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I need both templates filled out for both assignments thank you.
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Assignment Information
11/9/23, 11:39 AM
HIS 100 Module Three Activity Revising Questions Guidelines and Rubric
Overview
The study of history is guided by asking questions. Developing research questions is an iterative process, which means that the questions are continuously changing as new information is
uncovered and new thoughts occur. In this activity, you will consider how historical perspectives and sources influence how research questions are written and revised.
Prompt
Use the Module Three Activity Revising Questions Template Word Document to complete this activity. First, use your primary and secondary sources to help you choose a historical
perspective (social, political, or economic) to apply to your topic. Then consider the evidence you have found in those sources and if that evidence supports your research questions or suggests
you need to go in another direction. Finally, you will choose one research question to focus on and revise it. Revising may involve rewriting your research question completely. Or you may need
to narrow your focus or improve the clarity of the question.
Example
You initially wanted to research how Native American people and culture have been memorialized in the United States. After consulting sources, you realize that this question is too
broad. So, you decide to narrow your question to the movement to change Columbus Day to Indigenous Peoples’ Day. After further research, you decide to approach your topic from a
cultural perspective rather than a political perspective. You choose this perspective because you are interested in how Indigenous Peoples’ Day might better preserve and recognize
the many Native American cultures (the cultural perspective) rather than how governments have responded to this proposed change (the political perspective).
Specifically, you must address the following rubric criteria:
Identify a historical perspective that could be applied to your historical event.
Ensure that you use evidence, such as examples or quotes, from your sources to support why you identified a particular perspective.
Revise your research question based on evidence from your primary and secondary sources.
Does the evidence from your primary and secondary sources support your research question, or do they indicate you need to reconsider it? For example, you may need to narrow
your focus further or approach your topic from a different perspective. If you do not feel like your research question needs to be changed, explain why.
Explain how historical perspective and evidence from sources influenced your finalized research question.
How did they strengthen or challenge your research question?
What to Submit
Submit the Module Three Activity Template: Revising Questions. Sources should be cited according to APA style. While references are not required, any sources used should be cited according
to APA style if you reference them in your responses. Consult the Shapiro Library APA Style Guide for more information on citations.
Module Three Activity Revising Questions Rubric
Criteria
Proficient (100%)
Needs Improvement (75%)
Not Evident (0%)
Value
Historical Perspective
Identifies a historical perspective that
could be applied to the historical event
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include connecting
historical perspective to a historical event
or providing greater support for that
connection
Does not attempt criterion
30
Revise Research
Question
Revises the research question based on
evidence from primary and secondary
sources
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include connecting
sources and the research question or
making the question clearer or narrower
Does not attempt criterion
30
Perspective and
Evidence
Explains how historical perspective and
evidence from sources influence the
research question
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include connecting
evidence or perspective to how the
Does not attempt criterion
30
https://learn.snhu.edu/content/enforced/1432307-HIS-100-Q7833-O…SessionVal=9wn7WshN1EzOfyqTG9LZHzzEi&ou=1432307&d2l_body_type=3
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Assignment Information
11/9/23, 11:39 AM
question was revised or providing more
support of that connection
Articulation of Response
Clearly conveys meaning with correct
Shows progress toward proficiency, but
The submission has critical errors in
grammar, sentence structure, and spelling,
with errors in grammar, sentence structure,
grammar, sentence structure, and spelling,
10
demonstrating an understanding of
and spelling, negatively impacting
preventing understanding of ideas
audience and purpose
readability
Total:
https://learn.snhu.edu/content/enforced/1432307-HIS-100-Q7833-O…SessionVal=9wn7WshN1EzOfyqTG9LZHzzEi&ou=1432307&d2l_body_type=3
100%
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Assignment Information
11/9/23, 11:20 AM
HIS 100 Module Three Activity Historical Context Guidelines and Rubric
Overview
No historical event occurs in a vacuum. Instead, each event is connected to another and to larger political, social, cultural, and economic issues. In previous modules, you identified a topic, a
historical event, and a current event related to one another. In this activity, you will dig deeper into the broader context and perspectives surrounding your selected historical event.
Prompt
Use the provided Module Three Activity Template: Historical Context Word Document to complete this activity. First, you will describe the context of your historical event using evidence from
the sources you have explored. You should focus on a particular historical perspective (social, political, economic) to describe what was occurring at the time. For example, if you were
researching the establishment of Martin Luther King, Jr. Day, you could focus on the political context of the Civil Rights Movement and the Voting Rights Act of 1965. Next, you will examine
how and why a key figure or group participated in the historical event. Use the “historian think aloud” examples from the module resources as inspiration for how you might answer these
questions.
