History of Top-Down Response Assignment

History of Top-Down Response Assignment

Instructions:

History of Top-Down Response Assignment

Write a 750-word response to the following prompt:

As we discussed in the journal for Module 12, historians sometimes distinguish between “history from the top down” and “history from the bottom up.” History from the top-down focuses on leaders and elites: presidents, politicians, military officers, and the like. History from the bottom up discusses the experiences of common people: average citizens, racial minorities, immigrants, workers, and families.

Which approach offers a better path for understanding the history of the United States since 1945? Who exerted a greater influence on U.S. foreign and domestic affairs – elites or common people? Do you believe that political and military elites charted a course that the nation followed? Or have broad-based social movements made up of average people exerted more influence since 1945? If you were teaching a course on U.S. history since 1945, which approach would you be more likely to emphasize?

In formulating your answer, choose three different individuals/groups that we have discussed in the third section of this course (modules 11-14). How do the experiences of each individual/group reflect the top down/bottom-up divide? What sort of historical agency – that is, influence – were your individuals/groups able to exert?

GOOD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right,” black residents of Nashville stated in a petition, “and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.” As these petitioners noted, the work of freedom remained incomplete, even after emancipation.

BAD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right, and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.”
The second example is extraordinarily confusing for your reader. Who are you quoting? Are these your words? Introduce your quotes, and then explain them in your own words.

Cite the documents from Eric Foner’s Voices of Freedom as follows:

Elizabeth Cady Stanton, “Home Life,” in Eric Foner, ed. Voices of Freedom, Vol. 2, 6th Edition (New York: W.W. Norton, 2020), 14-17.

History of Top-Down Response Assignment

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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