25 Jun HIS 200 Week 4 Short Response Guidelines and Rubri
HIS 200 Week 4 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 fourth week of the course, you will respond to several questions in the webtext as you complete each learning block. At the end of Week 4,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:Communicating Historical Ideas, learning block 4-4 (page 2), before exporting to Word for submission to your instructor in your learning environment.Question 1 1. Your best friend2. People reading a newspaper editorial you have written3. Your professor4. The audience at a conference where you are presentingTheme: Communicating HistoricalIdeas, Learning Block 4-2 (page 2)Question 2 Consider how your audience might influence the information you include in a historical analysis essayabout the women’s suffrage movement.What audience would be most interested in reading about the women’s movement? How would youtailor your presentation to that audience? What message would be most appropriate for this audience?Theme: Communicating HistoricalIdeas, Learning Block 4-2 (page 3)Question 3 Let’s say the intended audience for your historical analysis essay about the legal battle for women’ssuffrage is a group of civil rights lawyers. How would you explain the legal background of the Constitutionand the Nineteenth Amendment? How would this approach compare with and contrast to an audience ofhigh school students?Theme: Communicating HistoricalIdeas, Learning Block 4-2 (page 3)Question 4 Was President Kennedy’s decision to support the Equal Rights Amendment a necessary cause for theamendment’s passage by Congress?Theme: Communicating HistoricalIdeas, Learning Block 4-3 (page 1)Question 5 Was the social tumult of the 1960s a necessary cause of the women’s liberation movement? Theme: Communicating HistoricalIdeas, Learning Block 4-3 (page 1)Question 6 Simone de Beauvoir was the intellectual founder of the women’s liberation movement. Tailor this thesisstatement into a message suitable for an audience of high-school history students.Theme: Communicating HistoricalIdeas, Learning Block 4-3 (page 2)Question 7 The women’s movement’s focus on issues related to sexual freedom, including reproductive rights,galvanized support among younger women but alienated many older, more conservative women. Tailorthis message for an audience consisting of students in a women’s studies class.Theme: Communicating HistoricalIdeas, Learning Block 4-3 (page 2)RubricGuidelines for Submission: Your response to Question 1 should be 46 sentences in length. Your response to Question 2 should be 23 sentences in length. Yourresponses to Questions 4 and 5 should be 12 sentences in length. Your responses to Questions 6 and 7 should be 2 sentences in length. Follow the instructionsat the bottom of Theme: Communicating Historical Ideas, learning block 4-4 (page 2), to download your work and submit it to your instructor as a singleMicrosoft Word document uploaded to your learning environment. 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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