HIST 2070 Final Exam Assignment
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HIST 2070 Final Exam Assignment
HIST 2070 Final Exam
Directions: Students will choose one of the three essay prompts to answer in a seven to ten paragraph essay. In their essay, students will analyze the main topics of the course and use supporting information from the assigned readings and provided primary sources. All essays must have in-text citations and include a works cited or bibliography page.
Deadline: November 25, 2020 to e-learn dropbox by 11:59pm
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Essay Prompts
- Reading review: Students will write an essay reviewing either the course textbook or one of the assigned articles. In the review, students are to make arguments about the text’s content beyond mere summation. Argument can include discussion of author’s use of sources, author’s style, whether the argument is valid, etc. Submission of a book report (or mere summery of the text) is not sufficient and does not meet the assignment guidelines. See additional resources on e-learn.
- Primary Source Analysis: Read and analyze two (2) of the following documents:
-Two Edicts from Qianlong emperor (e-learn)
-The Treaty of Nanjing (e-learn)
– Lin Zexu, “Letter to Queen Victoria”
https://cyber.harvard.edu/ChinaDragon/lin_xexu.html
HIST 2070 Final Exam Assignment
-Rudyard Kipling, “The White Man’s Burden”
https://sourcebooks.fordham.edu/mod/kipling.asp
-Lord Frederick Lugard, The Rise of Our East African Empire
https://read.activelylearn.com/#teacher/reader/authoring/preview/901059/notes
-Mbemba, “Appeal to the King of Portugal” (e-learn)
-Olaudah Equiano
https://courses.lumenlearning.com/atd-tcc-worldciv2/chapter/primary-source-olaudah-equiano/
-Childhood Lost
https://www.eiu.edu/eiutps/childhood_set.php
HIST 2070 Final Exam Assignment
In complete sentences, answer the following questions based the primary sources. Essay does not need to answer these questions as they are listed here. Yet, however your essay is organized, all of these questions must be answered in the body paragraphs of the essay.
What type of primary source document it is? When and where was the source created? Who created this source? What was going on in the place and time that led to this source being created? How is the person(s) who created the source connected to that historical context? What was the author’s main argument or primary message they are trying to convey? What information is conveyed in this source? What opinions are expressed? How does the author try to get their message across? What methods does he/she use? Individually, what information does each source provide? What are some of the strengths and limitations of the sources? Collectively (as a set), what historical image do these sources project or depict?
- Cotton or Drugs: In units two and three, we have discussed how cotton and drugs as commodities have impacted world history. For this question, students are to address how cotton or drugs (be specific in terms of what you identify as the drug of focus in your essay) as a commodity have impacted world history in one or two of the following ways: economics, politics, government, culture, geography, or society. Be sure to use supporting evidence from at least one (1) primary source in your essay.
- Colonial Legacies: This semester, we have discussed in depth how imperialism and colonialism have shaped modern world history. In the question, students are asked to analyze the impact of colonialism in world history. Review the detailed chart on different forms of colonialism and identify, explain, and analyze how different forms of colonialism have shaped two or three different places and/or moments (i.e. Industrial Revolution) in modern world history (1500-present).
HIST 2070 Final Exam Assignment
| Criteria | Exemplary (25) | Proficient (20) | Limited Proficiency (17.5) | Does Not Meet Standard (15) | Total |
| Historical Content Knowledge: Student identifies and describes a topic, theme, or development in world history. | Student demonstrates strong proficiency in describing at least one topic, theme, or development in world history. | Student demonstrates proficiency in describing at least one topic, theme, or development in world history. Deficiencies in one or more of the above criteria, but still acceptable for the course level. | Student demonstrates limited, general knowledge of the historical subject, including significant factual errors or omissions. | Student attempted assignment but displays no proficiency in accurately recalling, recognizing, and/or utilizing an appropriate range of historical content knowledge. Not acceptable for the level of this course. | /25 |
| Sources and Historical Analysis: Student is able to synthesize documents and/or media to produce an original essay. | Student demonstrates strong proficiency in utilization of source materials as described in criteria/instructions. | Student demonstrates proficiency in utilization of source materials as described in criteria/instructions. Deficiencies in one or more of the above criteria, but still acceptable for the course level. | Student demonstrates limited, general proficiency in utilization of source materials as described in criteria/instructions. | Student attempted assignment but displays no proficiency in utilization of source materials as described in criteria/instructions. Not acceptable for the level of this course. | /25 |
| Historical Method: Student applies theoretical concepts such as periodization, cause and effect, compare and contrast, historical context, and/or historiography | Student demonstrates strong proficiency in analyzing past events through tools of historical thought. | Student demonstrates proficiency in analyzing past events through tools of historical thought as described in criteria/instructions. Deficiencies in one or more of the above criteria, but still acceptable for the course level. | Student demonstrates limited, general proficiency in analyzing past events through tools of historical thought as described in criteria/instructions. | Student attempted assignment but displays no proficiency in analyzing past events through tools of historical thought as described in criteria/instructions. Not acceptable for the level of this course. | /25 |
| Organization and Mechanics: Student orders major points in a reasonable and convincing manner while employing standard diction, syntax, usage, grammar, and mechanics. | Student demonstrates strong proficiency in organizational and mechanical aspects of the assignment as described in criteria/instructions. | Student demonstrates proficiency in organizational and mechanical aspects of the assignment as described in criteria/instructions. Deficiencies in one or more of the above criteria, but still acceptable for the course level. | Student demonstrates limited, general proficiency in organizational and mechanical aspects of the assignment as described in criteria/instructions. | Student attempted assignment but displays no proficiency in organizational and mechanical aspects of the assignment as described in criteria/instructions. Not acceptable for the level of this course. | /25 |
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