Description
Module Three: Communicating Historical Ideas has considered how historians communicate their message to a specific audience. Return to your submission for Progress Check 2 and identify an audience that would be interested in your event and research question and describe how and why you would tailor your message to that audience. You will also describe primary and secondary sources you could use to research your historical event
3 attachmentsSlide 1 of 3attachment_1attachment_1attachment_2attachment_2attachment_3attachment_3
Unformatted Attachment Preview
HIS 200 Writing Plan Progress Check 3 Guidelines and Rubric
Overview: Throughout Modules Three and Four, you have continued to work on your Project 1: Writing Plan assignment, which you will formally submit for
completion at the end of Module Four 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: Module Three: Communicating Historical Ideas has considered how historians communicate their message to a specific audience. Return to your
submission for Progress Check 2 and identify an audience that would be interested in your event and research question and describe how and why you would
tailor your message to that audience. You will also describe primary and secondary sources you could use to research your historical event.
Specifically, in this assignment, you will submit the following elements of your Project 1: Writing Plan for review by your instructor:
In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 2) in the webtext, you completed the following element:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be
of an appropriate academic nature. In your description, consider questions such as: What are the similarities and differences in the content of your
sources? What makes them appropriate and relevant for investigating your event? What was your thought process when you were searching for
sources? How did you make choices?
III. Describe at least two primary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider questions such as: How do these sources relate to your secondary sources? What do they
add to your understanding of the event? What makes them appropriate and relevant for investigating your event?
In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 3) in the webtext, you worked toward the following element:
IV. Based on your review of primary and secondary sources, develop a research question related to the historical event you selected. In other words, what
would you like to know more about?
Create a thesis statement based on your research question. This will help you address these two critical elements later on:
V. Identify an audience that would be interested in your historical event and research question. For example, who would benefit most from hearing your
message?
VI. Describe how and why you can tailor your message to your audience, providing specific examples. For example, will your audience understand historical
terminology and principles associated with your event, or will you need to explain these? How will you communicate effectively with your audience?
Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 1 Guidelines and
Rubric. You will need to add finishing touches to this progress check submission to prepare your final writing plan for submission in Module Four.
Rubric
Guidelines for Submission: The Writing Plan Progress Check 3 must be submitted as a 1-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 Module Three: Communicating Historical Ideas, learning block 3-4
(page 3) in the webtext and include identifying information (name, course code and title, assignment title, name of university, and date) as well as section
headings (preliminary writing plan, sources, thesis statement) as appropriate.
Critical Elements
Historical Event
Secondary Sources
Proficient (100%)
Describes selected historical event
and its significance
Describes at least two relevant
and appropriate secondary
sources that could be used to
research the historical event
Primary Sources
Describes at least two relevant
and appropriate primary sources
that could be used to research the
historical event
Research Question
Develops research question
related to the selected historical
event based on review of primary
and secondary sources
Thesis
Meets criteria for “Proficient” and
supports thesis with evidence
from sources
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Articulation of Response
Needs Improvement (75%)
Describes selected historical event
and its significance, but with gaps
in detail or clarity
Describes at least two secondary
sources that could be used to
research the historical event, but
with gaps in appropriateness,
relevance, or detail
Describes at least two primary
sources that could be used to
research the historical event, but
with gaps in appropriateness,
relevance, or detail
Develops research question
related to the selected historical
event, but question is not based
on review of primary and
secondary sources
Develops a thesis statement
related to the research question
Not Evident (0%)
Does not describe selected
historical event and its
significance
Does not describe at least two
secondary sources that could be
used to research the historical
event
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Value
5
20
Does not describe at least two
primary sources that could be
used to research the historical
event
20
Does not develop research
question related to the selected
historical event
20
Does not develop a thesis
statement
25
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
Total
10
100%
1
Writing Plan on the Irish Immigrant
Stacy Blaise
Southern New Hempshire University
History 200
Rebecca Johnson
16 January 2022
2
Writing Plan on the Irish Immigrant
The U.S.A takes pride in being a country of immigrants. The government has one of the
long-standing histories of absorbing individuals successfully from all over the globe. Immigrant
integration contributes to the U.S.A’s economic vitality, vibrant and dynamic culture. Ireland
sent its settlers to American colonies in their primary settlements (Malcolm & Hall, 2019). In
1840, the Irish potato fungus sent the migrants who could afford to flee starvation to the United
States of America. The fungus that affected the country’s potato crops resulted in famine and a
dramatic population decrease in the 19th century. In 1841, the Ireland population decreased from
8.2 million to approximately 4.7 million in 1841.
