Assessment 2 Instructions: Historical Analysis
\n\u2022\tPRINT
\n\u2022\tComplete the Historical Analysis Worksheet, working through a five-step critical thinking process for analyzing and synthesizing the evidence you collected related to your topic (sample nursing essay examples by the best nursing assignment writing service).
\nIntroduction
\nNote: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.
\nIn the first assessment, you located and analyzed primary and secondary sources about a historical event, issue, or movement. This second assessment focuses on evaluating and synthesizing the information you have collected from your sources. During this process, you will apply your critical thinking skills, which is an essential part of problem solving.
\nHistorians use problem solving to better understand the past, but they also use it to understand key historical figures\u2014from the suffragettes to members of the #MeToo movement and from the Knights of Labor to today’s labor and business leaders\u2014continue to use it today to change the course of history. Using critical thinking to solve problems outside of this course could help you, for example, propose a solution to address nursing mothers\u2019 rights at work, decide how to put a positive spin on an employment gap at a job interview, or even consider how skills you\u2019ve learned in past Capella courses have impacted your current success. Understanding how to apply critical thinking to solve problems in any personal or professional situation you encounter will help you take control of your own life to achieve the future you want.
\nNote: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.
\nOverview
\nNow that you’ve evaluated the credibility of your sources (Assessment 1), you are ready to use innovative thinking and problem solving to analyze the content of your sources. For this assessment, you will complete the Historical Analysis Worksheet [DOCX], using a critical thinking process to evaluate evidence as you explore the causes and long-term impacts related to your issue. Analyze how those in the past have successfully and unsuccessfully tackled the same issues while also considering how these same issues might now be addressed by your Now that you’ve looked at how reliable your sources are (Assessment 1), you’re ready to look at the content of your sources using creative thinking and problem solving. For this assessment, you will fill out the Historical Analysis Worksheet [DOCX]. You will use a critical thinking process to evaluate evidence as you look into your issue’s causes and long-term effects. Analyze how people in the past have dealt with the same problems, both well and badly, and think about how your group might deal with the same problems now.organization.
\nPreparation
\nReview the evidence you compiled and compared for Assessment 1, Evaluating Historical Sources. Then begin to formulate your explanation or main arguments about your chosen issue. Consider the historical context of the issue, its challenges, and the strategies and approaches people used to deal with those challenges.
\nInstructions
\nFor this assessment, use the Historical Analysis Worksheet [DOCX] to complete the following steps. You will use this worksheet to further examine the sources you\u2019ve collected for your topic (sample nursing essay examples by the best nursing assignment writing service) (facing economic change or engaging civil rights).
\nStep 1: Identify questions that need to be answered to understand a historical event and its long-term impact.
\nStep 2: Describe information learned from historical sources that can be used to inform a current understanding of a historical issue.
\nStep 3: Explain similarities and differences in sources of historical information.
\nStep 4: Analyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about a historical issue.
\nStep 5: Use critical thinking to relate past challenges and strategies to a current organizational issue.
\nStep 6: Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
\nAdditional Requirements
\nYour submission should meet the following requirements:
\n\u2022\tWritten communication: Written communication should be free of errors that detract from the overall message.
\n\u2022\tCitations: Include a complete citation for each source. When you refer to evidence (in Step 2 of the worksheet), be sure to include in-text references to your sources. Review Evidence and APA for more information on how to cite your sources.
\n\u2022\tNumber of references: Your assessment should include a reference page with at least four sources cited: two primary and two secondary sources, with up to two sources selected from the History Presentation Resource List [DOCX].
\n\u2022\tFont and font-size: Times New Roman, 12 point.
\nCompetencies Measured
\nBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
\n\u2022\tCompetency 2: Determine the causes and long-term impacts of a historical event.
\no\tIdentify questions that need to be answered to understand a historical event and its long-term impact.
\no\tExplain similarities and differences in sources of historical information.
\n\u2022\tCompetency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation.
\no\tDescribe information learned from historical sources that can be used to inform a current understanding of a historical issue.
