HIS 200 Historical Analysis Progress Check 1 Guidelines and Rubric

1

Module 5

Christopher Middleton

SNHU

HIS-200

September 27th 2023

2

Module 5

Q1

Social and economic lens

Q2

What influence do you consider the “civil rights movement” of the 1950s and 1960s had on

American civilization's insight of race? Which significant events had the most effect on the

United States?

Q3

Periodical

Labor unions and the “Southern civil rights movement:” a conflict of interest, 1954–

1968

1.

Periodical

Subjects: conflict of interest

Authors: Anderson

Source: Afterimage

Q4

The “Civil Rights Movement” from the Eyes of the Blind and the Seeing Ones2.

Say We Are Countries: Papers of Policymaking and Demonstration in Native 1.

3

Language: English

Authors: Cobb

Book data: Chapel Hill

America Since 1887.

Civil rights movement2.

Authors: Michael Capek

Source Type: eBook

Q5

Thesis report

When faced with cruelty, people band together to discover solutions, and in the process, they

help normalize practices that were formerly deemed optional but are now essential. The civil

privileges movement in the “United States” was lively “during the 1950s and 1960s” to pledge

that African-Americans were afforded equal guard under the rule. As a result, black Americans

gained financial security, the country grew, and democracy was bolstered. The economic

influence of the civil rights movement on American society was substantial.

Q6

The Polling Privileges Act was accepted in part due to the murder of “President John F.

Kennedy. President Kennedy” was an authentic advocate in compliments to the civil rights

program. The Voting Rights Act was approved partly due to the tremor of his killing and partly

due to his

4

politicization. The arrest of Dr. King was a further contributing factor. The extensive outpouring

of care for the civil rights program that followed Dr. King's capture at a protest parade supported

the eventual acceptance of the Voting Privileges Act. Murders of peaceful protestors on “Bloody

Sunday” pushed policymakers to support the Voting Privileges Act.

Q7

The “Ku Klux Klan” was discredited by the implementation legislation of “1870 and 1871.”

Q8

Q9

“David m. Kennedy:” Regarding the meat of the radical dispute, Kennedy was the academic who

looked to the facts. His position was bolstered by testimony on all sides of the homosexual

marriage and abortion debates.

The use of knowledge requirements was banned.1.

In places where barriers were utilized to suppress the votes of black citizens, the federal

government would keep a close eye on them.

2.

The “Attorney General” might inspect any state or municipal elective that tried to employ

poll levies.

3.

Q10

5

The part of cash in policymaking, the plan of electoral regions, the parameters of radical parties,

the design of elective structures, the depiction of marginal welfare in self-ruled institutes, and

other such topics are all systematically examined in his work. He has written broadly on such

issues as the growth of prejudice in the United States, the development of the nomination

procedure for president, the Voting Rights Act, the incompetence of American politics, the

Supreme Court's role as an overseer of American equality, and the executive and judicial

branches of management.

Q11

Yes, it is very flawless 1.

However, the most significant win concerned public primary and secondary institutions.

“Overturning Plessy v. Ferguson (1896)”” and accompanying in a time of strong activity

that might, within a century, break down the veneer of legal separation, the Supreme

Court decided unanimously in “Brown v. Board of Education (1954)” that “discrete

instructive amenities are inherently unsatisfactory.”

2.

To backing his claims, the writer will consult both main (such as journal or newspaper

articles) and secondary (such as textbooks) sources.

3.

HIS 200 Historical Analysis Essay Progress Check 1 Guidelines and Rubric

Overview

Throughout Modules Five and Six, you have been guided through beginning your Project 2: Historical Analysis Essay, which you will continue to work on in Modules Seven and Eight and

formally submit for completion at the end of Module Eight of the course. This progress check assignment provides you with an important opportunity to get valuable instructor feedback on the

progress you are making and to ensure you are on the right track for your later submission.

Prompt

Modules Five and Six have introduced you to how historians approach assessing historical evidence to re�ne their thesis statement and message. By now you should have enough evidence

compiled from your research to begin writing your historical analysis essay. You will begin working on the essay piece by piece. In Module Five: Analyzing History, learning block 5-4 (page 2) in

the webtext, you will work on drafting an introduction for your historical analysis essay. This introduction will include the necessary parts of an introduction: an explanation of the topic and

argument, an overview of evidence, and your revised thesis statement.

Speci�cally, in this assignment, you will submit parts of the following elements of your Project 2: Historical Analysis Essay for review by your instructor: 

In Module Five: Analyzing History, Learning Block 5-4 (page 5) in the webtext, you worked toward the following element: 

I. Introduction: In this section of your essay, you will introduce your readers to the historical event you selected. Speci�cally, you should:  

A. Provide a brief overview of your historical event. For instance, what background information or context does the reader of your essay need? 

