21 May Communicating Historical Ideas
10016Module Three: Communicating Historical Ideas, Learning Block 3-1 (page 1):
Question 1: What types of sources could be used to research the economic impact of the women’s movement? What about for its social impact?
Develop relevant search terms.
Module Three: Communicating Historical Ideas, Learning Block 3-1 (page 3):
Question 2: Congress held its final vote to approve the Nineteenth Amendment on June 4, 1919. Was this a necessary or a contributory cause of the
success of the women’s suffrage movement?
Question 3: The National American Woman Suffrage Association supported the U.S. decision to enter World War I and publicly encouraged women to
support the war effort. Was this a necessary or a contributory cause of the success of the women’s suffrage movement?
Module Three: Communicating Historical Ideas, Learning Block 3-2 (pages 2–3):
Question 4: Look at this website for information about women’s suffrage at the Library of Congress: Women’s Suffrage. Using the A.R.I.A. criteria,
answer the following questions:
1. What is the purpose of this website? Is the information on this website easy to locate?
2. Can you use a search box or a navigational menu? How reliable and current is the information presented?
3. Would this website be appropriate to use in a research paper?
Question 5: Look at this website about the Paycheck Fairness Act: Equal Pay for Equal Work. Using the A.R.I.A. criteria, answer the following questions:
1. Who sponsors this website?
2. Is it easy to navigate and find information?
3. Is it modern looking?
4. How current and accurate is the information on the website?
5. Does it promote a specific opinion or point of view?
6. Would this website be appropriate to use in a research paper?
Question 6: Accuracy: Are references provided? Does the reference list include other scholarly sources?
– Relevancy: Would this article be useful for a paper examining the similarities between political sentiment in states that granted women the right to
vote before the Nineteenth Amendment? Would it be useful in an essay focusing on the National Woman Suffrage Association (NWSA), an activist
group based in New York that was dedicated to nationwide woman suffrage?
– Intent: What is the point of this article? Is the author making an argument?
– Authoritativeness: What are the author’s credentials? What about the publication’s?
Module Three: Communicating Historical Ideas, Learning Block 3-3 (page 1):
Question 7: Building on the keywords you identified in Modules One and Two and the research of secondary sources you have done so far, what
subjects, events, people, and time period are related to the topic you have chosen for your historical analysis essay? Identifying these pieces will be
useful as you search the primary-source databases.
Module Three: Communicating Historical Ideas, Learning Block 3-3 (page 3):
Question 8:
1. Who (either a single person or an organization) created this poster? Why did this person or organization write it?
2. Who is the intended audience? What methods does the creator(s) use to target this audience? How might the intended audience have
encountered this poster?
Question 9:
1. Can you detect any biases in this source? What words does the creator use that might point to his or her biases or assumptions?
2. What biases might you bring to your interpretation of the source?
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