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This is my Final paper and the grade is EXTREMELY IMPORTANT. My grade for the whole quarter in the class is dependent on this paper and the writer needs to follow all the steps I provide and use the sources I upload as well. I upload the questions and all the rules and guides that you have to follow, so please make sure you read the guides and the steps and if you are able to write the paper by following them, then accept to write my paper. The paper has 3 parts: Part A (at least 3 pages), Part B which you choose one question from the seven questions and answer it. (at least 4 pages), and Part C which is like part B instead you have to answer one from five questions. The paper should be at least 10 pages.
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History Essay Writing Outline Guide
*This guide is meant to be used to think about how to write a short- to medium-length history paper (2-15
pages) and should be used as a starting point in your writing process*
Introduction: History papers are persuasive essays. You are describing historical events or themes and making
a case for why they matter. Even prompts that ask you to “describe what happened” still task you with proving
why “what happened” was important in the moment.
 Begin with a statement of context – what is a central event that represents a core theme or idea that
appears throughout your paper? Give as much identifying detail as possible in one concise sentence.
 What is the larger context of this event or idea you have opened your essay with? Why does that
matter?
 If you are asked to focus on a particular moment or idea, ground your opening statements in that
context. Try to avoid over-generalizing statements like, “this event has been common since the
beginning of time.”
*Your job is to focus on the particular historical moments under study and to allude to the fact that similar
processes existed under different contexts. Remember that history studies change over time and your
statements should reflect a critical examination about what that might mean for notions of continuity and
longer processes.
THESIS: Your thesis statement should be comprehensive enough to do the following:
1. Answer ALL PARTS of the question/s stated in the prompt/s. Be direct and assertive. DO NOT
STOP AT DESCRIPTIONS of events or ideas. You should also address…
2. Why do these answers matter for our understanding of the historical subject? Even if a prompt does
not ask this directly, historical writing concerns itself with a critical and thoughtful engagement of
events in relation to their impact on the historical moments out of which they arise.
*A passable thesis only describes an event or idea. A thoughtful thesis also describes why and how an event or
idea allows us to better understand the importance of a historical moment in its own context. In this way, your
thesis is an argument that you must support with historical evidence*
 You may preview your main points as you transition from your introduction to your first body
paragraph. Or you may include a discussion of your main points earlier in your introduction. These are
stylistic choices.
Body Paragraphs: Structure, Clarity, and Consistency are vital to writing a persuasive historical essay. While
not all historical papers will follow this structure, this is a way to help you organize your thoughts and make
sure that they connect to the claims you make in your thesis. Your body paragraphs should begin with the same
basic premise:
 Topic Sentence that asserts a sub-argument connected to your thesis:
o “[Specific historical theme or event] demonstrates that [One take-away you identify as being
important for understanding this historical moment] in relation to my overall argument (your
thesis).”
o “[Overarching idea] shows that [Your take-away] because ____________.”
 Evidence: Historical evidence is specifically related to the time period or event you are discussing.
Evidence should be quoted directly when possible and should be distinctive enough that to
paraphrase it would be to dilute its significance.
o If you can paraphrase a piece of historical evidence so that it maintains the same
meanings, then that evidence is likely not important enough to be quoted in the first
place. Think deeply about what you quote and cite in your papers. They should be some of
the most impactful parts of your paper.
o Lecture materials typically provide the context out of which the historical evidence can be
better understood. However, because lectures typically reflect the opinions of the presenter,
try to avoid solely relying on those conclusions made to prove your point (which is your
opinion), i.e., “lecture stated this, so this is why this period is important.”
o Instead, reference specific events during the specific period you are focusing on, i.e.,
“lecture stated this overarching idea. This event from the period supports this overarching
idea stated in lecture. There is a strong case to be made that, because my argument is in line
with lecture and this event, that my thesis (argument) is supported.”
o HOW DOES THE EVIDENCE PROVE YOUR POINT? Answer this directly after each
individual or set of evidence presented.
o Depending on the length of the paper, try to have at least two pieces of evidence for every
sub-argument you make.