\no\tAnalyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about a historical issue.
\no\tUse critical thinking to relate past challenges and strategies to a current organizational issue.
\n\u2022\tCompetency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences.
\no\tWrite in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.
\n\u2022\tSCORING GUIDE
\nUse the scoring guide to understand how your assessment will be evaluated.
\nVIEW SCORING GUIDE
\nHistorical Analysis Scoring Guide
\nCRITERIA\tNON-PERFORMANCE\tBASIC\tPROFICIENT\tDISTINGUISHED
\nIdentify questions that need to be answered to understand a historical event and its long-term impact.\tDoes not identify questions that need to be answered to understand a historical event and its long-term impact.\tIdentifies one or more questions that need to be answered to understand a historical event and its long-term impact, but questions need further refinement.\tIdentifies questions that need to be answered to understand a historical event and its long-term impact.\tIdentifies clear, specific questions that need to be answered to understand a historical event and its long-term impact.
\nDescribe information learned from historical sources that can be used to inform a current understanding of a historical issue.\tDoes not describe information learned from historical sources that can be used to inform a current understanding of a historical issue.\tDescribes information learned from historical sources that can be used to inform a current understanding of a historical issue, but this information is incomplete.\tDescribes information learned from historical sources that can be used to inform a current understanding of a historical issue.\tDescribes information learned from historical sources that can be used to inform a current understanding of a historical issue, with supporting examples.
\nExplain similarities and differences in sources of historical information.\tDoes not explain similarities and differences in sources of historical information.\tIdentifies similarities and differences in sources of historical information.\tExplains similarities and differences in sources of historical information.\tExplains similarities and differences in sources of historical information, with supporting examples.
\nAnalyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about a historical issue.\tDoes not analyze the strengths and weaknesses of historical evidence.\tAttempts to analyze the strengths and weaknesses of historical evidence but does not include the challenges of using such evidence to make an argument about a historical issue.\tAnalyzes the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about a historical issue.\tAnalyzes the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about a historical issue, using supporting examples and specific details.
\nUse critical thinking to relate past challenges and strategies to a current organizational issue.\tDoes not use critical thinking to relate past challenges and strategies to a current organizational issue.\tUses critical thinking to relate past challenges and strategies to a current organizational issue, but the analysis is incomplete.\tUses critical thinking to relate past challenges and strategies to a current organizational issue.\tUses critical thinking to relate past challenges and strategies to a current organizational issue, using specific evidence.
\nWrite in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.\tDoes not write in a well-organized and concise manner.\tWriting is unclear, wordy, or disconnected, with errors in grammar, usage, and mechanics.\tWrites in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.\tOrganizes content so clarity is enhanced and all ideas flow logically and smoothly. Writes concisely, precisely, and directly, with nearly flawless adherence to the rules of grammar, usage, and mechanics.
\nResources: Essential Outcomes
\n\u2022\tPRINT
\n\u2022\tYou are planning a special dinner and want to add the perfect seasonings. But your spice drawer is a jumbled mess. You comb through the jars of spices, getting increasingly more annoyed. Where\u2019s the salt? The cilantro? That container of garlic? Frustrating, right? But if you line up the spices neatly on the counter in front of you, you can suddenly see all your options\u2026and calmly choose the best flavoring for your meal.
\nThat\u2019s what critical thinking is\u2014the ability to step back from a problem, assess what you have to work with, and rationally decide the best way forward toward a solution. It\u2019s a key component of practicing problem solving in this course and beyond. By improving your critical thinking so you can solve problems in the present and future, you\u2019ll take a positive step toward achieving both your personal and professional goals.
\nApplication of Essential Outcomes
\nOne aspect of analyzing historical information is good note-taking. Taking notes effectively helps you organize the information from your sources and make connections, something you will be doing in the Historical Analysis assessment and in your Lessons from History presentation later in the course. The following resource discusses the elements of effective note-taking.
