I am working on my Historical Analysis project and need some guidance. I have attached some information to help with the understanding of my assignme
I am working on my Historical Analysis project and need some guidance. I have attached some information to help with the understanding of my assignment.
HIS 200 Historical Analysis Essay Progress Check 1 Guidelines and Rubric Overview: Throughout Modules Five and Six, you have been guided through beginning your Project 2: Historical Analysis Essay, which you will continue to work on in Modules Seven and Eight and formally submit for completion at the end of Module Eight 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: Modules Five and Six have introduced you to how historians approach assessing historical evidence to refine their thesis statement and message. By now you should have enough evidence compiled from your research to begin writing your historical analysis essay. You will begin working on the essay piece by piece. In Module Five: Analyzing History, learning block 5-4 (page 2) in the webtext, you will work on drafting an introduction for your historical analysis essay. This introduction will include the necessary parts of an introduction: an explanation of the topic and argument, an overview of evidence, and your revised thesis statement. Specifically, in this assignment, you will submit parts of the following elements of your Project 2: Historical Analysis Essay for review by your instructor: In Module Five: Analyzing History, Learning Block 5-4 (page 5) in the webtext, you worked toward the following element:
I. Introduction: In this section of your essay, you will introduce your readers to the historical event you selected. Specifically, you should: A. Provide a brief overview of your historical event. For instance, what background information or context does the reader of your essay need?
In Module Five: Analyzing History, Learning Block 5-4 (page 1) in the webtext, you worked toward the following element:
B. Based on your research question, develop a thesis statement that states your claim about the historical event you selected. Your thesis statement should be clear, specific, and arguable, as it will give direction to the rest of your essay.
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. For your final historical analysis essay, you will also include body paragraphs, a conclusion, a reference list, and your essay’s overall message, but you do not need to include them in this submission. You will be prompted to build upon this progress check submission to prepare your final historical analysis essay for submission in Module Eight.
Rubric Guidelines for Submission: The Historical Analysis Essay Progress Check 1 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 Five: Analyzing History, learning block 5-4 (page 5) in the webtext, and include identifying information (name, course code and title, name of university, and date) as well as section headings (revised thesis and introduction) as appropriate.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Introduction: Overview Provides brief overview of historical event
Provides brief overview of historical event, but with gaps in detail or clarity
Does not provide brief overview of historical event
50
Revised Thesis Statement Develops clear, specific, and arguable thesis statement that states claim about historical event, based on research question
Develops thesis statement that states claim about historical event, but thesis statement is not based on research question or lacks clarity or specificity or is not arguable
Does not develop thesis statement that states claim about historical event
30
Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
20
Total 100%
- HIS 200 Historical Analysis Essay Progress Check 1 Guidelines and Rubric
- Rubric
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Writing plan
In Learning Block 5-4 this week, you will find the P.I.E. method for constructing paragraphs in the body of your writing assignment. This is a great way to ensure that you are meeting the requirements of point, information, and explanation.
P – point, clearly stat the point you will be making, this point should be clearly and related to your overall argument and thesis.
I – information, provide information or evidence that supports that point this is where you will cite your sources, using quotations, paragraphs or summaries.
E -explanation, clarify why the information supports your thesis. You should not assume your audience will make the connection on their own.
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Michael Rickman
HIS 200: Applied History
Southern New Hampshire University
May 27, 2022
Topic and Research Question
Topic: For my historical event analysis, I have chosen to focus on the Battle of Gettysburg and the event that lead up to and the strategic planning that was involved with the victory of the union. The Battle of Gettysburg was significant because it was the turning point in the civil and it gave the north the morale boost it needed to end the confederate General Robert E. Lees bold plan to invade.
In my research I will examine the planning and execution from the Union side lead by George G. Meade. I will like to get a better idea of the mindset the union Army had and answer the following research question: How much training was there before the battle started to get the Union Army ready for battle and what was the strategic planning that was involved?
Search Terms and Sources
Search terms that I have used in my research so far include: Battle of Gettysburg, Planning, George G. Meade and execution. So far these search terms have yielded very little results. I will have to take a little more time to revise the search terms to narrow down the field to get the results I’m looking for.
One secondary source I found is “George G. Meade. By: Smith, Jane Marie, Salem Press Encyclopedia, 2021”
Another secondary source I found is” 20 FATEFUL DECISIONS GETTYSBURG.”
This article discusses twenty critical decisions that helped shape the Battle of Gettysburg, to include decision made by Robert E. Lee sending his army across the Potomac River. This will help me get a better understanding of the mindset everyone was in.
One Primary source is an article called “George Meade’s Mixed Legacy. This article discussed the legacy and leadership of General Meade. Meade was given command of the Army in June 1863. This source will further my research in understanding General Meade’s leadership.
Thesis Statement
Based on my research to date, I will try to support the following thesis:
The battle of Gettysburg was a major turning point of the Civil War, the Union Army along with the fearless leadership of major general Meade, brought the Union a victory. Major General Meade and his Army was able to stop the efforts of the south creating a win on Union soil.
This statement could change, based on subsequent research.
I plan to write this historical analysis for military troops who are interested in learning more about the battle of Gettysburg and the tactics involved with winning the battle. This particular audience will have a general understanding in military terms and their usage.
In writing for this audience, I plan to focusing more on the planning and leadership styles used back then compared to today’s military tactics and training. I also want to cover the impact the battle had not only on its soldiers but there community .
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