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t1512021 Research Essay – 21SP HlS102 Western Civilization Post 1689 (Y0

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)- Trident Technical College

: 21SP H|S1O2 Western Civilization Post 1689 (Y04)

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Research Essay

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Research Essay

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lnstructions

Reod poges 2-4 of the Distonce-Leorning Addendum.

Due Date

Apr 2,2A2117:59 PM

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Rubric Name: Communication Rubric – General Education

Communication

Organizatiorr: The student

arranges the parts of the

message in a logical

sequence, with appropriate

way-finding guides, such

Exceeds Fundamental

Competencies

4 points

Consistently Exhibits
Fundamental

Compentencies

3

points

lnconsistently Exhibits
Fundamental

Competencies

2 points

Does Not Exhibit
Fundamental

Competencies

1 point

Criterion
Score

Provides clear, precise, and

sophisticated organization

with logical connections

between

ideas

Provides clear

organization that

coherently connects

ideas

Provides organization

that at times lacks clarity

andior coherence

between ideas

Provides no clear

organizational structure

or coherence tletween

ideas

/4

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2t15t2021 Research Essay – 21SP HlS102 Western Civilization Post 1689 (Y04) – Trident Technical College

as transitions, for the

audience.

Clarity: The student uses

clear, accurate diction and

clearly constructed

sentences.

Style: The student uses

diction, syntax, and./or

visuals that are engaging

and appropriate for the

subject, the audience. the

occasion, and format

conventions.

Mechanics: The student

adheres to the

conventions

of standard English
grammar, mechanics,

spelling, and

documentation rules as

appropriate to purpose

and audience.

Total

OverallScore

Level 4
15 points minimum

Ernploys clear, precise,

accurale, and varied diction

and

syntax

Employs varied and

sophisticated diction, syrrtax,

andlor visuals that are

consistetrtly engaging and

appropriate for the suilject,

audience, occasion, and

format c0nventions

Emplo),s accu!”ale grartmar,

mechanics, spelling, and

docurnentation slyle

Level 3
11 points minimum

Employs clear, accurate

Ciction and clearly

ccnstructed senlences

Enrploys diction. syntax.

andr’or visuals that are

eiigaging and appropriate

for the sub.ject. audience,

occasion, and format
conventions

Employs largely accurate
grarnmar. mechanics,

spellinq, and

documentation style and

any errors do nol

significantly impact

credibilily lvith the

audience

Exhibits fluctuations

between clear, accurate

diction and unclear,

inaccurate diction andior

syntax

Employs diction, synlax.

andlor visuals that are

incansistently engaging

or appropriate for the

subiect, audience,

occasion. or format

conventions

Exhibits errors in
grammar, mechanics,

speiling, or

docui’nentatron style that

can hinder credibility

with the audienco

Cr:nsistently ernploys

unclear, imprecise, andior

inccrrecl diction or syntax

Employs diction, syntax,

and/or visuals that

consistently lack

engagement or are

inappropriate for the

subjecl, audience,

occasion. or format

ccnventions

Consistently exhibits
serious errors with

gramnlar, mechanics,

spelling, or

docurnentation style that

undermine credibility with

the audience

Level 1
0 points minimum

i4

/4
/4

/16

Level 2
7 points minimum

https://onlcourses.tridenttech.edu/d2lllms/dropbox/user/folder_submit-files.d2l?db=288439&grpid=0&isprv=0&bp=0&ou=146016 2t4

2t1st2021 Research Essay – 21SP HlS102 Western Civilization Post 1689 (Y04) – Trident Technical College

Rubric Name: CriticalThinking Rubric – General Education

Critical Thinking

ldentification: The studerrt

identifies a problem, issue, or

concept and an appropriate

scope of inquiry.

Evidence: The student selects

appropriate, suff iciently

detailed, and convincing

supporting evidence based on

credible sources.

Analysis: The student analyzes

relationships among

information and concepts (e.g.,

cause and effect: evidence

and conclusion: fact vs.

opinion/assumptioni.

Synthesis: The student

reaches conclusions

supportable

by evidence and

analysis.

