Answer & Explanation:HelloI am now on my final project for US History II. I have attached the overview for this assignment and the rubric (all in one document) along with other details from out of ebook within the “instructions.docx” This assignment is basically putting all 3 of the past assignments together but it has to be done a certain way which is noted within the instructions. Let me know if you have any questions.PS: this assignment is woth 250 points, this assignment could make or break me.Thank you =)
instructions.docx
rubric.pdf
overview_and_rubric.pdf
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Objective: Complete your introduction and draft a conclusion for your Final Project.
The body of your paper should now be complete. All that’s left is to write an introduction
leading to your thesis statement and a conclusion to leave your reader thinking more deeply
about your topic. Complete the writing templates below to finish your draft.
Review Final Project Progress
Before you get started writing the final elements of your paper, take a look at the graphic below
to see how it fits into your final project. In Milestone Three, you focused on articulating and
defending the claims of your thesis. In this next milestone, you will focus on framing your paper
with an introduction and a conclusion.
Since Milestones One, Two, and Three are all part of your final project, you may want to review
what you’ve already written about your historical event. Use the links below to return to the
writing templates for your first three milestones; this will help you take your earlier writing into
consideration when turning to writing the final elements of your paper.
Milestone One
o Event Description
o Thesis Statement
Milestone Two
o Trends
Milestone Three
o Claim 1
o Claim 2
o Claim 3
Introductions
A well-written introduction can mean the difference between an essay that captures the reader’s
attention and one that never gets read. Effective introductions consist of an introductory device (also
known as an attention-grabber or hook), some background information on the topic, and the essay’s
thesis statement. They may also summarize or preview the major points of the essay and/or define
unfamiliar terms. A paper’s introduction should always be consistent with the rest of the work with
respect to tone as well as the claims being made. When the introduction argues one thing and the body
of the essay another, the purpose of the essay is lost.
Conclusions
The purpose of a conclusion is to wrap up your paper so that it doesn’t end abruptly. A
conclusion may also touch on the paper’s significance, restate the thesis and/or the main points,
make predictions, or suggest a direction for further study in light of the paper’s findings.
An effective conclusion brings logical closure to a paper by causing the arguments to come full circle: the
ideas you presented in the introduction and developed in the body paragraphs get revisited one last
time in the conclusion. Revisiting the paper’s ideas in the conclusion not only refreshes the reader’s
memory about the argument but also shapes his or her final impression of it—determining, to some
extent, what the reader will take away from the paper.
Titles
The title of your paper is the last thing that you write, but it’s the first thing that your reader sees.
So it shouldn’t be an afterthought. A great title accomplishes two things. First, it tells the reader
what the subject of your paper is. Consider the sample paper that we’ve been looking at
throughout this course. Because it is about the allotment of Native American land in the 1880s
and 1890s, we could title it something like “19th Century Indian Allotment,” and thus we’d have
a title that informs the reader of the paper’s subject. But there’s room for improvement.
The second thing that a great title does is clue the reader into a paper’s argument or keywords. It
reveals not only the subject of the paper, but also the author’s unique spin or take on it. For that,
we’ll need to get more specific. Drawing keywords out of the paper’s three main claims, we can
revise the title to “Family, Food, and Blood: The Changes Brought by 19th Century Indian
Allotment.” The title now not only tells the reader what the paper’s subject is, but it also clues
the reader into what makes this paper unique.
Title Page
For our Final Project, we need to fill in the information necessary for the title page. Complete the writing
template below and you’ll be ready to download your completed draft of the paper. Located in ebook
(Balckboard)
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to
change the rubric’s layout.
Name: HIS 114 Final Project Rubric (SA)
Grid View
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List View
Exemplary
Proficient
Needs Improvement
Not Evident
Introduction: Research
Question
5 (2%)
5 (2%)
2.75 (1.1%)
0 (0%)
N/A
Identifies research question
centered on a specific historical
event
Identifies research question, but
question does not center on a
specific historical event
Does not identify research
question
Introduction: Purpose
18.75 (7.5%)
15.94 (6.38%)
10.31 (4.12%)
0 (0%)
Meets “Proficient” criteria and
discussion shows keen insight
into the significance of the
research question to the larger
time period
Discusses the purpose of the
essay in broad terms, including
why the research question is
worth investigating in terms of its
significance to the larger
historical time period
Discusses the purpose of the
essay, but discussion is not in
broad terms, does not include
the significance of the research
question to the larger historical
time period, or is unclear
Does not discuss the purpose of
the essay
15 (6%)
12.75 (5.1%)
8.25 (3.3%)
0 (0%)
Meets “Proficient” criteria and
thesis statement is especially
clear and well-suited to the
research question
Develops a thesis statement that
responds to the identified
research question and includes
three components to defend in
essay
Develops a thesis statement that
responds to the identified
research question, but thesis
does not include three
components to defend or is
unclear
Does not develop a thesis
statement
Context: Historical Event
Cause(s)
18.75 (7.5%)
15.94 (6.38%)
10.31 (4.12%)
0 (0%)
Meets “Proficient” criteria and
explanation is exceptionally
supportive of a clear and
accurate description of historical
