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This 3 page Class Notes was uploaded by Kayla Lusk on Sunday September 11, 2016. The Class Notes belongs to HIST 4700 at University of North Texas taught by Dr. Andrew J. Torget in Fall 2016. Since its upload, it has received 12 views. For similar materials see Texas History in History at University of North Texas.
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Date Created: 09/11/16
Evaluative Essay 1 for HIST 4470 Teaching the most important factors for a representative view of U.S. gender history 1880s1920 If you were going to teach someone to do U.S. gender history between the 1880s and 1920, what factors would you advise them to analyze for a representative view, and how would you convince them that these are the most important? [ Within the topics of ideals & realities, race, immigration & labor organizing, progressiveera reform work, and suffrage we have covered aspects that influenced the expressions of gender such gender roles, class, race/ethnicity, nationality, sexuality, & geography, types of endeavors, methods women and men employed in their lives and activism, assessments of whose work was important, differing views on how women and men experienced their lives, and types of history and historical sources (like social, legal, economic .] • Determine what factors you consider most crucial and justify why they are the most important. • Pick three of the following articles in Women’s America: Gilmore, Pascoe, Orleck, Sklar (on Florence Kelley), DuBois along with other readings that exemplify your factors. • Assess how each of the three WA authors contributes to a broad picture. This is not a summary of history. Rather, analyze their methods of arguing and presenting evidence about their topics and how their work exemplifies ways to convey gender history. • Consider what factors they did not take into account that you find vital to understanding gender history using at least four more sources Draw examples from other readings for how you would convey these other crucial issues. This section should not be as long as the analysis of the three WA articles. Prewriting: This paper requires moving from reading through summary to analysis. Determine what you think are the most important points in each article, how the articles relate to each other, the effects of different authors’ contrasting pictures of gender relations. How did the authors’ choices of topics or people, types of sources, and interpretations represent the authors’ different assumptions or agendas? Do you see places where one could ask different questions or pose other interpretations? Format: 17002000 word essay = ca. 3.55 numbered pages with 7+ readings, singlespaced, 1112 point font (Times New Roman, Garamond or Ariel), title that represents your position, no cover page ArgumentDriven Essay: Construct an argumentdriven essay that answers, “What are the most important factors to analyze for a representative view of U.S. gender history from the 1880s through 1920, why are they the most important, and how should one cover them?” 1. Intro: Make your introductory paragraph about 1/10 the total paper length (not over 2/3 of a page). Grab the reader’s attention, then present your thesis argument justifying your choice of important factors for a representative picture. Underline your thesis sentence(s). Then summarize how the articles you chose exemplify ways to address these factors. This introductory paragraph serves as an argumentative abstract. After reading it, I should know where you are going but not yet how you use evidence. Revise your thesis after writing your whole paper to reflect where you ended up going. 2. Main paragraphs: Each main paragraph should start with a topic sentence and make one argument that directly contributes to proving your overall point. Include no summary of the articles; only use textual evidence that is directly necessary to back up your argument. Check your parenthetical citation of all quotations and paraphrases, so you are not plagiarizing. Concentrate most main paragraphs on assessing the three articles. Main paragraphs after assessments of WA articles will use four or more other readings for the crucial issues the WA authors could not address. Wrap up each main paragraph with the broader importance of that paragraph’s evaluation of the author’s material—that is how this specific example stands in for the significance of this general facet of gender history. Recheck the clarity of your arguments, spelling, and grammar. 3. Transitions: Form transitional sentences between paragraphs to draw your reader along by showing how logical it is to move from your previous argument to your next. Avoid weak transitions like “in addition,” numbering points, or “also.” Evaluative Essay 1 for HIST 4470 Teaching the most important factors for a representative view of U.S. gender history 1880s1920 4. Conclusion: Bring together the specific points you made in each paragraph, include important factors that were not addressed by the authors, and explain what kind of larger picture that provides. Evaluative Essay 1 for HIST 4470 Teaching the most important factors for a representative view of U.S. gender history 1880s1920 Grading Rubric focused on Format, Argumentation & Evidence Your name, next line = HIST 4470, next line = date + a couple lines of space + your essay title 1112pt font, singlespaced, numbered pages 1. Intro ¶: Indent + short leadin + underlined thesis argument in 13 sentences. o Finish the intro. paragraph by summarizing how sources you chose exemplify your points 2. Main ¶s: Topic sentences → 1 paragraph per pt. o Evidence for your argument o How sources address most important factors o Critical use of sources not hist. summary o Cite parenthetically readings and lecture 3 WA essays = 1._______________ 2. _______________ 3. _______________ Others = 4._______________ 5._______________ 6._______________ 7._______________ o Broader significance of each paragraph’s argument o (Other important factors not covered by course?) 3. Transitions 4. Conclusion in relation to larger picture of U.S. gender history 1880s1920 Word count for essay (should be 1,7002,000 words) Turned in on Blackboard course as a Word document not PDF
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