Exceeds Fundamental
Competencies
4 points

Precisely identifies and

explores a complex

central focus and

extends treatnlent 0f that

focus beyond basic

requirements

Selects appropriate.

cornplex, detailed, and

convincing evidence ironr

credible, sophisticated

s0urc€s

Provides complex,

precise. and detailed

analysis of relationships

anong and/or
connections between

information and concepts

Reaches thorough,

sophisticated, and

complex conclusions

strongly suppo(ed by
evidence and

analysis

C0nsistently Exhibits
Fundamental

Competencies
3 points

Clearly identifies and

explores a central focus

with sufficient scope to

facilltate understanding

Selects appropriate,

detailed. and convincing

evidence from credible

sources

Provides cogent and

sufficientiy detailed

analysis of relationships

among information

and/or conneclions

between concepts

Reaches cogent and

sufficiently detailed

conclusions supp0rted

by evidence and
analysis

lnconsistently Exhibits
Fundarnental

Competencies

2 point,s

ldentifies a central foctrs

that is limitecl in Cetail,

complexity, andior

scope

lnconsistently selects

appropriate sources 0r

some evidence proves

superficial andlor lacks

detail. full persuasiveness

andlor credibility

Provides analysis of
re lationships among
informati0n and concepts

but at tin)es lacks sufficient

detail or contains

superficial evaluations

Reaches

conclusions that

at times lack complexity or

detail and/or are not fully

supported by evidence and

analysis

Does Not Exhihit
Fundamental

Competencies

1 poini

Does not address

required topic or
identifies a central

focus that is

excessively superficial

or overly limited in

scope

Has failed t0 include

evidence or selected
inappropriate,

excessively superficial,

unrelated, and,ror

unreliable evidence

Does not provide

analysis of information

and concepls

Does not reach

conclusions or reaches

conclusions that

diverge significantly
from evidence and

analysis
Criterion
Score

l4

/4
/4
/4
Total
OverallScore

https://onlcourses.tridenttech.edu/d2lllms/dropbox/user/folder_submit_files.d2l?db=288439&grpid=0&isprv=0&bp=0[,6g=146916

/ro

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2t1512021 Research Essay – 21SP HlS102 Western Civilization Post 1689 (Y04) – Trident Technical College

Level 4
15 points minimum
Level 3
11 points minimum
Level 2
7 points minimum

Level 1
0 points mlnimum

Subrnit Assignment

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I

TRII}INT TECHNICAL CTf,LLEciE

DISTANCE.LEARN!NG ADDENDUM

POLtCtES

INSTRUCTOR RESPONSES

Expect responses to student emails within 24 to 48 hours.

GRADE POSTING

Expect grades to be posted in D2L immediately after quizzes,

within a week of a posted discusslon, and within two weeks
of the research essay’s due date.

LATE WORK

Historical essays will be accepted for 3 days after the due
date, accruinga 10% penalty each day.

PARTICIPATION

To demonstrate attendance, students must engage in an

assignment by the first set of due dates. Failure to do so will
result In being removed from class permanently.

ASSESMENTS

RESEARCH ESSAY

Students must upload an original essay in DOC, DOCX, RTF, or

ODT format to “Assignments” in D2L. Each essay must fulfill
the requirements detailed on pages 2-4 of this document.

DISCUSSIONS

Our online forum (found in “Discussions” in D2L) will be used
to analyze primary sources. Students will be responsible for
completing all of these exercises. Each post must fulfill the
requirements detailed at the top of the forum.

QUIZZES

Student are responsible for taking 6 quizzes. Each covers two

chapters and consists of 20 random multiple-choice
questions, broken into multiple pages. Once one page is
completed, students cannot revisit that page during testing.

Students will have 20 minutes to complete 20 questions.

R[SPONDUS LOCKDOWN BROWSIR

When you first access a quiz you will receive a prompt to

download lhe Respondus Lockdown Browser'”. A mock quiz is

available, allowing students to download this browser before

an actual quiz. To ensure compatibility with D2L and the

Respondus software run a “system Check.” Look to the menu

on the horizontal taskbar of our D2L page’ Select “More” >

“system Check.” Ensuring compatibility with TTC’s software is

the responsibility of the student, not the instructor.

MAP QUIZZES

Students are responsible for taking 2 map quizzes. Each
covers seven chapters of geographic material and consists of
5 multiple-choice questions, divided into multiple pages.
Once one page is completed, students cannot revisit that
page during testing. Students will have 4 minutes to
complete 5 questions.

FINAT QUIZ

The final quiz will be comprehensive and consist of 60
random multiple-choice questions, broken into multiple
pages. Once one page is completed, students cannot revisit
that page during testing. Students will have 50 minutes to
complete 60 questions.

CRITICAL THINKING EXERCISE

At the end of this course, student are responsible for taking a
timed critical-thinking q uiz to measu re student-lea rning
outcomes. This quiz will consist of random multiple-choice
questions, broken into multiple pages. Once one page is
completed, students cannot revisit that page during testing.
No study guide is provided given that this exercise measures
critical thought, not memorization.