 Concluding Sentence: After you present the evidence, connect them to each other and to your
thesis.
o Historical writing and argument require you to interpret the evidence you present. State
directly why and how this is important to 1) supporting your argument and 2) understanding
the period being studied.
 “The evidence reveals that [your sub-argument] is valid because _________.
Furthermore, [this evidence] demonstrates how and why [an event or idea you
identify in your essay] happened in [larger context].”
o Typically, you should transition to your next sub-argument here.
*After you have argued your thesis throughout your paper, you will need to conclude your essay by connecting
each of your discussed topics to a broader theme or idea from the course*
Conclusion: Conclusions do not need to be profound. They just need to consolidate all the information you
gave and clearly link them back to the thesis and broader themes. DO NOT INTRODUCE NEW
INFORMATION OR ARGUMENTS IN YOUR CONCLUSION.
 “[Your sub-arguments] show that [Your thesis]. This is important because [How does your thesis help
us think about why an event or idea may have been important in the context of the period under
focus?]. Without this understanding, [what is lost to people studying this moment?] // With this
understanding, [what is gained for people studying this moment?].”
 A conclusion does not need to state that “there are consequences that can still be seen today.” This is a
given. The nature of historical processes is that the legacies of different periods connect to the present
to some degree. Assess why an event or idea mattered in the context of the period under study.
How did it affect the lives of people or the structures of society in the moment? Why was it impactful
in the moment?
o If you want to make a connection to the present moment, be topical and be specific.
*Again, this guide is meant to help get you started writing historically and should serve as a reference point
throughout your writing process. It is by no means an exhaustive strategy and should be used thoughtfully.
That said, it should allow you to think about how to organize your papers and how to structure your arguments
clearly, logically, and critically.
Evaluation Rubric for History Writing Assignments
Criteria
Focus and Content
Thesis
Organization
Style, Voice, and
Argumentation
Grammar, Structure,
Mechanics, and
Format
Grader’s Comments
4
Content indicates
synthesis of ideas,
critical analysis of
evidence, original
thoughts are clearly
supported by detailed
and accurate
information. All main
ideas connect to the
thesis.
Clear and well
developed. Identifies
the question/s from the
prompt and provides a
response indicating
critical evaluation and a
thoughtful argument.
Clear and logical
structure that supports
the thesis. Introduction
lays out the argument/s,
body paragraphs
logically develop the
thesis through subarguments, and
conclusion is strong.
Information is relevant
and presented in a
logical order. Smooth
transitions.
Writing demonstrates
strong attention to detail
and awareness of
audience. All ideas flow
logically and
demonstrate extensive
knowledge of the topic.
Author acknowledges
and addresses counterarguments. Author
maintains a consistent
argument.
All sentences are well
constructed. Language
is clearly organized.
Correct word choice,
punctuation, and
grammar. Correct and
consistent citation of
sources. Minimal to no
spelling or grammar
errors. No run-on
sentences.
3
2
1
Content indicates original
thinking and develops
ideas with sufficient and
convincing evidence.
Main ideas are clear but
may not all be supported
by detailed or accurate
information. Most main
ideas connect to thesis.
Content indicates thinking
and reasoning with
original thought
demonstrated on a few
ideas. Some attempt to
link main ideas and
evidence to thesis, but
only somewhat clear.
Topic and main ideas are
unclear. Shows some
attempt at critical thinking
and reasoning, but most
ideas are underdeveloped
or unoriginal.
Partially developed, but
only superficially
addresses the significance
of the issue/s or
question/s from the
prompt. Demonstrates a
serious attempt at an
argument.
Underdeveloped and does
not directly address the
significance or relevance
of the issue/s or problem/s
from the prompt. The
intended argument is
unclear.
Merely paraphrases the
essay prompt with no
evidence of an attempt to
form a critical argument.
Unclear or no thesis.
Organized, but structure
is inconsistent.
Introduction provides a
clear thesis and an
overview of the paper.
There is a conclusion.
Transitions are present
but somewhat awkward.