event
Explains cause(s) in describing
the historical event
Explains cause(s) in describing
the historical event, but
explanation contains
inaccuracies or lacks clarity
Does not explain cause(s) in
describing the development of
historical event or does not
describe historical event
Context: Historical Event
Participants
18.75 (7.5%)
15.94 (6.38%)
10.31 (4.12%)
0 (0%)
Meets “Proficient” criteria and
explanation is exceptionally
supportive of a clear and
Explains participants in
describing historical event
Explains participants in
describing historical event, but
explanation contains
inaccuracies or lacks clarity
Does not explain participants in
describing historical event or
does not describe historical
event
Introduction: Thesis Statement
Exemplary
Proficient
Needs Improvement
Not Evident
accurate description of historical
event
Context: Historical Event
Chronology
18.75 (7.5%)
15.94 (6.38%)
10.31 (4.12%)
0 (0%)
Meets “Proficient” criteria and
explanation is exceptionally
supportive of a clear and
accurate description of historical
event
Explains chronology in
describing historical event
Explains chronology in
describing historical event, but
explanation contains
inaccuracies or lacks clarity
Does not explain chronology in
describing historical event or
does not describe historical
event
Context: Identify Major Trends
18.75 (7.5%)
15.94 (6.38%)
10.31 (4.12%)
0 (0%)
Meets “Proficient” criteria and
description is exceptionally clear
and detailed
Identifies major trends relevant to
selected historical event in
illustrating larger historical setting
Identifies major trends in
illustrating larger historical
setting, but trends are not
relevant to historical event or
response is lacking in detail or
clarity
Does not identify major trends in
illustrating larger historical setting
18.75 (7.5%)
15.94 (6.38%)
10.31 (4.12%)
0 (0%)
Meets “Proficient” criteria and
explanation demonstrates a
nuanced understanding of the
significance of the trends to the
time period and their connection
to the historical event
Explains the significance of
indicated trends to the time
period, and connects the trends
to the historical event
Explains the significance of
indicated trends to the time
period, and connects the trends
to the historical event, but with
gaps in detail or clarity
Does not explain the significance
of indicated trends to the time
period or does not connect
trends to historical event
12.5 (5%)
10.63 (4.25%)
6.88 (2.75%)
0 (0%)
Meets “Proficient” criteria and
claim shows keen insight into the
significance of a major event in
American history to the larger
time period
States historical claim that
supports thesis statement
States historical claim, but claim
does not support thesis
statement or is unclear
Does not state historical claim
Argument: Component 1
Evidence and Defense
18.75 (7.5%)
15.94 (6.38%)
10.31 (4.12%)
0 (0%)
Meets “Proficient” criteria and
evidence is especially supportive
of historical claim
Incorporates logical evidence
from primary and secondary
sources that supports stated
claim, and explains how the
evidence supports claim
Incorporates evidence from
primary and secondary sources
and explains how the evidence
supports claim, but evidence is
not logical for supporting stated
claim or explanation has gaps in
logic
Does not incorporate evidence
from primary and secondary
sources and explain how it
supports claim
Argument: Component 2 Claim
12.5 (5%)
10.63 (4.25%)
6.88 (2.75%)
0 (0%)
Meets “Proficient” criteria and
claim shows keen insight into the
significance of a major event in
American history to the larger
time period
States historical claim that
supports thesis statement
States historical claim, but claim
does not support thesis
statement or is unclear
Does not state historical claim
18.75 (7.5%)
15.94 (6.38%)
10.31 (4.12%)
0 (0%)
Context: Trends Significance
Argument: Component 1 Claim
Exemplary
Proficient
Needs Improvement
Not Evident
Argument: Component 2
Evidence and Defense
Meets “Proficient” criteria and
evidence is especially supportive
of historical claim
Incorporates logical evidence
from primary and secondary
sources that supports stated
claim, and explains how the
evidence supports claim
Incorporates evidence from
primary and secondary sources
and explains how the evidence
supports claim, but evidence is
not logical for supporting stated
claim or explanation has gaps in
logic
Does not incorporate evidence
from primary and secondary
sources and explain how it
supports claim
Argument: Component 3 Claim
12.5 (5%)
10.63 (4.25%)
6.88 (2.75%)
0 (0%)
Meets “Proficient” criteria and
claim shows keen insight into the
significance of a major event in
American history to the larger
time period
States historical claim that
supports thesis statement
States historical claim, but claim
does not support thesis
statement or is unclear
Does not state historical claim
Argument: Component 3
Evidence and Defense
18.75 (7.5%)
15.94 (6.38%)
10.31 (4.12%)
0 (0%)
Meets “Proficient” criteria and
evidence is especially supportive
of historical claim
Incorporates logical evidence
from primary and secondary
sources that supports stated
claim, and explains how the
evidence supports claim
Incorporates evidence from
primary and secondary sources
and explains how the evidence
supports claim, but evidence is
not logical for supporting stated
claim or explanation has gaps in
logic
Does not incorporate evidence
from primary and secondary
sources and explain how it
supports claim
Conclusion: Thesis
8.75 (3.5%)
7.44 (2.97%)
4.81 (1.92%)
0 (0%)
Meets “Proficient” criteria and
conclusion is especially clear and
relevant to the major points of
the essay
Writes a clear conclusion with
thesis restated in different words
and a summary of the major
points of the essay
Writes a conclusion with thesis
restated and a summary of the
essay, but either thesis is not
restated in different words, or
conclusion is lacking in detail or
clarity
Does not write a conclusion with
thesis restated and a summary of
the essay
15 (6%)
12.75 (5.1%)
8.25 (3.3%)
0 (0%)
Submission is free of errors
related to citations, grammar,
spelling, syntax, and organization
and is presented in a
professional and easy-to-read
format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
Articulation of Response
Name:HIS 114 Final Project Rubric (SA)
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