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Berkeley City College Early Globalization in the 1500s to 1700s Discussion

Berkeley City College Early Globalization in the 1500s to 1700s Discussion.

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Using Online Sources

Assignment: Write a thoughtful and well-written 1-2 pages (about 250-500 words) historical analysis using ONE (1) or more other websites–you choose and identify–for historical evidence and please try to submit the assignment by the end of Week 3 (Sunday, September 13th) if possible (you can still submit it after that).

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Expectations: 1-2 pages (about 250-500 words) of clear and strong quality writing, definitely proofread!, using an appropriately chosen website to support your interpretation.

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Topic: Early Globalization in the 1500s to 1700s.

Write about an aspect, any aspect, of early globalization. If you’d like you could make this a review or offshoot of when of the readings this week or last week (but you don’t have to!).

Remember: You must find, use, and identify an outside website as a source for your assignment–I want you to practice using outside sources–that isn’t this website or Wikipedia; choose something else. It should meet the following 3 criteria:

1) The site lists sponsors that are associated with higher education and non-profit centers–nobody is looking for you to look at ads or click somewhere for revenue.

2) The site identifies who created it and why so the intentions of the site are clear.

3) Information is credited and sourced so you can find where it is coming from and you can potentially double-check the information yourself.

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NOTE:

  • *An informal citation using a webpage/artifact can appear in parentheses following your discussion of the artifact and looks like this: (Name the creator of the artifact if known, skip otherwise, first, “Name the object,” and if it is from a website use <url here>, finish with the date you accessed the page)
  • Example: I’m being lazy so note “that History 3B’s Assignment 3 webpage contained an image that connected questions to ask regarding sources–including websites.” (Blake Johnson, “Week 3 Assignment,” HIST-3B-43873-F20 Accessed [put date here]).

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Tips: You can (but don’t have to!) consider any of the following:

  • What aspects of the world, or a specific people, changed after early globalization? What aspects didn’t?
  • How/why did multiple aspects of identity (“intersectionality”)-such as religion, ethnicity/race, social class–play a role in shaping identities? (This would require more outside research but could become the basis for your Research Project…just noting…)
  • How would you compare early globalization with globalization today? How is it similar? How is it different? (Should we even treat these “globalizations” as the same thing?)
  • If you’d like, you could put yourself into the early global world of the 1500s to 1700s and describe the experiences you imagine experiencing based upon the readings you’ve had in class and your own research.

*NOTE: There are no right or wrong arguments; I just want you to practice making connections to produce a historical argument and to get used to choosing good sources of information online.

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Feedback: Your feedback, which will become part of your overall evaluation in this course, will be based on 5 criteria of emphasis–

1. POINT: This will be your specific response to the question (“Early globalization represents _____”). Usually 1 sentence; this is the thesis or topical sentence.

2. GOOD WEBSITE EVIDENCE: This is where you cite 1 or more specific GOOD WEBSITES EVIDENCE to support your POINT. Remember, GOOD WEBSITES are 1) supported (has institutions that support it and isn’t just looking to show you ads), 2) identified (you know who has produced the website and why), and 3) cited (so you can check the work) biased.

3. EVALUATION: Having explained your WEBSITE EVIDENCE you then need to tie your argument together by explaining how and why the WEBSITE EVIDENCE supports your POINT. This evaluation, or analysis, connects your argument together to form a strong circle: POINT-EVIDENCE-EVALUATION-POINT.

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ARGUMENT: How well you are combining your point, evidence, and evaluation together to form an overall ARGUMENT. The clearer and more specific your connections between your POINT, WEBSITE EVIDENCE, and EVALUATION are the stronger your overall ARGUMENT will be to your audience.

WRITING: The quality of your WRITING doesn’t have to be perfect, but any argument is stronger when it is well-written so be sure to proofread for spelling, grammar, and word-choice.

