Respond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentationsRespond to the following prompt:
Identify and discuss a problem that confronted some group of Americans, a region of the country, or the United States as a whole during some point in time between 1865-2011.
Your task is to define this problem as you understand it. In order to do this well, you should:
Identify and describe the relevant historical context.
Explore the complexity around the problem (acknowledge contingency, explore what caused the problem, etc)
Discuss the significance of the problem – why did this matter?
It may be helpful to define your problem carefully with a geographic and chronological scope, or by looking at specific groups or institutions. Some examples of problems:
Labor conditions facing working people in the Gilded Age
Completing the transcontinental railroad
Overcoming resistance to Reconstruction policies in the South
the Federal government mobilizing for World War I
the Cuban Missile Crisis
Changing Segregation laws in southern states
There are so many different ways to approach this. To help you focus your paper, consider first a topic (like imperialism, westward expansion, Civil Rights, women’s history) and then do some broad research to identify a more specific problem that you can explore.
To sum up, you will define a historical problem of your choosing related to the American experience since 1865 and write a paper that explains that problem and puts it into the appropriate historical context using the course readings or academic sources and honor the technical requirements above.
In terms of technical requirements, you must:
Produce full 3-4 pages of double-spaced prose (12 point Times New Roman font), excluding title page and Bibliography.
Use Chicago Author-Date to format your paper and citations.
Here are some Chicago Style resources courtesy of Germanna’s ACE.
Here is a citation guide (Links to an external site.) for Chicago Author Date that walks you through how to cite different sorts of sources.
Remember that it is important to cite sources in the text of your paper as well as list them at the end in a bibliography.
Use your course readings, like American Yawp, and other secondary sources to research your subject.
American Yawp serves as a good introduction. Each chapter also has a list of recommended readings that could be very helpful.
The college library offers access to biographical databases and thousands of ebooks and articles that can help here. There are many sources on the web too, of course, but be wary of sources that do not list an author or appear geared towards kids. The goal here is use reputable, college-level sources to better understand the source.
Use the Library Help portal here in Canvas to access the college’s catalog of books and other sources to help. The portal should be locaked on the left hand menu of our canvas page, in the same list as Modules and Grades.
Do not use sources such as history.com, khan academy, PragerU, sparknotes, and website sources that offer broad summaries in the paper. It may be helpful to read such sources for a starting point, but identify keywords that you can then use dive deeper into the research.
Grading Criteria
Your professor will use the following to grade your paper:
Composition and Organization: 25%
Uses standard English, spell, and syntax. Prose is clear and avoids typographical or grammatical errors.
Avoids slang or informal voice.
Essay is organized into distinct paragraphs. Each paragraph is organized around a theme or idea that supports the thesis.
Uses double-spaced 12 point Times New Roman font.
Formatting follows Chicago style in terms of margins, spacing, etc.
Citations and References: 25%
Includes citations throughout the body of the paper when drawing on sources using Chicago Author-Date style.
Includes a Bibliography with list of sources on a page at the end of the paper.
Consistently cite sources when used in the paper.
Uses quotations to indicate when the exact language of a source is used.
Note: Failing to cite any sources may be grounds for a failing grade. Evidence of academic dishonesty is grounds for a failing grade.
Argument and Analysis: 20%
Draws conclusions about who and what is important to understanding the chosen historical problem.
Analyzes evidence and offers interpretations that help the reader better understand the historical problem.
Draws on the Historical Thinking Skills to aid analysis.
Suggests why the problem was significant to American history.
Includes an introductory and concluding paragraph that highlight important themes and conclusions for the reader.
Discussion of History and Evidence: 30%
Discusses historical people, events, ideas, and other things that are relevant to understanding the problem.
Claims about history reflect reputable historical scholarship
Uses Historical Thinking skills to aid in discussion of history relevant to the problem
Avoids broad generalizations, fallacies, or misrepresentations