Essay Progress Check 3

Writing

HIS200R4179 Applied History

Southern New Hampshire University

Question Description

Draft the remainder of the body of your essay; make sure to include the other body paragraphs you have already written. (Don't worry about writing the conclusion; we'll get to that in Learning Block 8-2.) Keep in mind the strategies you have learned to construct an effective argument. Refer to your writing plan and feedback from your instructor.

Add the remainder of your essay draft to firstname_lastname.Essay. Congratulations—you have now completed the initial draft of your historical event analysis essay!

Unlike the previous themes in this course, Theme: Thinking About History does not include sample submissions against which you can compare your work. Instead, you will be asked to submit this draft at the end of Theme: Thinking About History, Learning Block 7-4. You will receive feedback from your instructor in time to rework this document into shape for final submission at the end of Theme: Thinking About History, Learning Block 8-4.

Save firstname_lastname.Essay locally on your computer. You will be asked to submit it at the end of Theme: Thinking About History, Learning Block 7-4.

Incubation Period

Now take some time for an incubation period, or a step back from your paper. Take time off from writing your essay and focus on the historical case studies in Learning Blocks 7-4 and 8-1. The purpose of the incubation period is to let your essay digest in the back of your mind before you assess the feedback from your instructor and begin the revision process.


I have included my paper that is being used and will include my last feedback rubric response from my instructor. Also need to read the current rubric for this paper. This assignment needs to original and it does get turned to turnitin to make sure.