Essay is not well
organized and structure
only weakly supports the
thesis. Introduction states
the main idea/s and/or
thesis. There is a
conclusion. Transitions
are choppy.
No organizational
structure or conclusion.
No clear introduction or
conclusion.
Good attention to detail
and some indication of
awareness of audience.
Most ideas flow logically
and demonstrate an
understanding of more
than the basic ideas of the
topic/s. Some evidence
that counter-arguments
are acknowledged; not
necessarily addressed.
Logic may often fail or
the argument may often be
unclear. May not address
counter-arguments or
make any meaningful
connections to the thesis.
May also contain logical
contradictions. The author
demonstrates limited
knowledge and
understanding of the
topic/s.
Ideas do not flow at all or
are too incoherent to
determine. Simplistic
view of topic with no
demonstrated effort to
acknowledge or address
alternative views. Limited
effort to relate evidence to
argument. The purpose of
writing is unclear.
Most sentences are well
constructed. Language is
organized and strong
despite occasional errors.
Word choice,
punctuation, and citation
styles are often used
correctly. Some spelling
or sentence errors that do
not compromise overall
clarity.
Minor problems in
sentence structure and
grammar. Multiple
punctuation, citation, and
spelling errors. May have
several incomplete
thoughts or sentences.
These issues interfere with
understanding the author’s
argument.
Very difficult to
understand because of
major problems in
mechanics. Incorrect or no
citations.
HISTORY 140C
FINAL EXAM QUESTIONS COREY
WINTER 2019
(READ THE INSTRUCTIONS CAREFULLY!!!!!!)
ALL STUDENTS MUST ANSWER PART A. 20% THEN SELECT ONE
QUESTION FROM PART B. AND ONE QUESTION FROM PART C.
PLEASE RE-STATE THE ENTIRE QUESTION AT THE BEGINNING
OF EACH ANSWER. (2 POINTS DEDUCTED FOR FAILURE TO
RESTATE QUESTION.) ALL ESSAYS MUST HAVE THESIS
STATEMENTS, PREFERABLY ONE SENTENCE, HIGHLIGHTED OR
WRITTEN IN BOLD. (2 POINTS DEDUCTED FOR FAILURE TO
HAVE BOLD PRINT THESIS STATEMENT.)
THE ANSWER TO PART A SHOULD BY APPROX. 3 PAGES.
ANSWERS TO B AND C SHOULD BE 4 PAGES PER ESSAY.
(DOUBLE-SPACED.) PLEASE USE PARENTHETICAL CITATIONS. IF
YOU USE OUTSIDE SOURCES YOU WILL NEED A BIBLIOGRAPHY.
PLEASE STAPLE THE TWO QUESTIONS TOGETHER. BE SURE YOU
KEEP A COPY OF YOUR ESSAYS IN YOUR FILES. NO COMMENTS
ARE WRITTEN ON FINALS. THEREFORE PLEASE DO NOT WRITE
ME AFTER YOU GET YOUR GRADE AND ASK TO SEE YOUR
EXAM. THERE IS NOTHING TO SEE. THE EXAM IS DUE ON
THURSDAY MARCH 21ST AT 11 AM IN MY OFFICE. IF YOU HAVE
ANOTHER EXAM AT THAT TIME TAKE YOUR PAPER TO THE
HISTORY OFFICE BEFORE 11. YOU MUST ALSO TURN YOUR
PAPER IN TO TURNITIN.COM. PLEASE SUBMIT ALL THREE
ANSWERS TO TURNITIN AS A SINGLE DOCUMENT.
PART A (20%)
Your 19-year-old cousin who flunked out of high school has decided to enlist in
the Armed Forces. While you respect his desire to serve his country, his history
of bad decision making worries you. Does he know what it means to fight in a
war? Has he thought this through? You have just read THANK YOU FOR YOUR
SERVICE for this class and you think it might be a good thing for him to read it
before he shows up for his physical. Write the letter you would send to your
cousin describing this book, its impact on you, and an explanation of why he
needs to read it.
