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Module three activity rubric
The study of history is guided by asking questions. Developing research questions is an iterative process, which means that the questions are continuously changing as new information is uncovered and new thoughts occur. In this activity, you will consider how historical perspectives and sources influence how research questions are written and revised.
Use the Module Three Activity Revising Questions Template Word Document to complete this activity. First, use your primary and secondary sources to help you choose a historical perspective (social, political, or economic) to apply to your topic. Then consider the evidence you have found in those sources and if that evidence supports your research questions or suggests you need to go in another direction. Finally, you will choose one research question to focus on and revise it. Revising may involve rewriting your research question completely. Or you may need to narrow your focus or improve the clarity of the question.
You initially wanted to research how Native American people and culture have been memorialized in the United States. After consulting sources, you realize that this question is too broad. So, you decide to narrow your question to the movement to change Columbus Day to Indigenous Peoples’ Day. After further research, you decide to approach your topic from a cultural perspective rather than a political perspective. You choose this perspective because you are interested in how Indigenous Peoples’ Day might better preserve and recognize the many Native American cultures (the cultural perspective) rather than how governments have responded to this proposed change (the political perspective).
Specifically, you must address the following rubric criteria:
Identify a historical perspective that could be applied to your historical event.
Ensure that you use evidence, such as examples or quotes, from your sources to support why you identified a particular perspective.
Revise your research question based on evidence from your primary and secondary sources.
Does the evidence from your primary and secondary sources support your research question, or do they indicate you need to reconsider it? For example, you may need to narrow your focus further or approach your topic from a different perspective. If you do not feel like your research question needs to be changed, explain why.
Explain how historical perspective and evidence from sources influenced your finalized research question.
How did they strengthen or challenge your research question?
Guidelines for Submission
Submit the Module Three Activity Template: Revising Questions. Sources should be cited according to APA style. While references are not required, any sources used should be cited according to APA style if you reference them in your responses. Consult the Shapiro Library APA Style Guide for more information on citations.
Module Three Activity Rubric
Criteria Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Historical Perspective Identifies a historical perspective that could be applied to the historical event Shows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting historical perspective to a historical event or providing greater support for that connection Does not attempt criterion 30
Revise Research Question Revises the research question based on evidence from primary and secondary sources Shows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting sources and the research question or making the question clearer or narrower Does not attempt criterion 30
Perspective and Evidence Explains how historical perspective and evidence from sources influence the research question Shows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting evidence or perspective to how the question was revised or providing more support of that connection Does not attempt criterion 30
Articulation of Response Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability The submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas 10