POINTS: CANVAS LOVES USING POINTS EVEN IF I DON’T WANT TO. PLEASE NOTE:

  • THE RUBRIC “POINTS” ARE NOT COUNTED AND THE RUBRIC TOTAL WILL NOT FACTOR INTO YOUR FINAL GRADE! IT’S JUST A WAY TO GET A SENSE OF AREAS OF STRENGTH AND AREAS FOR IMPROVEMENT.
  • THE ASSIGNMENT POINT (1 POINT) IS BASED ON WHETHER YOU HAVE SUBMITTED THE ASSIGNMENT AND I PROVIDED YOU FEEDBACK–IT IS OTHERWISE MEANINGLESS!

Rubric

Using Website Evidence Assignment Rubric

Using Website Evidence Assignment Rubric

Criteria Ratings

This criterion is linked to a Learning OutcomePointIs the thesis statement/point clear, specific, strong, and is it related to the proposed topic?

Proficient

Describes a position and perspective related to the topic accurately and clearly.

Developing

Identifies an over-simplified position or perspective with minor inaccuracies or a lack of clarity.

Needs Improvement

Incomplete or missing a position or perspective or presents a position or perspective in very unclear or inaccurate terms.

Missing

Missing.

This criterion is linked to a Learning OutcomeEvidenceIs the cited evidence a GOOD WEBSITE and is its use clear, specific, accurate, and related to the point/topic? Is the evidence cited correctly?

Proficient

Uses a GOOD WEBSITE that is CITED and presents/cites information (data, ideas, or concepts) accurately and appropriately in a context that relates to the point/topic.

Developing

Uses a GOOD WEBSITE that is not correctly CITED and reports/cites information (data, ideas, or concepts) with minor inaccuracies, irrelevancies, or omissions.

Needs Improvement

DOES NOT USE A GOOD WEBSITE and is missing necessary evidence or using/citing information (data, ideas, or concepts) inaccurately, incompletely, or omitting relevant information as evidence.

Missing

Missing.

This criterion is linked to a Learning OutcomeEvaluationIs there a historical interpretation communicated that employs connections, perspectives, ideas, and/or themes to provide effective analysis and evaluation of historical information?

Proficient

Provides an interpretation of information, ideas, or themes that is detailed and well-explained in a logical and clear manner.

Developing

Provides an interpretation of information, ideas, or themes that is generally logical and clear but needs more explanation and specific detail to provide a stronger interpretation.

Needs Improvement

Provides an unclear interpretation of information, ideas, or themes that contains inaccuracies, excessive generalities, and/or a lack of explanation.

Missing

Missing.

This criterion is linked to a Learning OutcomeArgumentIs the overall assignment synthesizing, or connecting, ideas/arguments, evidence, and analytical/evaluative information into a coherent whole–effectively connecting POINT, EVIDENCE, and EVALUATION together?

Proficient

Integrates ideas and/or develops explanations that are clear, coherent, cohesive, and sophisticated–creating a unique and strong argument.

Developing

Arranges ideas and/or develops explanations that are generally clear and coherent save, perhaps, an inconsistency or two caused by a lack of detail, connection, or explanation.

Needs Improvement

Forms ideas and/or develops explanations in a fragmentary manner without clear or coherent order or connection which creates an unclear overall argument.

Missing

Missing.

This criterion is linked to a Learning OutcomeWritingDoes the writing use correct spelling, proper grammar and formatting, and clearly and effectively communicate the writer’s argument to their audience?

Proficient

Writing is of clear and consistent quality (correct spelling and grammar); the writing effectively and clearly communicates the position or perspective of the work.

Developing

The writing can be unclear at points as the writing quality (spelling and grammar) varies. At points the writing is not effectively and clearly communicating the position or perspective of the work.

Needs Improvement

The writing quality (spelling and grammar, for example) is inconsistent and is frequently unclear and/or ineffective in communicating the position or perspective of the work.

Missing

Missing.

Berkeley City College Early Globalization in the 1500s to 1700s Discussion

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