Specifically, you must address the following rubric criteria:
Describe the historical context surrounding your historical event.
Use one of the perspectives mentioned in this module’s overview (social, political, economic) to focus your description and highlight particular influences on the event.
Describe a key historical figure or group’s participation in your historical event.
In your description, identify that figure or group’s position/role in society and their role in the event.
Explain the key historical figure or group’s motivation to participate in your historical event.
In your explanation, include how you think the figure’s or group’s beliefs, assumptions, and values influenced how they perceived the event and the person’s ability to directly or
indirectly affect it.
Articulate how the historical context caused or influenced your chosen historical event.
How do you think what was going on in broader society at the time impacted your historical event?
Explain how connecting your historical event and current event improves the understanding of your topic.
How do you think using your historical event to explore the roots of your current event might help you better understand your topic (climate change, political protest, human
rights/inequality, or global trade)?
What to Submit
Submit the Module Three Activity Template: Historical Context. While references are not required, any sources used should be cited according to APA style if you reference them in your
responses. Consult the Shapiro Library APA Style Guide for more information on citations.
Module Three Activity Historical Context Rubric
Criteria
Historical Context
Historical Figure or
Group’s Participation
Proficient (100%)
Needs Improvement (75%)
Not Evident (0%)
Value
Describes the historical context
surrounding the historical event
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include connecting
contextual elements to the event, providing
more support from sources to describe the
context, or using one of the historical
perspectives to frame the context
Does not attempt criterion
18
Describes a key historical figure or group’s
participation in the historical event
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include connecting the
figure or group to the event or providing
greater support to describe their
participation
Does not attempt criterion
18
https://learn.snhu.edu/content/enforced/1432307-HIS-100-Q7833-O…SessionVal=XYAwtmCRm2LictPpDE4JdlLQC&ou=1432307&d2l_body_type=3
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Assignment Information
11/9/23, 11:20 AM
Historical Figure or
Explains the key historical figure or group’s
Shows progress toward proficiency, but
Group’s Motivation
motivation to participate in the historic
with errors or omissions; areas for
event
improvement may include providing
Does not attempt criterion
18
Does not attempt criterion
18
Does not attempt criterion
18
greater support to explain the figure or
group’s motivation or addressing how their
beliefs, assumptions, or values may have
influenced them
Influence of Historical
Context
Articulates how historical context caused
Shows progress toward proficiency, but
or influenced the historical event
with errors or omissions; areas for
improvement may include connecting
context with the event or providing greater
support of this connection
Connecting Historical
Explains how connecting the historical
Shows progress toward proficiency, but
and Current Events
event and current event improves
with errors or omissions; areas for
understanding of the topic
improvement may include connecting the
two events to an understanding of the
bigger topic or providing greater support of
this connection
Articulation of Response
Clearly conveys meaning with correct
grammar, sentence structure, and spelling,
demonstrating an understanding of
audience and purpose
Shows progress toward proficiency, but
with errors in grammar, sentence structure,
and spelling, negatively impacting
readability
The submission has critical errors in
grammar, sentence structure, and spelling,
preventing understanding of ideas
5
Citations and
Attributions
Clearly Uses citations for ideas requiring
attribution with consistent minor errors
Uses citations for ideas requiring
attribution with major errors
Does not use citations for ideas requiring
attribution
5
Total:
https://learn.snhu.edu/content/enforced/1432307-HIS-100-Q7833-O…SessionVal=XYAwtmCRm2LictPpDE4JdlLQC&ou=1432307&d2l_body_type=3
100%
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HIS 100 Module Three Activity Template: Revising Questions
Replace the bracketed text below with your responses.
Identify the topic you chose to explore:
•
[Insert text.]
Identify a historical perspective that could be applied to your historical event.
• [Insert text.]
Revise your research question based on evidence from your primary and secondary sources.
• [Insert original research question(s) here.]
• [Insert revised research question here.]
Explain how historical perspective and evidence from sources influenced your finalized research
question.
• [Insert text.]
1
HIS 100 Module Three Activity Template: Historical Context
Replace the bracketed text below with your responses.
Identify the topic you chose to explore:
•
[Insert text.]
Describe the historical context surrounding your historical event.
• [Insert text.]
Describe a key historical figure or group’s participation in your historical event.
•
[Insert text.]
Explain the key historical figure or group’s motivation to participate in your historical event.
•
[Insert text.]
Articulate how the historical context caused or influenced your chosen historical event.
•
[Insert text.]
Explain how connecting your historical event and current event improves the understanding of
your topic.
•
[Insert text.]
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