4 points
Paper meets the length
requirement of at least 800
words (which excludes the
cover page and bibliography
page).
3 points
Paper is less than 800 words
(excluding the cover page and
bibliography page).
1 to 2 points
Paper is less than 700 words
(excluding the cover page and
bibliography page).
0 Points
Not present.
Total
100/
HIUS 221
LIBERTY UNIVERSITY
Nathaniel Bacon Rebellion
Submitted to Professor _________
in partial fulfillment of the requirements for the completion of
HIUS 221- Section Number
Survey of American History I
by
Student Name
Month Date, Year Submitted
From 1676 to 1677, Virginia Settlers were involved in an armed rebellion known as the
Bacons rebellion. The prominent leader of this rebellion was known as Nathaniel Bacon, against
Colonial Governor William Berkeley.
1
. This was the first rebellion that happened in the North
American Colonies. The rebellion arose when Bacon was denied a grab for the Native American
lands. Nathaniel Bacon led the growing group of rebels in the bloody battle and was not planning
on stopping the battle until his grievances got aired. Despite the efforts to stop Bacon, he could
not surrender and insist there were not about to give up in the fight until action against the
governor got taken. This rebellion was the prominent one American colonists held against
Britain and their colonial government.
The Bacon rebellion gets considered a forerunner of the American Revolution. Besides, it
was a power struggle that entailed two strong men unwilling to listen to each other and solve
disputes. As a result, the battle became even stiffer. The two men were Berkeley and Bacon,
whose main concerns were on the issues of Native Americans. According to Bacon, all the
Native Americans were removed from the colony, while Berkeley wanted to promote trade with
the Native Americans. This was a direct opposing viewpoint to that of Bacon which fueled the
Bacons rebellion. Since no action was taken to remove the Native Americans as Bacon wanted,
he and other colonists established raids against the Native American groups. As a result,
Berkeley labeled Bacon as a rebel, and the forces in both sides clashed and engaged in a battle.
Another factor contributing to the Bacon rebellion is that Berkeley practiced discrimination by
favoring certain court members. Bacon was not within the circle of Berkeley when in court.
Thus, they both disagreed in very many issues, which are among the issues that led to the
1
Iverson, Justin. "Enslaved rebels fight for freedom: Nathaniel Bacon’s 1676 slave rebellion." Atlantic Studies 18,
no. 2 (2021): 271-288.
escalation of the conflict. The followers of Bacon used this rebellion to gain recognition in the
government, something they did receive. Since the motives of Bacon were not accomplished, the
rebels rose in arms against Berkeley. They chased him from Jamestown and eventually touched
the settlements. In 1976 on July 30, Bacon and his army issued the people's declaration,
criticizing Berkeley’s governance
2
. Some of the declarations made this day were that Berkeley
was imposing unjust taxes in the pretense of being engaged in public works. Besides, they noted
that Berkeley was a pro-Native American and monopolized the beaver trade with the Native
Americans. It took many months before the conflict ended until bacon forces went to Jamestown,
which was all occupied by the forces of Berkeley. The Bacon force of men captured and burned
the colonial capital to the ground on September 19. At this point, Berkley was outnumbered, and
he, therefore, retreated across the river.
After these experiences, Bacon later died, and the wealthy landowners who supported
Bacon took their loyalty back to the government of Virginia, and Berkeley returned to power.
After he returned to power, he took all the properties of those who rebelled against him, and 23
men got executed through hanging. The revolt between Berkeley and Bacon impacted both the
Black and White people in many ways. It planted the seed d of Race-based slavery. After this
rebellion, the White planters enacted fast to the fury among the Black Virginians who were part
of the Bacon rebellion. Before this rebellion, there were no mush differences between the White
and the Black people. However, the rebellion was an increased distinguishment between African
Descent and the people of European descent. This was where laws started being established, and
the people from African Descent got referred to as hereditary enslaved people.
2
Rice, James D. Tales from a revolution: Bacon's rebellion and the transformation of early America. New
Narratives in American His, 2013.
After reading the sources and formulating my own opinions on the Nathaniel Bacons'
rebellion, I believe that both Bacon and Berkeley would have agreed on how to deal with the
situation at hand instead of resulting in a severe conflict. If there had been solved, some of the
significant consequences witnessed after the conflict would have been avoided. In my view, I
feel that the Bacon rebellion brought more problems than those which were initially there. For
instance, race lines related to slavery from this rebellion became more severe. The colony began
controlling some of the poor planters in Virginia through this. My topic of further research will
be more centered on the impacts of the Bacon rebellion and the aftermath of the rebellion chose
this topic because I would like to know more about what happened after Bacon died and what
happened to his supporters. Also, I would like to know whether they are any Bacon achievement
after organizing the rebellion and whether some of his grievances were considered by Berkeley.
1
Bibliography
Iverson, Justin. "Enslaved rebels fight for freedom: Nathaniel Bacon’s 1676 slave rebellion." Atlantic
Studies 18, no. 2 (2021): 271-288
Rice, James D. Tales from a revolution: Bacon's rebellion and the transformation of early America.
New Narratives in American His, 2013.
