Assignment: Write a thoughtful and well-written 1-2 pages (about 250-500 words) historical analysis and please try to submit the assignment by the end of Week 5 (Sunday, September 27th) if possible (you can still submit it after that).
Expectations: 1-2 pages (about 250-500 words) of clear and strong quality writing, definitely proofread!, using any appropriately cited evidence to support your interpretation.
Why did “nationalism” become so influential in the 1800s and were the impacts of “nationalism” more positive or negative? Why? (You can if you’d like.)
If you are having difficulty thinking about “nationalism” you might find this OPTIONAL reading helpful: Stearns, “The Spread of Nationalism”Preview the documentPreview the document
An informal citation using a webpage/artifact can appear in parentheses following your discussion of the source and looks like this: (Name the creator of the source if known, skip otherwise, first, Name of the site/object, and if it is from a website use <url here>, finish with the date you accessed the page)
Example: “History 3B’s Assignment 5 webpage contained a generic definition of nationalism” (Blake Johnson, “Week 5 Assignment Generic definition,” HIST-3B-43873-F20 Accessed [put date here])
Tips: You can (but don’t have to!) consider any of the following:
What do you think makes “nationalism” successful? How do you define success in this case?
What role(s), cultural, social, political, etc., has “nationalism” fulfilled historically? Today?
Why is nationalism so often such a powerful force for people? Is it overall a positive force? Negative?
How is nationalism’s role in world history portrayed today? Positive? Negative? Whose perspective(s) are dominant?
*NOTE: There are no right or wrong arguments; I just want you to practice making connections to produce a historical argument.
Feedback: Your feedback, which will become part of your overall evaluation in this course, will be based on 5 criteria of emphasis–
1. POINT: This will be your specific response to the question (“Nationalism in the 1800s was _____ “). Usually 1 sentence; this is the thesis or topical sentence.
2. EVIDENCE: Cite strong evidence to support your POINT. Remember, evidence should directly relate to your point and support it and you need to identify and cite it as necessary.
3. EVALUATION: Having explained your EVIDENCE you then need to tie your argument together by explaining how and why the EVIDENCE supports your POINT. This evaluation, or analysis, connects your argument together to form a strong circle: .
ARGUMENT: How well you are combining your point, evidence, and evaluation together to form an overall ARGUMENT. The clearer and more specific your connections between your POINT, EVIDENCE, and EVALUATION are the stronger your overall ARGUMENT will be to your audience.
WRITING: The quality of your WRITING doesn’t have to be perfect, but any argument is stronger when it is well-written so be sure to proofread for spelling, grammar, and word-choice.
POINTS: CANVAS LOVES USING POINTS EVEN IF I DON’T WANT TO. PLEASE NOTE:
THE RUBRIC “POINTS” ARE NOT COUNTED AND THE RUBRIC TOTAL WILL NOT FACTOR INTO YOUR FINAL GRADE! IT’S JUST A WAY TO GET A SENSE OF AREAS OF STRENGTH AND AREAS FOR IMPROVEMENT.
THE ASSIGNMENT POINT (1 POINT) IS BASED ON WHETHER YOU HAVE SUBMITTED THE ASSIGNMENT AND I PROVIDED YOU FEEDBACK–IT IS OTHERWISE MEANINGLESS!
Week 5 Writing Assignment Rubric
Week 5 Writing Assignment Rubric
This criterion is linked to a Learning OutcomePointIs the thesis statement/point clear, specific, strong, and is it related to the proposed topic?
Describes a position and perspective related to the topic accurately and clearly.
Identifies an over-simplified position or perspective with minor inaccuracies or a lack of clarity.
Incomplete or missing a position or perspective or presents a position or perspective in very unclear or inaccurate terms.
This criterion is linked to a Learning OutcomeEvidenceIs the cited evidence clear, specific, accurate, and related to the point/topic? And, if necessary, is the evidence cited correctly?
Presents/cites information (data, ideas, or concepts) accurately and appropriately in a context that relates to the point/topic.
Reports/cites information (data, ideas, or concepts) with minor inaccuracies, irrelevancies, or omissions.
Missing necessary evidence or using/citing information (data, ideas, or concepts) inaccurately, incompletely, or omitting relevant information as evidence.
This criterion is linked to a Learning OutcomeEvaluationIs there a historical interpretation communicated that employs connections, perspectives, ideas, and/or themes to provide effective analysis and evaluation of historical information?
Provides an interpretation of information, ideas, or themes that is detailed and well-explained in a logical and clear manner.
Provides an interpretation of information, ideas, or themes that is generally logical and clear but needs more explanation and specific detail to provide a stronger interpretation.
Provides an unclear interpretation of information, ideas, or themes that contains inaccuracies, excessive generalities, and/or a lack of explanation.
This criterion is linked to a Learning OutcomeArgumentIs the overall assignment synthesizing, or connecting, ideas/arguments, evidence, and analytical/evaluative information into a coherent whole–effectively connecting POINT, EVIDENCE, and EVALUATION together?
Integrates ideas and/or develops explanations that are clear, coherent, cohesive, and sophisticated–creating a unique and strong argument.
Arranges ideas and/or develops explanations that are generally clear and coherent save, perhaps, an inconsistency or two caused by a lack of detail, connection, or explanation.
Forms ideas and/or develops explanations in a fragmentary manner without clear or coherent order or connection which creates an unclear overall argument.
This criterion is linked to a Learning OutcomeWritingDoes the writing use correct spelling, proper grammar and formatting, and clearly and effectively communicate the writer’s argument to their audience?
The writing can be unclear at points as the writing quality (spelling and grammar) varies. At points the writing is not effectively and clearly communicating the position or perspective of the work.
Writing is of clear and consistent quality (correct spelling and grammar); the writing effectively and clearly communicates the position or perspective of the work.
The writing quality (spelling and grammar, for example) is inconsistent and is frequently unclear and/or ineffective in communicating the position or perspective of the work.
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