HIS 200 Module Three 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 third week of the course, you will respond to several questions in the webtext as you complete each learning block. At the end of Module Three, 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 Three: Communicating Historical Ideas, learning block 3-4 (page 3) in the webtext, before exporting to Word for submission to your instructor in your learning environment. Module Three: Communicating Historical Ideas, Learning Block 3-1 (page 1):

Don't use plagiarized sources. Get Your Custom Essay on
SOLVED : HIS200ModuleThreeShortResponseGuidelinesandRubric.pdf
Just from $10/Page
Order Essay

 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?

Rubric Guidelines for Submission: Your response to Questions 1, 2, 3, 6, 7, 8 and 9 should be between 2 and 3 sentences in length. Your responses to Questions 4 and 5 should be 1 to 2 paragraphs in length. Follow the instructions at the bottom of Module Three: Communicating Historical Ideas, learning block 3-4 (page 3) in the webtext to download your work and submit it to your instructor as a single Microsoft 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 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 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 identified inshort answer prompts (0%)

20

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 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 reflect original ideas and examples (0%)

20

Articulation of Response

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%

  • HIS 200 Module Three Short Response Guidelines and Rubric
    • Rubric

Accessibility Report

Filename:
HIS 200 Module Three Short Response Guidelines and Rubric.pdf
Report created by:
Organization:

[Enter personal and organization information through the Preferences > Identity dialog.]

Summary

The checker found no problems in this document.

  • Needs manual check: 2
  • Passed manually: 0
  • Failed manually: 0
  • Skipped: 1
  • Passed: 29
  • Failed: 0

Detailed Report

Document

Rule Name Status Description
Passed Accessibility permission flag must be set
Passed Document is not image-only PDF
Passed Document is tagged PDF
Needs manual check Document structure provides a logical reading order
Passed Text language is specified
Passed Document title is showing in title bar
Passed Bookmarks are present in large documents
Needs manual check Document has appropriate color contrast

Page Content

Rule Name Status Description
Passed All page content is tagged
Passed All annotations are tagged
Passed Tab order is consistent with structure order
Passed Reliable character encoding is provided
Passed All multimedia objects are tagged
Passed Page will not cause screen flicker
Passed No inaccessible scripts
Passed Page does not require timed responses
Passed Navigation links are not repetitive

Forms

Rule Name Status Description
Passed All form fields are tagged
Passed All form fields have description

Alternate Text

Rule Name Status Description
Passed Figures require alternate text
Passed Alternate text that will never be read
Passed Alternate text must be associated with some content
Passed Alternate text should not hide annotation
Passed Other elements that require alternate text

Tables

Rule Name Status Description
Passed TR must be a child of Table, THead, TBody, or TFoot
Passed TH and TD must be children of TR
Passed Tables should have headers
Passed Tables must contain the same number of columns in each row and rows in each column
Skipped Tables must have a summary

Lists

Rule Name Status Description
Passed LI must be a child of L
Passed Lbl and LBody must be children of LI

Headings

Rule Name Status Description
Passed Appropriate nesting

    Ray writers

    Order your essay today and save 30% with the discount code ESSAYSHELP