Essay THREE-this is what the essay must be about
Essay 3
Between 1873 and 1917,
industrialization transformed the United States. Populists, organized labor,
and progressive reformers responded to that transformation. For two of these
three groups, explain who joined, what problems they identified, and what
solutions they proposed. To what extent did each group achieve its goals?
Outcomes of Essay 3 must include:
Explain the varied responses to US industrialization, 1873
to 1917.
Use evidence to support
historical arguments.
Learning Resources: The United States, 1865-1917
Need
more information about the following textbook?
To get
all the details about the recommended textbook, including full citations and
cost estimates, see the Learning Resources section of the Competency Set Orientation
module.
Paul
Boyer et al. The Enduring Vision: A History of the American People,
Volume 2.
Chapter 17: The
Transformation of the Trans-Mississippi West, 1860–1900
Chapter 18: The Rise of
Industrial America, 1865–1900
Chapter 19: Immigration,
Urbanization, and Everyday Life, 1860–1900
Chapter 20: Politics and
Expansion in an Industrializing Age, 1877–1900
Chapter 21: The
Progressive Era, 1900–1917
Overview
Your mastery of this competency is assessed through two essays. These essays evaluate your knowledge of
historical content and ask you to demonstrate historical skills. All essays are evaluated using a rubric Download
rubricthat you can review in advance.
Each essay is worth 8.3% of
your final grade.
You need to score at least 70% on
each essay to achieve mastery.
These essays are graded by
a faculty member.
You can expect a grade within five business
days after submission.
You have three attempts
to complete each essay.
You can resubmit each essay only if
you score below 70%.
In general, essays should be about 1,000
words in length. This is a guideline, not a hard
rule. Essays significantly less than 1,000 words do not usually go into
enough detail, and essays significantly longer than 1,000 words often go
into too much detail or fail to make coherent points concisely.
Remember, you will use primary and
secondary sources from the textbook as evidence to support your essays.
Using other sources is prohibited.
General Rubric for
Assessment Essays
A essays (90%-100%) have
many or all of these characteristics:
Thesis: The essay has a clear
introduction and a thesis that accurately conveys the main points and
arguments contained in the body of the essay.
Evidence: The essay contains numerous examples of appropriate, specific,
historical evidence. Direct quotes
drawn from the text are indicated as such using quotation marks, and are
cited appropriately.
Structure: The essay follows a logical sequence
that makes arguments and their supporting evidence clear to the reader.
Scope: The essay answers all parts of the
question completely.
Prose: The prose is clear, grammatically
correct, and contains few or no typographical errors.
Perspective: The essay considers the historical
issues from the multiple perspectives of relevant groups within American
society.
B essays (80%-89%) have
many or all of these characteristics:
Thesis: The essay has an
introduction and thesis that are either somewhat unclear, not completely
supported by historical evidence, or not representative of the main points
and arguments contained in the body of the essay.
Evidence: The essay contains examples of appropriate, specific, historical
evidence, although more examples were needed or some of the examples were
neither appropriate nor specific enough. Direct quotes drawn from the text
are indicated as such using quotation marks, and are cited appropriately.
Structure: The essay follows a logical sequence
that usually makes arguments and their supporting evidence clear to the
reader.
Scope: The essay answers almost all parts of
the question completely.
Prose: The prose is clear, its grammar is
mostly correct, and it contains only a few typographical errors.
Perspective: The essay considers the historical
issues from multiple perspectives, but does not completely consider all
relevant perspectives.
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