Although not all the migrants were poor, most of them could not move beyond eastern
ports, and their population soon swelled to towns such as Boston and New York. Most of them
found it challenging to adjust from rural to objective urban backgrounds (Hirota, 2020). The Irish
immigrants crowded into the areas with economic housing creating difficulties for sanitation,
schools, and diseases. The men and women took up low-income jobs and often competed with
African Americans for the lowest paying, most dangerous, and most challenging jobs. The Irish
immigration is a significant historic event since it depicts the economic pressures and religious
discrimination in the United States, and it transformed the American cities’ politics (Malcolm &
Hall, 2019). The employers used recently arrived Irish immigrants to threaten workers’
replacement if they were proponents of better salaries and working conditions, creating ethnic
tensions and violence.
Similarly, the Irish Catholic immigrants faced hostility and discrimination from the
Protestants, who were apprehensive of the growing Irish numbers. The long-settled protestants
were afraid of the Irish population in the United States translating into political and radical
3
power, which happened eventually (Malcolm & Hall, 2019). As the politicians learned how to
gain support from Irish voters, the city political machines reimbursed the supporters with public
and municipal jobs like road crews, firefighters, and police workers. Moreover, the Protestants
groups drifted down towards Republican parties that endorsed discriminatory laws such as
alcohol sale prohibition or voting restrictions (Malcolm & Hall, 2019). In response, Irish
Catholic immigrants became a vital part of the majority of the Northern States Democratic
Parties.
Consequently, the secondary sources on the Irish immigrant Experience research are
academic books (A new history of the Irish) and journal articles (Limits of Intolerance, nativism,
and immigration control in the 19th century). The sources are appropriate and relevant for the
research since they offer second-hand commentary and data about scholars’ and intellectuals’
ideas, people, and historical events. The sources also explain different and novel positions about
the Irish immigration event and primary sources. Additionally, the similarity between the journal
articles and academic books is that they are relevant and have to support contextual data and
logical extensions specifically related to the historic event. However, the educational books are
comprehensive oeuvre on particular subjects such as Irish immigration. At the same time, journal
articles are periodicals printed at periodic intervals and publish futuristic articles in a specific
field. When I was selecting the sources, my thought process was that the journal articles and
academic books should present different types of information in diverse ways and at different
detail levels. Moreover, the search terms for relocating the sources include Irish immigrants and
emigrants, immigration, and Ireland.
Furthermore, the negative sentiments towards the Irish immigrants are based on
uncertainties and fears about the ability to fully integrate into the country’s social, political, and
4
economic institutions. Therefore the research question is as follows: “Was the 1840 Irish
immigration to the United States beneficial to the economy?” The sources analyze the effect of
the Irish immigrants’ influx in the 19th century. They also show that the immigrant children
assimilated and adapted to a single generation’s economic and labor market consequences.
5
References
Hirota, H. (2020). Limits of intolerance: nativism and immigration control in nineteenth-century
New York. Journal of Ethnic and Migration Studies, 47(16), 3771–3787.
https://doi.org/10.1080/1369183x.2020.1774114.
Malcolm, E., & Hall, D. (2019). A new history of the Irish in Australia. Cork University Press.
Module 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?
•
When examining the financial impact of the women’s movement, census records with
employment statistics or asset possession statistics are examples of reassets to search for. To
demonstrate the societal effect, photographs or information recollections might be employed.
The phrases “women’s movement financial change” and “women’s movement work force
change” may be useful in determining the financial impact. “Women’s motion photos” or
“women’s motion social change” are both good search terms to use to learn more about the
social impact.
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?
•
The success of the women suffrage movement was predicated on Congress’s adoption of the
Nineteenth Amendment. This is due to the fact that without the Nineteenth Amendment, the
women’s suffrage movement would have failed.