HIUS 221
LIBERTY UNIVERSITY
The Metropolitan Museum of Art Visit Proposal
Submitted to Professor _________
in partial fulfillment of the requirements for the completion of
HIUS 221- Section Number
Survey of American History I
by
Student Name
Month Date, Year Submitted
The Metropolitan Museum of Art Visit Proposal
I want to visit The Metropolitan Museum of Art in New York on March 4, 2022. Before
picking out a museum to visit, I did a lot of research, but I ended up selecting The Metropolitan
Museum due to its location as I can easily access it. I have always had a much liking for New York
City's cultural amenities. I believe visiting the museum will give me the experience I want. The
Museum Art consists of a permanent collection that is constantly on display, and visitors may
wander through the museum's architecturally spectacular halls to experience a journey through
time.
1
. I also learned that the museum has impressive rooms in my research, which attracted me
even more. Not to forget the breathtaking setting of Central Park, which in my case will be both
easily accessible and magnificent to view.
The Metropolitan Museum is also known for sheltering artifacts as old as 5000 years old,
with most of its collection dating back to the Stone Age. I will be interested in seeing ancient
artifacts and contemporary art of modern times. Considering that the Met is significant, I know I
might easily get lost exploring it, which is why I look forward to getting the best guide. I will need
a tour guide to lead me through the rooms and take me through different artifacts that I will come
across. Given that the museum makes it easy for visitors to stick around for as long as they wish,
I will use the resting spots to connect with the surrounding atmosphere.
1
Eagan, Lindsay. “Visiting The Metropolitan Museum of Art - What You've Gotta See.” Go City, 2022.
1
Bibliography
Eagan, Lindsay. “Visiting The Metropolitan Museum of Art - What You've Gotta See.” Go City,
2022. https://gocity.com/new-york/en-us/blog/metropolitan-museum-art-guide
HIUS 221
LIBERTY UNIVERSITY
The Metropolitan Museum of Art
Submitted to Professor _________
in partial fulfillment of the requirements for the completion of
HIUS 221- Section Number
Survey of American History I
By
Student Name
Month Date, Year Submitted
I chose the metropolitan museum of art as my best place to visit. In the United States,
there are many prominent historical places and museums set aside by the government to preserve
the history of the United States. The museums are mainly used to protect American history and
offer education and inspiration. The urban art museum was introduced to bring art and art
education to the American people. This museum is relevant to the events within 1500-1865 since
it entails almost all of the culture practiced and represents some of the revolutions in the United
States. Some of the collections in the museum related to the history of the time are medieval art,
the arts of the Americas, and the sculptures and decorative arts of the Europeans. I learned
various historical information from this visit to the metropolitan art museum. First I learned that
the museum is very famous as a home of known paintings. Most of the pieces of art in this
museum represent the history of human culture.
In my visit to the Metropolitan Museum of Art, I learned that it is one of the best places
to explore and understand their culture and other cultures in the past years. I gathered so many
ideas from this visit, and I approve that the museum has played a fundamental role in bringing art
and art education to the American people. The most appealing things to me in the museum are
items like porcelain, historical artifacts, musical instruments, and costumes. Through this, I
learned the theoretical history I had learned in class relating to the United States. During the
visit, I explored the main building, often referred to as the met. I discovered the building's most
delicate art, galleries, and medieval arts. The collections in this museum ranged from the artwork
of the ancient periods to those of contemporary origin. I could relate to different eras of history
and the things people used most in specific periods in the United States history. The most
remarkable thing I identified in this museum is preserving cultural artifacts. The cultural artifacts
were preserved in high preservation standards.
1
I received professional assistance throughout the visit, and I understood the various arts
and what they represented through the assistance. Another thing that stood out in my visit to The
Metropolitan Museum of Art is how it promoted friendship, respect, and understanding in a
diverse global community. It was also appealing how the museum placed a particular emphasis
on collecting American art. Through this, I understood that preserving history is essential. It
helps people understand their origin and the way of doing the thing of those who existed in a
specific time.
The most notable thing I observed about this museum is its ability to connect people to
ideas and creativity through presenting them with meaningful works of art across all times and
cultures. I realized that the museum holds various exhibitions and events. I attended this
particular exhibition because I learned new ideas and other cultural arts that I never expected.
Through this, I understood my history and the things that have changed over time. This was
important because I could now connect our people's previous and current cultures. I gained more
insights into the different collections of European paintings.
I also learned that the most important thing about this museum is its ability to preserve
time and cultures that connect people to ideas, knowledge, and creativity. The most exciting
object I saw in the museum is the oldest surviving piano. Another exciting things were the room
that housed decorative works of art in an authentic setting. The thing that stood out about this
place is the building and the many rooms; the paintings are appealing, hanging on the edge of
Central Park. The metropolitan museum of art helped me appreciate history and understand the
culture of the people in the United States between 1500 to 1865. I realized that history should be
well preserved from this site since it will be the source of education and knowledge to the future
generation.
The visit to the museum increased my desire to preserve my culture since it is n essential
part of my history. I did not realize how important history is until I visited the museum and
connected it to past artworks and cultural artifacts. The exhibits inside the museum gave stories
about how the United States and some other parts of the world functioned. Through the artifacts,
I also learned about my community and otters and how our culture came to be. Through the visit,
I can now tell the story and history.