Unformatted Attachment Preview

Surname 1 Aimee Darwin HIS 200: Applied History Southern New Hampshire University Date: 04/13/2020 Voting Rights Act of 1965 For my historical event analysis, I have chosen to focus on the Voting Rights Act of 1965. “On August 6, 1965, President Lyndon Johnson signed the Voting Rights Act of 1965 into a law, which prohibits the federal and state governments from denying a citizen the right to vote based on that citizen's race, color, or previous condition of servitude” (Davidson, Chandler). The Act gave African Americans the right to vote. Despite the passage of the 15th Amendment that had illegalized any denial for citizens of the US their rights to vote because of their race or color, this has not been adhered to. This had not been adhered to, and the Voting Rights Act of 1965 is widely considered as one of the most extensive civil legislations in the US history. Nonetheless, in my analysis, I will attempt to answer the question; why the 15th Amendment was and not enforced? The 15th Amendment was passed in 1870, but it was not being enforced, implying that the very limits that were not to be passed due to the passage of the law were not being adhered to. One needs to understand the passage of the law within the confines of the time it was ratified after the Civil War had ended, and America was trying to find an identity as a diverse society. The Southern States were unwilling to let go of the slaves that had been the economic backbone of these states. Surname 2 The main question remains, why some groups’ people could not vote in the early and what barriers were used to keep them from voting: The Southern slaves provided free labor in cotton plantations, and they wanted to maintain the status quo. After the Reconstruction period ended in 1877, the Supreme Court passed a law that limited individual rights under federal legislation (Davidson 63). The whites manipulated the systems to dominate the state legislatures, and they used their influence to edge out the African Americans and to stifle their social standing. The whites passed policies such as poll taxes, grandfather clauses, literacy tests, and whites-only primaries as a way of disqualifying the African Americans from the voting structure, and this led to their disenfranchisement. Finally, my analysis will answer the following question, was there any dramatic change in registration, politics, fight against discrimination, and voting when the Act was passed in 1965? Over time, the right to vote among the African Americans became negligible, almost nonexistent until the 1950s and 1960s when Congress passed laws to try and reinforce the rights of African Americans, but they were only successful. The fight for racial equality was peaking in the US, and some of the limits to voting were being eliminated. In 1964, the poll taxes were excluded, and the black movements became emboldened. Black activists felt that the Civil Rights Act was weak in protecting the interests of black people and demanded further legislature to this end. The assassination of President J.F Kennedy shook the nation to the core, and the new president wanted to build better relations in the US. The Voting Rights Act was seen as a way to serve both the interests of African Americans and the healing of the nation. Surname 3 Works Cited A Brief History of Civil Rights in the United States: 1965 Voting Rights Act." (2020). Guides at Georgetown Law Library, guides.ll.georgetown.edu/c.php? g=592919&p=4172704 Davidson, Chandler. Quiet revolution in the South: The impact of the Voting Rights Act, 19651990. Princeton University Press, 1994. HIS 200 Historical Analysis Essay Progress Check 3 Guidelines and Rubric Overview: Throughout Theme: Thinking About History, you have continued to work on your Project 2: Historical Analysis Essay assignment, which you will formally submit for completion at the end of Week 8 of the course. This progress check assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making and to ensure you are on the right track for your later submission. Prompt: The first half of Theme: Thinking About History has considered how historians communicate their historical event’s complexity to a specific audience. Return to your submission for Progress Check 2 and add a paragraph describing the complexity of your chosen historical event. Review your final writing plan submission and reflect upon what you wrote previously about your essay’s intended audience and message. Implement revisions to make sure that your essay’s message is effective and tailored to your specific audience. Revisit Theme: Communicating Historical Ideas, learning block 4-2, if you need a refresher on communicating to your specific audience. Specifically, in this assignment, you will submit the following elements of your Project 2: Historical Analysis Essay for review by your instructor: In Theme: Thinking About History, learning block 7-3 (page 3), you worked toward the following elements: In Theme: Thinking About History, learning block 7-3 (page 3), you completed the following element: II. Body: You will use this section of your essay to provide further detail about your historical event while supporting the claim you made in your thesis statement. Make sure to cite your sources. Specifically, you should: A. Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any immediate causes that precipitated the event? B. Illustrate the course of your historical event. In other words, tell the story or narrative of your event. Who were the important participants? What did they do? Why? How do the perspectives of the key participants differ? C. Describe the immediate and long-term consequences of the historical event for American society. In other words, how did the event impact American society? D. Discuss the historical evidence that supports your conclusions about the impact of the event on American society. Support your response with specific examples from your sources. V. Communicate your message in a way that is tailored to your specific audience. For instance, you could consider your vocabulary, your audience’s potential current knowledge of historical events, or lack thereof, and what is specifically important to the audience. Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 2 Guidelines and Rubric. You will ultimately also need to include a conclusion and reference list and make sure you communicate your essay’s overall message in your final historical analysis essay, but you do not need to do so in this submission. You will be prompted to build upon this progress check submission to prepare your final historical analysis essay for submission in Week 8. Rubric Guidelines for Submission: The Historical Analysis Essay Progress Check 3 must be submitted as a 1- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Follow the formatting of the example included in Theme: Communicating Historical Ideas, learning block 3-4 (page 3) and include identifying information (name, course code and title, assignment title, name of university, and date). Critical Elements Body: Causes Body: Course Body: Consequences Body: Evidence Exemplary Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100%) Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100%) Meets “Proficient” criteria, and response demonstrates insight into relationship between historical event and American society (100%) Proficient Describes the causes of historical event, citing source(s) (75%) 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 (75%) Message Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-toread format (100%) Illustrates course of historical event, citing source(s) (75%) Describes immediate and longterm consequences of historical event for American society, citing source(s) (75%) Communicates message effectively in a way that is tailored to specific audience (100%) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (75%) Needs Improvement Describes the causes of historical event, but with gaps in detail, accuracy, clarity, or citations (55%) Illustrates course of historical event, but with gaps in detail, accuracy, clarity, or citations (55%) Describes immediate and longterm consequences of historical event for American society, but with gaps in detail, accuracy, clarity, or citations (55%) Discusses historical evidence that supports conclusions about impact of event on American society, but with gaps in detail, support, or citations (55%) Not Evident Does not describe the causes of historical event (0%) Communicates message to audience, but communication is not effective or is not tailored to specific audience (75%) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%) Value 20 Does not illustrate course of historical event (0%) 20 Does not describe immediate and long-term consequences of historical event for American society (0%) 20 Does not discuss historical evidence that supports conclusions about impact of event on American society (0%) 20 Does not communicate message to audience (0%) 10 Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%) 10 Total 100% ...
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