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?
•
The National American Woman Suffrage Association’s (NAWSA) aid for World War I become a
contributing component withinside the woman suffrage movement’s success. This is because,
whilst the NAWSA’s aid for the battle did now no longer decide the success of the woman
suffrage movement, it did make a contribution to it.
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?
•
The intention of this internet site is to offer instructors with educational resources on women’s
suffrage. This internet site has a whole lot of statistics that is straightforward to find. A search
box and a navigational menu are each easy to discover and utilize. The statistics is
extraordinarily trustworthy; it consists of supplementary proof and references, in addition to
being error-free. This is a great internet site to make use of in a studies paper. It gets a complete
rating of forty at the ARIA worksheet; but, if I should have recognized a selected writer and
peer-evaluation statistics, the rating might be higher.
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?
•
The ACLU is a sponsor of this internet site. The site’s navigation is simple, and there are
numerous alternatives for looking the web. The internet site has a contemporary-day
informational look to it. The records provided as a reference is out of date; however, American
Census Bureau has extra up to date statistics. This internet site advocates the concept that gift
earnings disparities among women and men need to be addressed. According to the ARIA
worksheet, with a very last rating of 29, this internet site might now no longer be a good enough
supply for a studies project. If there has been peer-overview information, in addition to helping
proof or references, the rating might be higher.
Question 6: Accuracy: Are references provided? Does the reference list include other scholarly sources?
•
Numerous references are provided as additional sources of information.
– 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?
•
This article might be useful for comparing political attitudes in states that granted
women the right to vote prior to the Nineteenth Amendment, as it discusses several states,
including California. Even though California was not the norm among these states, there are
significant similarities between them. This article would not be a good starting point for a story
about the National Woman Suffrage Association because the affiliation is only mentioned
briefly. Most of this page focuses on California, with only a few references to Colorado, Arizona,
Oregon, and Kansas.
– Intent: What is the point of this article? Is the author making an argument?
•
The point of this article is to demonstrate that, despite the fact that women in California
had won the right to vote and campaign for elective posts prior to the Nineteenth Amendment,
it wasn’t until after the Amendment passed that those women won the office for which they
campaigned. The testimony development did not aid those ladies in California, according to this
article.
– Authoritativeness: What are the author’s credentials? What about the publication’s?
•
The author is a graduate of the University of Nebraska at Kearney’s history department.
The Pacific Coast Branch of the American Historical Association is the publisher of this journal.
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.
Subjects: The issue that is related to my theme and would be useful to me is the various modes of
transportation that were available for anyone wishing to go from European regions to the United States.
The disparity between transportation available to different kinds of people is stated explicitly.
Events: The way in which the potato famine impacted the Irish who eventually moved to the United
States, as well as the transfer to the United States, are events that would be useful to me.
People: I’ll focus on the Irish public, but I’ll also look at people who had an impact on the Irish who
moved, such as land/lodging owners in Ireland and the United States, as well as boat
owners/administrators.
Time: I’m concentrating between 1845 and 1852. This is the point at which the majority of progress
occurred, from Ireland to the United States.
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?
•
This banner was created by the Public American Woman Suffrage Association in New
York City. They made it to demonstrate which states have previously backed Woman Suffrage,
who is still fighting for equality, and to raise the number of women working in New York.
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?
•
New York’s pro-work electors are the target demographic. The “Foundation of Principles
of the American Federation of Labor” is quoted at the banner’s highest position. They also
include supplemental statements by prominent members of the American Federation of Labor
to focus on their audience. This banner may have been seen in newspapers, at work, or even as
fliers by the target group.
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?
•
The National American Woman Suffrage Association’s position, which is that women
should be allowed to vote, is reflected in the banner’s predispositions. When referring to the
300,000 working women in New York, phrases like “State Federations that have embraced
Woman Suffrage” and “Will not a vote be worth as much to them as it is to working men” are
used to express their views.
2. What biases might you bring to your interpretation of the source?
•
do.
As a woman, I believe that women should be allowed to vote in the same way that men
Purchase answer to see full
attachment
Tags:
Communicating Historical Ideas
Addressing the Federal Government and
Embassy Official
User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.
