HIS 200 Historical Analysis Essay Progress Check 2 Guidelines and Rubric Overview: Throughout Modules Five and Six, you have been guided through beginning yo
Working on my Historical Analysis assignment, in need of some guidance putting it all together. Thank you
HIS 200 Historical Analysis Essay Progress Check 2 Guidelines and Rubric Overview: Throughout Modules Five and Six, you have been guided through beginning your Project 2: Historical Analysis Essay assignment, 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 Six: Analyzing History, continued, learning block 6-4 (page 1) in the webtext, you will work on drafting the body of your essay. Return to your submission for Progress Check 1 and draft three body paragraphs that explore the causes, course, and consequences of your chosen historical event and use evidence from primary and secondary sources to support your thesis. Specifically, in this assignment, you will submit the following elements of your Project 2: Historical Analysis Essay for review by your instructor: In Module Six: Analyzing History, continued, learning block 6-4 (page 1) in the webtext, you worked toward the following elements:
II. Body: You will use this section of your essay to provide further detail about your historical event while supporting the claim yo u 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.
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 Module Eight.
Rubric Guidelines for Submission: The Historical Analysis Essay Progress Check 2 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 Module Six: Analyzing History, continued, learning block 6-4 (page 1) in the webtext, and include identifying information (name, course code and title, name of university, and date) as well as section headings (draft submission) as appropriate.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Body: Causes Describes the causes of historical event, citing source(s)
Describes the causes of historical event, but with gaps in detail, accuracy, clarity, or citation
Does not describe the causes of historical event
20
Body: Course Illustrates course of historical event, citing source(s)
Illustrates course of historical event, but with gaps in detail, accuracy, clarity, or citation
Does not illustrate course of historical event
20
Body: Consequences Describes immediate and long- term consequences of historical event for American society, citing source(s)
Describes immediate and long- term consequences of historical event for American society, but with gaps in detail, accuracy, clarity, or citation
Does not describe immediate and long-term consequences of historical event for American society
20
Body: Evidence Discusses historical evidence that supports conclusions about impact of event on American society, citing source(s) and providing specific examples
Discusses historical evidence that supports conclusions about impact of event on American society, but with gaps in detail, support, or citation
Does not discuss historical evidence that supports conclusions about impact of event on American society
20
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 2 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.
Last week, we shifted to writing about history. You learned about the foundations of writing like a historian. You utilized historical evidence in drawing conclusions about the impact of historic events on American society.
For week 6, you will explore active reading strategies, describe the importance of critically analyzing historical texts, and apply active reading strategies to historical research.
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THE BATTLE OF GETTYSBURG 2
The Battle of Gettysburg
Michael Rickman
The Battle of Gettysburg
The Battle of Gettysburg held significant importance in the US Civil War. This battle occurred in 1863, with a three-day colossal crash through the hills and fields in rural Pennsylvania. Based on the records of telegraphed newspaper dispatches, the battle was enormous and profound. This battle 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's bold plan to invade. On the other hand, General George Meade was a strategic leader who led the Union army into the battle and later overpowered Lee’s troops (Meade, 1913). He did so by planning and executing his plans by closing all the lines that would have allowed Lee’s army to enter and invade Virginia. Therefore, 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 were able to stop the efforts of the south, creating a win on Union soil.
Planning and execution of the war by the Union
By the time of the battle of Gettysburg, George G. Meade was 47 years old. Since childhood, Meade never wanted to be a soldier, especially at such a daunting moment when the Union was facing challenges from Lee's army. After arriving in the field on 1 July, Meade ordered his Union troop on the favorable ground to allow them to fight Lee. Meade led his troop into blocking all the Pipe Creek line that Lee's army would have used to sneak into Pennsylvania. Based on the article George Meade’s Mixed Legacy, Meade was a strategic leader who left a great legacy in the Union army (Guelzo, 2013). When he was given a chance to command the Potomac army as it prepared to battle the Gettysburg war. However, his was and has always been a controversial thing because, according to the public, Meade was an officer with modest credentials but managed to pull a victory over Gettysburg. However, after his victory, he failed because he led Lee and his troops to flee instead of killing them.
According to the article 20 FATEFUL DECISIONS GETTYSBURG, twenty critical decisions helped shape the Battle of Gettysburg, including the decision made by Robert E. Lee to send his army across the Potomac River. He had planned to cross the Potomac River from Virginia through the borders of Maryland (Spruill, 2022). He intended to wage an offensive war on Union soil in Pennsylvania. He was to take as many resources as he would and even seize Washington DC. If his plans had succeeded, Lee and his army would have conquered the capital city, disabling the federal government and capturing high officials such as president Lincoln Abraham. Fortunately, the great armies in Gettysburg stopped the audacious plan through a three-day fight that forced Lee to withdraw his troops.
References
Guelzo, A. C. (2013). George Meade’s Mixed Legacy. Civil War Times, 52(3).
Meade, G. G. (Ed.). (1913). The Life and Letters of George Gordon Meade: Major-general United States Army (Vol. 1). Charles Scribner's Sons.
Spruill, M. (2022). 20 Fateful Decisions at Gettysburg. HistoryNet. Retrieved 4 June 2022, from https://www.historynet.com/20-fateful-decisions-at-gettysburg/.
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