Project on Monroe Doctrine, history homework help

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For this Unit Project, you will be conducting extensive research. This is the key skill in this course, and by now, you have already completed several research projects. In this Unit Project, pay special attention to presenting your supporting evidence. Each fact needs to be introduced, stated, cited, and interpreted. For more information about this, visit the following:

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Your research must include both your textbook and outside resources such as books or websites. You need at least two resources in addition to your textbook, although more will lend strength to your argument. Make sure your sources are credible! Wikipedia will not be acceptable for this project. As always, include supporting examples for your claims, and quote and cite your sources throughout your paper.

For this Unit Project, plan your own research method.

Writing Prompt: What was the Monroe Doctrine, and what influence did it have? Discuss both positive and negative aspects of its influence.

Project Rubrics for this project attached below.

Your paper should be between 500-750 words. You must include a Works Cited page (including the textbook and two credible outside resources) as well as in-text citations.

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**Unit Project Rubric: Used for all unit projects Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, and Unit 6** For this project, 40% of your project will be on organization and development of ideas with support that you include. As well, 35% of your project will account for the details of the content and sources and 25% will be based on grammar and mechanics. Social Studies Explanatory Essay Rubric Excellent (4) Good (3) Average (2) Poor (1) Organization ( Demonstrates organization: Shows strong introduction, addresses topic, main idea, and contains main body and conclusion of the paper) Worth: 30% a. Contains solid introduction. b. Well developed main body paragraphs. c. Conclusion with a perspective. d. Clear thesis and evidence if applicable. a. Contains introduction. b. Contains main body paragraphs. c. Contains conclusion. d. Contains thesis and evidence if applicable. a. Weak introduction b. Weak main body paragraphs. c. Weak conclusion. d. Unclear thesis and inconsistent evidence. a. Very poor or no introduction. b. Very poor or no main body paragraphs. c. Very poor or no conclusion. d. Very poor or no thesis and/or evidence. Development of Ideas ( Knowledge of evidence from the social science: facts, supporting details; and concepts/ideas) Worth: 30% a. Logical progression of ideas. b. Transitions easy to follow, clear and effective. c. Shows understanding of major ideas. d. Contains visuals or interactives that a. Some inconsistencies in progression of ideas, unity or coherence. b. Transitions clear, evident and understandable. c. Demonstrates detailed understanding of ideas. a. Major inconsistencie s in the development of ideas, unity, and/or coherence. b. Transitions missing or very weak. c. Very poor understanding of ideas. a. No progression of ideas, unity, or coherence. b. Transitions missing or weak. c. Lack of understanding of ideas. d. Contains no visuals. (If applicable to project and support and fully illustrates the main ideas with creativity. (If applicable to project and required in instructions) d. Contains some visuals that support and illustrate some ideas but lacks creativity. (If applicable to project and required in instructions) d. Has few visuals but poor and/or does not support nor illustrate main ideas. (If applicable to project and required in instructions) required in instructions) Details and Content (Use of source material and citation) Worth: 20% a. Discussion reveals both depth and breadth in the mastery of content, level of analysis, and/or solutions to problems. b. Contains all expected content c. Appropriate citations and bibliography as required. a. Discussion reveals mastery of content, coherent analysis, and/or solutions to problems. b. Contains most expected content. c. Minor errors in citations and/or bibliography. a. Discussion reveals some mastery of content, coherent analysis, and/or solutions to problems. b. Contains some expected content. c. Errors in citations and bibliography. a. Discussion reveals major errors in content, nearly incoherent analysis, and/or little or no solutions to problems. b. Contains almost no expected content. c. Citations and/or bibliography missing. Grammar/Mechanics (Spelling, Punctuation, etc) Worth: 20% a. Fluent and effective writing style. b. Few, if any errors relative to length and complexity. a. Some fluency, despite some minor errors. b. Writing style clear and understandable. c. Some errors relative to length a. Lack of fluency b. Major error in writing makes it difficult to understand. c. Several errors relative to length a. No fluency. b. Numerous errors in writing make it difficult, if not, not able to understand. d. Extreme insufficient length.
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History of the Monroe Doctrine
On December 2, 1823, the president of the United States then, James Monroe used his
annual message to the congress for a bold assertion saying that the American continents were
not to be considered as subjects of any future colonization by any of the European Powers
(Wilbur 34). This was from henceforth regarded to as the Monroe’s Doctrine and it became a
cornerstone of American policy in the foreign countries. Even when the Russians tried to
invade some American coastlines, the Monroe doctrine really did work to ensure that the
American countries were protected and that no other country had power over them.
The doctrine however had some major influences and implications for the western
hemisphere and how relations between the US and other countries occurred. The doctrine led
to the increased American involvement i...