HIS 200 Module One Short Response Guidelines and Rubric
Overview: The short response activities in the webtext throughout this course are designed to show your understanding of key concepts as you engage with
course content.
Prompt: During the first week of the course, you will respond to several questions in the webtext as you complete each learning block. At the end of Module
One, you will review your answers to these questions and ensure that you have responded to each question. It is important that you answer each question;
otherwise, the words “[no response]” will appear in brackets when you submit the assignment. The questions and their original locations in the webtext are
listed in this table in case you want to refer back to the reading as you edit, but you can edit your responses to all the questions directly in Module One:
Approaches to History, learning block 1-4 (page 4) in the webtext, before exporting to Word for submission to your instructor in the learning environment.
Module One: Approaches to History, Learning Block 1-2 (page 3):
Question 1: In the following scenario, which historical lens is being applied? Why do you think so? The influx of unskilled Irish immigrants into New York
City in the 1840s and early 1850s drives down wages for other workers at the low end of the salary ladder.
Question 2: In the following scenario, which historical lens is being applied? Why do you think so? In 1908, Aram Pothier, an immigrant from Quebec, is
elected governor of Rhode Island with strong support from the Québécois community.
Question 3: In the following scenario, which historical lens is being applied? Why do you think so? Irish immigrants and first-generation Irish-Americans
come to dominate the hierarchy of the American Catholic Church in the late nineteenth century.
Question 4: In the following scenario, which historical lens is being applied? Why do you think so? Immigration to the United States comes to be seen as
a “rite of passage” for young Québécois women in the early twentieth century.
Module One: Approaches to History, Learning Block 1-3 (page 4):
Question 5: If you had to write a paper on the Lincoln assassination, what would you like to know more about? Create three research questions that
would be appropriate for a historical analysis essay, keeping in mind the characteristics of a critical research question. The three questions can be
related, or they can address different aspects of the topic.
Question 6: If you had to write a paper on Title IX, what would you like to know more about? Create three research questions that would be appropriate
for a historical analysis essay, keeping in mind the characteristics of a critical research question. The three questions can be related, or they can address
different aspects of the topic.
Module One: Approaches to History, Learning Block 1-4 (page 3):
Question 7: Write a research question that addresses the Irish immigrant experience through the lens of political history.
Question 8: Write a research question that addresses the Irish immigrant experience through the lens of economic history.
Rubric
Guidelines for Submission: Each short response should be between 1 and 2 sentences in length. Follow the instructions at the bottom of Module One:
Approaches to History, learning block 1-4 (page 4) in the webtext, to download your work and submit it to your instructor as a single Microsoft Word document
uploaded in the learning environment. Refer to the Submitting Webtext Assignments Guide for assistance on downloading, saving, and submitting this
assignment.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Engagement Written responses completely
address all short answer
prompts
(100%)
Written responses completely
address the majority of short
answer prompts
(85%)
Written responses address the
minority of short answer
prompts
(55%)
No written responses provided
to address any short answer
prompts
(0%)
30
Relevance Written responses directly
address short answer prompts,
drawing from presented course
concepts and terminology
(100%)
Written responses are topically
related to short answer
prompts, but responses do not
consistently draw from
presented course concepts and
terminology
(85%)
Written responses do not
address topics identified in
short answer prompts
(0%)
20
Accuracy Written responses are
completely accurate
(100%)
Written responses contain
minor errors but are mostly
accurate
(85%)
Written responses contain
major errors
(55%)
No written responses are
provided
(0%)
20
Critical Thinking Written responses demonstrate
understanding of course
content through inclusion of
original ideas and examples
(100%)
Written responses demonstrate
understanding of course
content through reiteration of
provided materials, but do not
consistently include original
ideas and examples
(85%)
Written responses do not
reflect original ideas and
examples
(0%)
20
Articulation of
Response
Written responses are captured
in complete sentences without
grammatical errors impacting
legibility and the clarity of
response
(100%)
Written responses are captured
in incomplete sentences or
include numerous grammatical
errors that negatively impact
legibility and the clarity of
response
(85%)
No written responses are
captured in complete sentences
(0%)
10
Total 100%
http://snhu-media.snhu.edu/files/course_repository/undergraduate/his/his200/submitting_webtext_assignments_guide.pdf
HIS 200 Module One Short Response Guidelines and Rubric
Rubric
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