\n\u2022\tDeShano, C., & Schroeder, E. (n.d.). Learning to do historical research: A primer the pleasures of note-taking. Learning Historical Research. https:\/\/www.williamcronon.net\/researching\/notetaking.htm
\nIn the following Capella Stories, you\u2019ll learn how decorated Thunderbird pilot Nicole Malachowski used critical thinking to achieve her long-held dream: the conferment of the Congressional Medal of Honor on WWII\u2019s Women Airforce Service Pilots (WASP).
\n\u2022\tCapella Stories: Bringing the WASP to New Heights.
\nHave you ever been confronted with two versions of the same story? It can be hard to know which to believe, right? Historians and students of history (like you!) often face the same challenge. In the following Capella Stories, biographer and historian Kate Clifford Larson walks us through important moments in Harriet Tubman\u2019s life and reveals the critical thinking steps she took to determine their historical accuracy. How will these same steps strengthen your problem-solving skill and help you think critically in your own life? Learn how Harriet Tubman\u2019s biographer used the six steps of critical thinking to discover the real story of this fascinating American hero.
\n\u2022\tCapella Stories: History and Mystery with Harriet Tubman.
\nResources: History of the United States
\n\u2022\tPRINT
\n\u2022\tFor the first three assessments in this course, you will investigate how economic change affects certain populations or the fight for civil rights for a specific group. The following chapters provide multiple examples of economic change and civil rights from 1790 to today. For this assessment, read more about the events for your chosen topic (sample nursing essay examples by the best nursing assignment writing service). Watch the film to learn more about the women’s suffrage movement and the struggle to obtain voting rights for women.
\n\u2022\tMontoya, M., Belmonte, L. A., Guarneri, C. J., Hackel, S., Hartigan-O\u2019Connor, E., & Kurashige, L. (2018). Global Americans: A history of the United States. Cengage Learning. Available in the courseroom via the VitalSource Bookshelf link.
\no\tChapter 9, “Markets and Democracy, 1790\u20131840,” pages 248\u2013277 in your textbook.
\no\tChapter 12, “Expansion, Slavery, and the Coming of the Civil War, 1848\u20131861,” pages 340\u2013369.
\no\tChapter 13, “The American Civil War, 1861\u20131865,” pages 370\u2013401.
\no\tChapter 14, “Reunion and Retreat: Reconstruction, 1865\u20131877,” pages 402\u2013431.
\no\tChapter 15, “Incorporation of the U.S. West, 1862\u20131917,” pages 432\u2013461.
\no\tChapter 16, “The Making of Industrial America, 1877\u20131917,” pages 462\u2013491.
\no\tChapter 17, “Politics of Reforms, 1877\u20131917,” pages 502\u2013519.
\no\tChapter 19, “Managing Modernity, 1919\u20131929,” pages 554\u2013585.
\no\tChapter 20, “Great Depression, New Deal, and Impending War, 1929\u20131939,” pages 586\u2013617.
\no\tChapter 21, “The World at War, 1939\u20131945,” pages 618\u2013649.
\no\tChapter 22, “The Cold War, 1945\u20131965,” pages 650\u2013679.
\no\tChapter 23, “Prosperity and the Cold War Economy, 1945\u20131965,” pages 680\u2013709.
\no\tChapter 24, “Civil Rights and Human Rights, 1945-1965,” pages 710-739
\no\tChapter 25, “The Vietnam War Era, 1965-1975,” pages 740-771.
\no\tChapter 26, “The Global Conservative Shift, 1975\u20131988,” pages 772\u2013803.
\no\tChapter 27, “Closer Together, Further Apart, 1988\u20132000,” pages 803\u2013837.
\no\tChapter 28, “Global Americans Today, 2000\u20132016,” pages 838\u2013868.
\n\u2022\tPBS. (2020, July 7). The vote. https:\/\/www.pbs.org\/wgbh\/americanexperience\/films\/vote\/#part01
\no\tWatch this film to learn more about the women’s suffrage movement and the struggle to obtain voting rights for women.<\/p>\n","protected":false},"excerpt":{"rendered":"
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