GRADING

Grades for assignments can be found under the “Grades”
section of our D2L page. The value of each is as follows:

Research Essay (20%)

Discussions (28% total)

Quizzes (30% total)
Map Quizzes (5% total)
Final Quiz (12%)

Critical Thinking Exercise (5%)

Students will not be given points that they did not earn. No
extra credit will be offered.

I

RESEARCH ESSAY DIRECTIONS

OVERVIEW

Respond to a prompt on page 4 with a clear arsument
supported by historical evidence. Draw logical conclusions
based on research and analysis. This assignment calls for on
orgument obout – not a narrative of – an historical event. This
assignment should take around 24 to 32 hours.

BASIC REQUIREMENTS

Doublb-spaced Times New Roman L2-pt font.

6 full pages with 1″ ma;gins plus a Works Cited page

Basic mastery of grammar, syntax, and style

Developed paragraphs with topic sentence

An introduction must contain context (who, what, where,
ond whenl and a thesis statement.

4 scholarly sources, in addition to your textbook, which
occur in Works Cited Page and in-text citations.

All claims (not just direct quotations) require MLA in-text
citations.

All in-text citations require both authorship and page

number.

A concluding paragraph attempting to answer the
question -‘so what?’

SOURCES

SCHOLARI”Y SOURCES

To determine if a work is acceptable:

r Does it have both an author and page numbers?
r ls it published by afl academic or university press?
! ls it an article by an academic journal?
r Does it have a form of citation or a reference?
ELECTRONIC SOURCES

TTC provides access to eBooks and journals accessible when
logged into your account. Links are located at the bottom of
our class’ D2L page under “User Links.”

UNACCIP-TABL[ SOURCES

The following sources are unacceptable:

. Sources that do not provide both author and page
numbers

. Websites (e.g. academic blogs, authorless database
articles, university web pages, Wikipedia, etc…).

. Encyclopedias of any kind
To understand why you cannot use these types of sources,

see tutorial “Scholarly Sources Explained” in “User Links.”

qUOTATIONS & CITATIONS

You must support your assertions with MLA in-text citations
and provide a Works Cited page.

DIRECT QUOTATION5 (“QUOTING”)

Using word-for-word excerpts requires quotation marks
followed by an MLA in-text citation,

. Direct quotations cannot stand alone, lntroduce each
quotation into your sentences.

. After a direct quotation, you must provide analysis.
Explain the significance of the quotation.

. Do not use quotations that are longer than two lines.
A sentence containlng a direct quotation found on page 127
of a book by John Hunter:

John Hunter argues that until Napoleon’s failure in Russia,
“the Jacobin commander’s tactics resulted in victory and high

morale among his troops” (Hunter 127).

tNDTRECT QUOTATTONS (“PARAPHRASING”)

Use MLA in-text citations when summarizing or paraphrasing

information from a source. In-text citations are required even
when you are not using direct quotations.

A sentence based on information (not a direct quotation)
found on page 17 by John Hunter would look like:

Despite his modest background, Napoleon excelled at

leadership, exuding revolutionary fervor (Hunter 17).

GRAMMAR & STYLE

ACTIVE VOICE: Strong formal writing uses active voice, in
which the subject of the sentence performs the action:

! Passive: lt was believed that the dead were judged by
Osiris.

. Active: Egyptians believed that Osiris judged the dead.
FIRST PERSON: Formal writing avoids using first person
pronouns (“1” or “me”).

VERB TENSE: To avoid confusion, write in the past tense when
referring to past events, people, and societies. For example:

Martin Luther nailed his Ninety-Five Theses to a church door

in Wittenberg (Robinson 234).

The exception to this rule is when referring to an author’s
assertions in the context of their writings. For example:

ln his magnum opus, Ihe Theory of Morol Sentiment,

eighteenth-century economist Adam Smith argues that

capita lism romotes social stability” Smith 76-8)

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PLAIGIARISM

To avoid failins this assisnment. do not co py any portion of
your essay from a book, eBook, journal article, website, or

other source without enclosing that copied section in
quotation marks followed by an in-text citation. UsinB a
previously written essay is plagiarism. Changing a few words

of a passage does not make it your own.

See tutorial “How tb Prevent Plagiarism” in “User Links.”
Students cannot earn a grade for this work unless they
upload their essay to D2L “Assignments,” at which time
Turnitin o software checks the work for plagiarism.

RESEARCH PROCESS

SIljI!: SELECT A QUESTION
a) The question you select will direct your research.

b) You will answer this question in your introduction

c) You will provide “proof” in the body of your essay

5J!!.2: LoCATE REsoU RcEs
(a) Use online sources found under “User Links” (e.9. Google

Books, EBSCOhost, ProQuest, JSTOR, etc…).