In Module Five: Analyzing History, Learning Block 5-4 (page 1) in the webtext, you worked toward the following element: 

B. Based on your research question, develop a thesis statement that states your claim about the historical event you selected. Your thesis statement should be clear, speci�c, and

arguable, as it will give direction to the rest of your essay. 

Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 2 Guidelines and Rubric. For your �nal historical

analysis essay, you will also include body paragraphs, a conclusion, a reference list, and your essay’s overall message, but you do not need to include them in this submission. You will be

prompted to build upon this progress check submission to prepare your �nal historical analysis essay for submission in Module Eight. 

What to Submit

The Historical Analysis Essay Progress Check 1 must be submitted as a 1-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Follow

the formatting of the example included in Module Five: Analyzing History, learning block 5-4 (page 5) in the webtext, and include identifying information (name, course code and title, name of

university, and date) as well as section headings (revised thesis and introduction) as appropriate.



Historical Analysis Essay Progress Check 1 Rubric

Criteria Pro�cient (100%) Needs Improvement (75%) Not Evident (0%) Value

Introduction: Overview  Provides brief overview of historical event  Provides brief overview of historical event,

but with gaps in detail or clarity 

Does not provide brief overview of

historical event 

50

Revised Thesis Statement  Develops clear, speci�c, and arguable

thesis statement that states claim about

historical event, based on research

question 

Develops thesis statement that states

claim about historical event, but thesis

statement is not based on research

question or lacks clarity or speci�city or is

not arguable 

Does not develop thesis statement that

states claim about historical event 

30

Articulation of Response  Submission has no major errors related to

citations, grammar, spelling, syntax, or

organization 

Submission has major errors related to

citations, grammar, spelling, syntax, or

organization that negatively impact

readability and articulation of main ideas 

Submission has critical errors related to

citations, grammar, spelling, syntax, or

organization that prevent understanding of

ideas 

20

Total: 100%

HIS 200 Module Five 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 �fth week of the course, you will respond to several questions in the webtext as you complete each learning block. At the end of Module Five, 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 Five: Analyzing History, learning block 5-4 (page 5) in the webtext, before exporting to Word for submission to your instructor in the learning environment.

Module Five: Analyzing History, Learning Block 5-1 (page 1):  

Question 1: In the space below, specify which historical lens you would like to use for this exercise.

Question 2: Next, formulate a research question about the civil rights movement (historical time from 1954–1968), using the lens you have chosen.  

Module Five: Analyzing History, Learning Block 5-1 (page 2): 

Question 3: First, go back and review the research question you developed in Step 1. For Step 2, �rst name two different primary sources that you might use to answer that question. Be

as speci�c as you can. Your primary sources should be found using the Shapiro Library.

Question 4: Next, name two different secondary sources you could use to answer your research question. Again, be as speci�c as you can. Your secondary sources should be found using

the Shapiro Library. 

Module Five: Analyzing History, Learning Block 5-1 (page 3): 

Question 5: Construct a thesis statement that provides an answer to the research question you posed in Step 1. Base your response on the historical evidence that has been presented in

this course so far, as well as any research you may have done on your own. 

Module Five: Analyzing History, Learning Block 5-3 (pages 2–3): 

Question 6: Name three speci�c historical events that can be considered contributory causes of the passage of the Voting Rights Act. Brie�y explain why you believe each of these events

contributed to the passage of the Act.

Question 7: Based on what you read about the passage of the Voting Rights Act on page 1 of this learning block, name one event that was part of the course of this bill’s passage by

Congress.



Question 8: Name three speci�c consequences caused by the passage of the Voting Rights Act.

Question 9: One of these scholars relied heavily on evidence about the substance of today's political debate. Which scholar was that? What sort of evidence did he use?

Question 10: One of these scholars relied heavily on evidence about the political process. Which scholar was that? What sort of evidence did he use? 

Module Five: Analyzing History, Learning Block 5-4 (page 5): 

Question 11:

1. What is the topic of this essay? Does the author make it clear in the introduction?

2. What is the author’s thesis?

3. What kind of sources and evidence do you think the author will use to support his thesis? 

What to Submit

Your response to Questions 1, 2, 3, 4, and 5 should be 1–2 sentences in length. Your response to Questions 9, 10, and 11 should be 2–3 sentences in length. Follow the instructions at the

bottom of Module Five: Analyzing History, learning block 5-4 (page 5) in the webtext, to download your work and submit it to your instructor as a single Microsoft Word document uploaded to

the learning environment. Refer to the Submitting Webtext Assignments Guide for assistance on downloading, saving, and submitting this assignment.

Module Five Short Response Rubric

Criteria Exemplary Pro�cient   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 N/A 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 identi�ed in

short answer prompts (0%) 

20

Criteria Exemplary Pro�cient   Needs Improvement Not Evident Value

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  N/A 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

re�ect original ideas and

examples (0%) 

20

Articulation of Response  N/A 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%