PART B (40%)
1. Write an essay in which you examine the failure of of LBJ’s Great
Society to be fully realized and link this failure to the emergence of
the Hip Hop Nation and ultimately the carceral state. Use lecture
material, Pruitt-Igoe, Schulman and, of course the reading from Jeff
Chang’s CANT STOP WON’T STOP
2. Stokely Carmichael once made the claim that what is good for Black people is
good for American democracy. Discuss this claim and build a case for or against
it for the period from 1954 to the present, drawing on course readings, lectures
and films.
3.Cornel West has argued that America’s will toward racial justice is weak. Make
an argument for or against this claim, using evidence gleaned from the text,
lectures. films and most important James Baldwin’s The Fire Next Time.
4. The central philosophical underpinning of all of the significant social
movements of the 60s and the 70s was the concept of participatory democracy.
We now live in an age in which the gathering and the dissemination of
information has been greatly democratized by a whole range of social media.
Write an essay in which you 1) trace the influence of participatory democracy on
one of the following social movements, paying particular attention to the ways in
which the broad participation of adherents shaped the movement as a whole:
Women’s liberation, environmental, Black Power, Gay & Lesbian rights
movement, Chicano Movement. 2.) In a brief conclusion you might want to
imagine 21st century social media might have impacted that movement.
5. Alice Echols writes: “In a sense the individual became the site of political
activity in the 60s.” Argue for or against this idea. (Not only in terms of the
women’s movement.) Be sure to include material from lecture, Bruce Schulman’s
book and the film Berkeley In the Sixties and the readings from Speaking Out.
6. Write an essay in which you describe and discuss the waves of movements
concerned with social justice that took place in the 60s and 70s. You need to
begin with a brief comment on the Classical phase of the civil rights movement
and then discuss at least three significant social movements of the period: Free
Speech Movement, the anti-war movement, the Black Power movement, the
women’s movement and the gay and lesbian movement. You may also choose
to discuss the Chicano power movement or environmentalism.
7. Write an imaginary panel discussion (in the form of a script) concerning
the history of race relations in the United States during the period we have
studied. You can certainly include current issues and the matter of mass
incarceration in the discussion. Include five of the following people on your
panel: Martin Luther King, Malcolm X, James Baldwin, a member of the
Black Panthers, Stokley Carmichael, or an artist or political leader of your
own choosing. Please make sure that the words spoken by the panel
members do, in some way, represent them as accurately as possible. Yes,
you are putting words in their mouths but they need to be words they might
have spoken. This question is not an invitation to blather on
impressionistically. WARNING: This is not an easy question.
PART C (40%)
1. I have stated that an apt title for this course could be: America Since
Television. Write a well-organized essay describing the impact of television on
U.S. history since its popularization in the late Forties. Be sure to include both
fiction and non-fiction offerings.
2. A historian has referred to the 1970s as a decade in which “it seemed like
nothing happened,” suggesting a more complacent and conservative decade
after the social activism and upheavals of the 60s. Discuss.
3. One historian has argued that Watergate was the crucial event that brought
down the “imperial presidency” which emphasized a powerful activist president.
Evaluate this view, examining presidential power and challenges to this power
between the 1960s and the Reagan Administration
4. How have both male and female gender identities been redefined since the
1950s? What were the larger effects of this redefinition on American society and
politics? Be sure to refer to your readings and lecture whenever possible.
5. Interview a family member or acquaintance about their
participation in a significant historical event that took place in the
period we have studied. Write out your questions in advance and
make sure that they are well grounded in historical fact. The person
must have been an active PARTICIPANT in a historical event. It
doesn’t count if your father once saw a protest going on outside of his
window when he was in school. This essay should be in Q & A format.
And no, you can’t interview me.
A SIGNIFICANT HISTORICAL MOVEMENT IS ONE THAT HAS MADE IT INTO
THE HISTORICAL RECORD: LARGE SOCIAL REFORM MOVEMENTS, WARS,
SIGNIFICANT POLITICAL STRUGGLES, RADICAL PROTEST MOVEMENTS,
ETC.

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