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Homework answers / question archive / HIS 200 Project 2 Guidelines and Rubric Overview History is for human self-knowledge
HIS 200 Project 2 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However, studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 2 addresses the following course outcomes:
Your historical analysis essay should answer the following prompt: Analyze the historical event you selected, using your writing plan as the basis for your analysis. The following critical elements will be assessed in a 4- to 6-page word processing document.
Guidelines for Submission: Your historical analysis essay should adhere to the following formatting requirements: 4–6 pages, double-spaced, using 12-point Times New Roman font and one-inch margins. You should use current APA-style guidelines (or another format approved by your instructor) for your citations and reference list.
Critical Elements |
Exemplary |
Proficient |
Needs Improvement |
Not Evident |
Value |
Introduction: Overview
|
Meets “Proficient” criteria, and response expertly balances necessary detail with brevity (100%) |
Provides brief overview of historical event (85%) |
Provides brief overview of historical event, but with gaps in detail or clarity (55%) |
Does not provide brief overview of historical event (0%) |
8.6 |
Introduction: Thesis Statement
|
Meets “Proficient” criteria, and response demonstrates keen insight into historical event (100%) |
Develops clear, specific, and arguable thesis statement that states claim about historical event based on research question (85%) |
Develops thesis statement that states claim about historical event, but thesis statement is not based on research question or lacks clarity or specificity or is not arguable (55%) |
Does not develop thesis statement that states claim about historical event (0%) |
8.6 |
Body: Causes
|
Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100%) |
Describes the causes of historical event, citing source(s) (85%) |
Describes the causes of historical event, but with gaps in detail, accuracy, clarity, or citation (55%) |
Does not describe the causes of historical event (0%) |
8.6 |
Body: Course
|
Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100%) |
Illustrates course of historical event, citing source(s) (85%) |
Illustrates course of historical event, but with gaps in detail, accuracy, clarity, or citation (55%) |
Does not illustrate course of historical event (0%) |
8.6 |
Body: Consequences
|
Meets “Proficient” criteria, and response demonstrates insight into relationship between historical event and American society (100%) |
Describes immediate and longterm consequences of historical event for American society, citing source(s) (85%) |
Describes immediate and longterm consequences of historical event for American society, but with gaps in detail, accuracy, clarity, or citation (55%) |
Does not describe immediate and long-term consequences of historical event for American society (0%) |
8.6 |
Body: Evidence
|
Meets “Proficient” criteria, and response demonstrates strong understanding of how to use historical evidence in drawing conclusions about the impact of historic events on American society (100%) |
Discusses historical evidence that supports conclusions about impact of event on American society, citing source(s) and providing specific examples (85%) |
Discusses historical evidence that supports conclusions about impact of event on American society, but with gaps in detail, support, or citation (55%) |
Does not discuss historical evidence that supports conclusions about impact of event on American society (0%) |
8.6 |
Conclusion: Personally
|
Meets “Proficient” criteria, and explanation demonstrates keen insight into impact of history on personal experiences (100%) |
Explains why historical event is important personally (85%) |
Explains why historical event is important personally, but with gaps in clarity or detail (55%) |
Does not explain why historical event is important personally (0%) |
8.6 |
Conclusion: Research
|
Meets “Proficient” criteria, and response demonstrates insight into relationship between event and historical thinking (100%) |
Illustrates how research of historical event impacted thinking about event, supporting response with specific examples (85%) |
Illustrates how research of historical event impacted thinking about event, but response has gaps in clarity, detail, or support (55%) |
Does not illustrate how research of historical event impacted thinking about event (0%) |
8.6 |
Conclusion: Historian
|
Meets “Proficient” criteria, and response demonstrates understanding of historical thinking (100%) |
Explains how a historian would pursue further study of thesis statement (85%) |
Explains how a historian would pursue further study of thesis statement but with gaps in clarity, detail, or logic (55%) |
Does not explain how a historian would pursue further study of thesis statement (0%) |
8.6 |
Reference List
|
|
Provides reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement, formatting list according to current APA guidelines (100%) |
Provides reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement, but list has gaps in adherence to current APA formatting guidelines (55%) |
Does not provide reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement (0%) |
8.6 |
Message
|
Meets “Proficient” criteria, and presentation demonstrates understanding of effectively communicating with specific audiences (100%) |
Communicates message effectively in a way that is tailored to specific audience (85%) |
Communicates message to audience, but communication is not effective or is not tailored to specific audience (55%) |
Does not communicate message to audience (0%) |
8.6 |
Articulation of Response |
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100%) |
Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%) |
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%) |
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%) |
5.4 |
Total |
100% |
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