(b) With lD, TIC students can check out library books at TTC,

cofc, The Citadel, MUSc, and Charleston Southern.

(c) Make certain every source you plan to use provides both

authorship and page numbers (see page 2).

Sflllr CONDUCT RESEARCH
(a) Find Related sources. Look for sources related to your

question, sources about a particular event, person, country,

region, political development, or historical era.

(b) Search for Kev Terms. Once you’ve found a source, use

the table of contents or index to look for key terms

associated wrth your question. lf the source is ;n an

electronic, use the search function to look for key terms.

(c) Put in the Time. You will need to search through many

sources and may have to look in a source for some time

before finding useful information.

(d) collect lnformation. when you find useful passages in a

source, write down the quotation along with the author’s

name, work’s ttle, and Page number,

When you find a useful passage in an electronic work, use a

“snipping Tool” or “Screenshot” to capture images. You can

save these as files or print them out. Again, write down the

identifying information as above.

(e) Grouo lnformation. lf you find a useful passage in one

source, look for similar passages in other sources. Look for

patterns. Group similarly themed quotations Construct an

outline using similarly themed quotations

RESEARCH ESSAY RUBRIC

“A” Essay:
. Well-developed thesis and complex conclusion
. Full length and correct formatting
. Consistent analysis, context, and examples
. Correct number of scholarly sources
. Correct citations, quotations, and Works Cited
. No spelling or grammatical errors

,’B,,Essay:

. clear thesis and conclusion

. No more than % page short of length

. May contain uneven analysis, context, or examples

. Correct number of scholarly sources
r Correct citations, quotations, and Works Cited
. Contains very few spelling and grammatical errors

“c” Essay:
. Discernable thesis and may contain weak conclusion
. No more than 1 page short of requirement
. May contain uneven analysis, context, or examples
. May use one or more unapproved sources

. May contain citation, quotation, or Works Cited errors

. May contains spelling and grammatical errors

“D or F” Essay:

. May lack thesis and/or conclusion

. May fail to satisfy page length requirements

. May fail to provide context and concrete examples

. May fail to use any approved sources

. May contain citation, quotation, or Works Cited errors

. May contain spellinB and Srammatical errors

. May contain plagiarism

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RESEARCH ESSAY PROMPTS

1. How did Enlightenment intellectuols define ‘reoson’?

2. Wos the Enlightenment on oge of toleration?

3. What were Enlightenment attitudes towords sexuol ond rociol difference?

4. Whot wos the relotionship between Enlightenment progress ond Europeon revolution?

5. How did the royal court ot Versoilles shape French government ond society?

6. To whot extent did feudolism contribute to the French Revolution?

7. Why did collection of toxes in eighteenth-century Fronce fail to meet the requirements of the notion?

8. How did Nopoteons octions on the Continent encouroge social stobility?

9. How did the Napoleonic ero “cleor the woy” for future industriolizotion in Europe?

L0. Whot wos the relationship between the lndustrial Revolution and capitolism?

11. Whot potiticol ideotogy formed the dominont ideology of the bourgeois middle closs?

12. Why were the economic elforts of the bourgeoisie ond working closs ofien opposed?

13. Whot wos the relotionship between nineteenth-century liberolism ond the Enlightenment?

74. Whot wos the relationship between nineteenth-century conservotism ond notionolism?

15. Why did the Congress of Vienna fail to stop the Revolutions of 1848 from occurring?

L6. How did nineteenthoand twentieth-century nationolists distort history to further their oims?

17. Whot wos the relotionship between Europeon nationolism ond Anti’Semitism?

18. How did Korl Morx ottempt to reveol the ways in which economic relationships shoped societies?

19. Whot wos the relationship between industrial capitolism ond 19th century secularization?

20, How did Anti-Semitic outhors misrepresent history and science os propagando to further their oims?

21. How did historicol criticism coll into question the legitimocy of the Bible?

22. Why might the odvonce of modern medicine contribute to seculorization?

23. How did the context of industriolization help usher in first wave feminism?

24. Why did mony nineteenth-century Europeon women view feminism os unnotural?

25. How did Sociol Dorwinism play a role in justifying imperiolist endeovors in Africa and Asia?

26. To what extent did Otto von Bismarck plont the seeds of the Greot War of 1914-1918?

27. Whot was the relotionship between nationolism ond the drive to the First World War?

28. Why did the October Revolution foil to produce the utopion society envisioned by Lenin?

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