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Berkeley City College Week 4 Becoming Modern and Industrial Revolution Essay

Berkeley City College Week 4 Becoming Modern and Industrial Revolution Essay.

There’s no real reason for this to be here other than to throw in some more music in the class…

Assignment: Write a thoughtful and well-written 1-2 pages (about 250-500 words) historical analysis and please try to submit the assignment by the end of Week 4 (Sunday, September 20th) 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 any appropriately cited evidence to support your interpretation.

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Topic: “Becoming Modern”

  • The political revolutions beginning in the late 1700s and industrialization, or the “Industrial Revolution,” are often combined by historians who discuss these “dual revolutions” as forming the immediate basis for our “modern” world. Would you agree with this “dual revolutions form the basis for the modern world” argument or disagree? Why?
  • You might want to focus on either aspect, political revolution or economic revolution, or both as you prefer.

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NOTE:

  • An informal citation using a webpage/artifact can appear in parentheses following your discussion of the source and looks like this: (Name the creator of the source if known, skip otherwise, first, “Name of the site/object,” and if it is from a website use <url here>, finish with the date you accessed the page)
  • Example: This joke has grown old so I am sticking with the previous format, “that History 3B’s Assignment 4 webpage contained a generic image describing primary sources.” (Blake Johnson, “Week 4 Assignment Generic Image,” HIST-3B-43873-F20 <https://peralta.instructure.com/courses/35356/assignments/263080> Accessed [put date here])

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

  • What do you think makes the world “modern?” (And does it include political revolution and economic revolution?)
  • What role(s) do political revolution and economic revolution play in shaping the world in the 1700s and 1800s? (And does this connect to the modern world today?)
  • Were the “dual revolutions” overall a positive, negative, or mixed impact on world history? (Could consider for whom–which groups of people or regions.)
  • Have the political revolutions and economic revolutions we looked at ever stopped or are they ongoing? (If they stopped, when? If they are ongoing what would represent an end?)

*NOTE: There are no right or wrong arguments; I just want you to practice making connections to produce a historical argument.

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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 (“Revolutions form ____ of the modern world”). Usually 1 sentence; this is the thesis or topical sentence.

2. EVIDENCE: Cite strong evidence to support your POINT. Remember, evidence should directly relate to your point and support it and you need to identify and cite it as necessary.

3. EVALUATION: Having explained your EVIDENCE you then need to tie your argument together by explaining how and why the 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, 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

Week 4 Writing Assignment Rubric

Week 4 Writing 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 clear, specific, accurate, and related to the point/topic? And, if necessary, is the evidence cited correctly?

Proficient

Presents/cites information (data, ideas, or concepts) accurately and appropriately in a context that relates to the point/topic.

Developing

Reports/cites information (data, ideas, or concepts) with minor inaccuracies, irrelevancies, or omissions.

Needs Improvement

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?

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.

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.

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 Week 4 Becoming Modern and Industrial Revolution Essay

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